Open Access Open Access  Restricted Access Subscription or Fee Access

Context-Based Approach in the Teaching of Concave and Convex Lenses: Towards Students Motivation and Academic Performance

Luninging M. Dela Cruz, Dennis G. Caballes

Abstract


The study of lenses is one of the least mastered skill in Physics. Students find it difficult to understand the concept of lens, ray diagramming and the lens equation. Henceforth, this study proposed a context-based lessons with topic and activities associated with the students’ authentic real life experiences that heightened learners’ enthusiasm and learnings. This research examined the effectiveness of the context-based lesson on students’ motivation level and conceptual understanding on the topic of Lens. This study was conducted at San Isidro National High School for two weeks participated by fifty (50) Grade 10 students. A quasi-experimental research one group pre-test and post-test was implemented to facilitate the collection of data. The following instruments: Lens Test (LT), Science Motivation Questionnaire (SMQ) were used to gather quantitative data. Statistical analysis revealed that there was a significant difference in the pre-test and post-test on academic performance. However, there is no significant difference in the students’ motivation before and after the conduct of the study.

Keywords


Academic Performance, Context-Based Approach, Concave Lens, Convex Lens, Students’ Motivation

Full Text:

PDF

References


Abubakar, S. (2012). Role of Physics Education for Technological Development for Employment and Self Productivity. Journal of Educational Research, 166-170.

Kaltakci, D., & Eryilmaz, A. (2011). Context-Based Questions: Optics in Animal Eyes. IOP Science, 323-327.

Ültay Eser, Ü. N. (2014). Context-Based Physics Studies: A Thematic Review of the Literature*. H. U. Journal of Education, 197-219.

King, D. (2012). New perspectives on context-based chemistry education: Using a dialectical sociocultural. Studies in Science Education, 51-87.

Bahtaji, M. A. (2015). Improving transfer of learning through designed context-based. European Journal of Science and Mathematics Education, 265-274.

Tural, G. (2013). The functioning of context-based physics instruction in higher education. Asia-Pacific Forum on Science Learning and Teaching.

DepEd. (2016). K to 12 Curriculum Guide Science (grade 3 to 10). Pasig City: DepEd.

Nasri, N. Y. (2010). Uncovering Problems Faced by Science Teachers. Procedia Social and Behavioral Science, 670-673.

Rose, D. E. (2012). Context-Based Learning. In N. M. Seel, Encyclopedia of the Sciences of Learning (pp. 1-5). Springer Science.

Devendorf, S. (2016). Joh Dewey: A Pioneer in Educational Philosophy. SKAP Journal.

Holbrook, J. (2014). A Context Based Approach to Science Teaching. Journal of Baltic Science Educaation, 152-154.

De Jong, O. (2006). Making Chemistry Meaningful: Conditions for Successful Context Based Teaching. IV Jornadas Internacionales, 215-221.

DepEd. (December 2019). PISA 2018, National Report of the Philippines. Pasig City, Philippines: DepEd.

Mazzeo, C., Rab, S. Y., & Alssid, S. Y. (2003). Building Bridges to College and Careers: Contextualized Basic Skills Program at Community Colleges. Brooklyn New York: Workforce Strategy Center.

Rivet, A. E., & Krajcik, J. S. (2008). Contextualizing Instruction: Leveraging Students’ Prior Knowledge and Experiences to FosterUnderstanding of Middle School Science. Journal of Research in Science Teaching, 79-100.

Podschuweit, S., & Bernholt, S. (2018). Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy. Research in Science Education, 717-752.

Wilson, F., Evans, S., & Old, S. (2015). Context Led Science Courses: A Review. Research Matters, 7-12.

Glynn, S. M., & Bryan, R. R. (2011). Motivation, Achievement and Advance Placement Intent of High School Students Learning Science. Wiley Online Library, 1059-1065.

Vaino, K., Holbrook, J., & Rannikmae, M. (2012). Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemistry Education Research and Practice, 410-419.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.