A study on the effectiveness of direct current video (e-DC) improving learning outcomes of students and motivation towards learning Physics
DOI:
https://doi.org/10.37134/jictie.vol10.1.8.2023Keywords:
online learning, interactive video lecture, direct current, Physics, achievement, motivationAbstract
COVID-19 is seen as a transformational agent for the widespread implementation of online learning at the school and higher education levels. A conducive learning environment, with the help of digital technologies, is essential to be incorporated into our learning process to enhance student’s understanding of each course taken. The topic of Direct Current, in electricity, for foundation and matriculation level, is quite dense with formulas of electric current, resistance, and resistivity including the analysis of a simple Direct Current circuit. Therefore, we proposed the video of interactive notes (e-DC) which aims to improve students' understanding of the topic of Direct Current (DC). The notes created contains terminologies, formula, and a brief description of electric parameters such as electric current, resistivity, and conductivity. The current study was carried out among 183 pre-university students to highlight the effectiveness of the e-DC. To achieve the objective of the study, two pre-university centres namely the Centre for Defence Foundation Studies, UPNM, and Kolej Matrikulasi Pahang (KMPh) were selected through convenient sampling. The null hypothesis was that there would be no difference in the achievement between the students’ scores using e-DC. The pretest-posttest comparison was used to test the effectiveness of the e-DC. The result indicated more improvement between their pre-test and post-test data causing the null hypothesis to be rejected. The findings of the study also found that most students (96%) stated their agreement that the learning process becoming more engaging and fun with the use of e-DC and students are motivated in learning Physics.
Downloads
References
Abdullah, D., Sastraatmadja, A. H. M., Lestari, N. C., Saputra, N., & Al Haddar, G. (2023). Implementation of youtube as a learning media in the new normal era. Cendikia: Media Jurnal Ilmiah Pendidikan, 13(3), 476-481. https://doi.org/10.35335/cendikia.v13i3.3464
Aragoneses, A., & Messer, R. (2020). Developing educational youtube videos as a tool to learn and teach physics. The physics teacher, 58(7), 488-490. https://doi.org/10.1119/10.0002068
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4). https://doi.org/10.1187/cbe.16-03-0125
Candido, K. J. O., Gillesania, K. C. C., Mercado, J. C., & Reales, J. M. B. (2022). Interactive simulation on modern physics: A systematic review. International Journal of Multidisciplinary: Applied Business and Education Research, 3(8), 1452-1462. https://doi.org/10.11594/ijmaber.03.08.08
Cardinot, A., McCauley, V., & Fairfield, J. A. (2022). Designing physics board games: a practical guide for educators. Physics Education, 57(3), 035006. https://doi.org/10.1088/1361-6552/ac4ac4
Dictionary, M.-W. (2002). Merriam-webster. On-line at https://www.merriam-webster.com
Escalada, L. T., & Zollman, D. A. (1997). An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(5), 467-489. https://doi.org/10.1002/(SICI)1098-2736(199705)34:5<467::AID-TEA4>3.0.CO;2-O
Gedera, D., Williams, J., & Wright, N. (2015). Identifying factors influencing students’ motivation and engagement in online courses. In Motivation, leadership and curriculum design (pp. 13-23): Springer.
Gustafsson, P. (2013). How physics teaching is presented on YouTube videos. Educational Research for Social Change, 2(1), 117-129.
Hassan, S. A. A. (2021). Keberkesanan pembelajaran dan pengajaran dalam talian (epembelajaran) terhadap pembelajaran pelajar di Kolej Komuniti Hulu Langat. International Journal of Humanities Technology and Civilization, 1-14.
Hatiku, F., Umar, M. K., Supartin, S., Yusuf, M., Odja, A. H., & Payu, C. S. (2022). The Use of PowerPoint and Video as Learning Media in Online Learning and Physics Learning Outcomes in High School. Jurnal Pendidikan Fisika Dan Teknologi, 8(2), 176-183. https://doi.org/10.29303/jpft.v8i2.4279
Hoerunnisa, A., Suryani, N., & Efendi, A. (2019). The effectiveness of the use of e-learning in multimedia classes to improve vocational students’ learning achievement and motivation. Kwangsan: Jurnal Teknologi Pendidikan, 7(2), 123. https://doi.org/10.31800/jtp.kw.v7n2.p123--137
Hou, H.-T., Fang, Y.-S., & Tang, J. T. (2021). Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2021.1961810
Irvani, A., & Warliani, R. (2022). Development of physics demonstration videos on Youtube (PDVY) as physics learning media. Jurnal Pendidikan Fisika Indonesia, 18(1), 1-12. https://doi.org/10.15294/jpfi.v18i1.26723
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal Of Applied Science & Technology, 7(4), 396. https://doi.org/10.9734/BJAST/2015/14975
Leu-Timmermann, B. (2023). Edpuzzle. Die Unterrichtspraxis, 56(1), 95-97.
Liu, L., Du, X., Zhang, Z., & Zhou, J. (2019). Effect of problem-based learning in pharmacology education: A meta-analysis. Studies in educational evaluation, 60, 43-58. https://doi.org/10.1016/j.stueduc.2018.11.004
Mawaddah, N., Mustofa, M., & Putra, I. S. (2022). Improving students’ listening ability using Edpuzzle interactive video. Premise: Journal of English Education, 11(1), 65-81.
McCoach, D. B., & Flake, J. K. (2018). The role of motivation. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 201–213). American Psychological Association. https://doi.org/10.1037/0000038-013
Muhammad, M. (2020). Pembelajaran Maharah Qiraah Menurut Teori Konstruktivis Sosial. Lisan An Nathiq: Jurnal Bahasa dan Pendidikan Bahasa Arab, 2(1), 64-75.
Najib, M. N. M., Md-Ali, R., & Yaacob, A. (2022). Effects of PhET interactive simulation activities on secondary school students’ Physics achievement. South Asian Journal of Social Sciences and Humanities, 3(2), 73-78 https://doi.org/10.48165/sajssh.2022.3204%20.
Niedderer, H. (2001). Physics learning as cognitive development. Bridging Research Methodology and Research Aims. Student and Faculty Contributions from the 5th ESERA Summerschool in Gilleleje, Denmark. The Danish University of Education, 397-414.
Pallavi, D., Ramachandran, M., & Chinnasamy, S. (2022). An empirical study on effectiveness of e-learning over conventional class room learning–a case study with respect to online degree programmes in higher education. Recent trends in Management and Commerce, 3(1), 25-33. http://doi.org/10.46632/rmc/3/1/5
Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. (2006). PhET: Interactive simulations for teaching and learning physics. The physics teacher, 44(1), 18-23. https://doi.org/10.1119/1.2150754
Riswanto, A., & Aryani, S. (2017). Learning motivation and student achievement: description analysis and relationships both. The International Journal of Counseling and Education, 2(1), 42-47.
Zollman, D., & Fuller, R. (1994). Teaching and learning physics with interactive video. Physics Today,47(4), 41–47. https://doi.org/10.1063/1.881428
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nurazlin Ahmad, Fatin Amirah Ahmad Shukri, Azuraida Amat, Nur Azalia Ahmad, Syarifah Norsuhaila Syed Mahmud
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
