Dynamic learning program (DLP) and physics proficiency of high school students

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Author: Lacrete, Ednalyn P.

Accession Number: 1589T

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Copyright Year: 2014

Abstract:

The quantitative-qualitative, casual-comparative research aimed to determine the students' level of proficiency in Physics after exposure to the Traditional Teaching Strategy (TTS) and Dynamic Learning Program (DLP). Sixty-five (65) students from batches 2013 and 2014 of the University of Iloilo - Phinma Education Network, Basic Education Department, comprised the two groups: one group exposed to Traditional Teaching Strategy (TTS) and the other group exposed to Dynamic Learning Program (DLP). These two groups of participants were matched paired using their chemistry APSA proficiency results. These two groups were taught Physics that covered the whole school years, SY 2012-2013 for batch 2013 and SY 2013-2014 for batch 2014. This research utilized the students' scores in the Physics proficiency test prepared and administered by the Asian Psychological Services and Assessment, Inc. (APSA). This test was given to batch 2013 last March 1, 2013 and to batch 2014 last March 6, 2014. Also, students' reflections and subject coordinator's observations were used for qualitative data collection. The statistical tools employed were frequency counts, mean and standard deviation, and t-test for independent samples at 0.05 alpha level. The study revealed that the level of Physics proficiency of students exposed to Traditional Teaching Strategy (TTS) and Dynamic Learning Program (DLP) was Progressing Towards Standards (PTS). When grouped according to sex, students exposed to Traditional Teaching Strategy (TTS) showed no significant difference in their APSA Physics proficiency. The same was true with the students exposed to the Dynamic Learning Program (DLP). However, male students, as well as female students exposed to the Dynamic Learning Program (DLP) showed a significant difference in their APSA Physics proficiency than the male and female students, respectively, who were exposed to Traditional Teaching Strategy (TTS). Regardless of sex, the APSA Physics Proficiency of students exposed to the Dynamic Learning Program (DLP) was significantly higher than that of students who were exposed to the Traditional Teaching Strategy (TTS). Students perceived Dynamic Learning Program (DLP) as an effective, engaging, relevant and enlightening strategy in teaching Physics. They said that it likewise honed their capacities, relationships with family, and study habits.


Keywords: Dynamic learning program (DLP), physics proficiency

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