Localized Physics Videos in Teaching Motion in Two Dimension

A thesis submitted to the faculty of Mindanao State University-Iligan Institute of Technology

in partial fulfillment of the requirements for the degree of

Masters of Science Education

Val Daryl Anhao

 CHAPTER 1

INTRODUCTION

1.1 Background of the Study

A good quality instruction leads to good quality learning, yet a common problem

inside the classroom. Students frequently believe they fully understand a topic while it is

being covered in class, but actually do not (Willingham 2003). They thought they understand

the lesson the topic being taught but they may not see it, but it reflects on their performance

in a form of a grade. It mirrors back to the teacher and the instruction.

In the past few decades, there have been drastic changes in education with the

initiation of a new model of classroom teaching, called the "flipped classroom." Flipped

teaching is a pedagogical approach to blended learning where classroom activities and

homework are interchanged (Tucker, 2012). It is related to any internet technology that

may affect the process of learning in a classroom setting, so that teachers can

provide students with more interaction and a flexible classroom environment (Bishop &

Verleger, 2013). A flipped classroom model is commonly known for providing students

with time to access technology, such as videos in curricular and non-curricular

settings. Class and homework assignments are used variably, whereas it had been

flipped in the past through the assistance of teacher-created videos. In other words, the

pedagogy of the flipped classroom retains its notion of reversing what is meant to be done in

the classroom, but is done instead as a homework assignment. (Bergmann & Sams, 2012).

In the flipped classroom, teachers provide their students with online videos

including classroom lectures, while encouraging them to prepare before coming to class.

Based on this, students are able to accomplish them as inquiry-based assignments

(conventionally known as homework assignments). With that, teaching becomes students

centered-learning, so that students should be engaged effectively in the learning

process and should take responsibility for their learning, and acquire the skills that make

them life-long learners. The flipped classroom has many benefits, according to

Bergmann and Sams (2012), such as assisting struggling students to watch videos

several times, enhancing the interaction between students and teachers, which provides a

good environment through creating a learning atmosphere, so that students can learn at their

own pace and empower the relationship among themselves, as well as information exchange.

Using student's SRL (Self-regulated learning), with motivation of using off- line and

online videos, students can use many strategies that mentioned by Zimmerman and

Martines-Pons (1990) including self-evaluation, organization and transformation, goal

setting and planning, seeking information, keeping records, monitoring, environment

structuring, self-consequences, rehearsing and memorizing, seeking social assistance and

reviewing records. Learning in their own pace means the student knows how well of his\

herself learning capabilities and learning rate. With this strategy the learners have more depth

in understanding physics specifically kinematics

However, educational problem of faint interest in Physics lies not only on the side of

students but also on the teacher's one teaching is frequently done in an uninteresting manner:

mainly textbook reading during class instead of real experiments or multimedia teaching

methods. Hence a negative view of Physics creates a negative feedback: low performance,

less amount of attention-span on learning and most of all the loathe of appreciating Physics.

Thus, this study conducted to investigating the effectiveness of using flipped

classroom in teaching kinematics on students’ achievements and attitudes.

1.2 Statement of the Problem

There is limited classroom time for teachers to work with students during class to

clarify misconceptions and build depth of knowledge. Additionally, opportunities for students

to work together in small groups outside of laboratory work are also limited. A classroom

structured on a flipped model would increase the amount of time available for teachers to

work directly with students during class, as well as increased opportunities and time for

students to engage in more peer-to-peer work. Given these changes, students in a flipped

classroom should show increased performance on summative assessments. With less time

spent on lecture, students should be able to complete additional authentic activities which

should increase students’ performance on lab assessments. Given that less time is spent on

lecture and more time spent on student-centered activities, as well as additional one-on-one

time, these changes might result in a positive increase in students’ attitudes toward physics.

1.3 Objectives of the Study

The purpose of this study is to integrate flipped classroom to high school physics

class. Specifically, this study aimed to:

1. To develop localize Physics videos about motion in two dimension

2. To investigate the performance of the students in the flip classroom.

3. To determine the perceptions of the students in the flip classroom.

1.4 Null Hypothesis

Ho1: There is no statistically significant difference among students’ performance in

achievement tests, regarding the methods by which they are taught (traditional instruction vs.

flipped classroom instruction).

Ho2: There is no significant difference among students’ attitude towards learning Kinematics

in Traditional Instruction and Flipped Classroom Instruction.

1.5 Significance of the Study

The flipped classroom has attracted scholarly attention especially due to its inclusion

of improved technologies (Davies et al., 2013). Hence, research on the flipped classroom has

increased in recent years (Lo & Hew, 2017). But to date, only a few studies have reviewed

the literature on this evolving method. These few review studies are typically characterized

by short publication range coverage, focus on only one learner type, or focus on only one

academic discipline. Though several advantages of the flipped model have been reported by

researchers such as increased learning motivation (e.g., Bhagat, Chang, & Chang, 2016) and

course grade (e.g., Mason, Shuman, & Cook, 2013), it is not clear whether these are common

contributions of all flipped classrooms, or only particular findings from individual

applications. A more systematic review will help to map areas of uncertainty and to depict the

big picture (Petticrew & Roberts, 2006). Therefore, the finding of this study can be used to

determine the effectiveness of using flip classroom in teaching kinematics. This study

secondly provides an analysis of students' achievement, performance and attitude toward flip

classroom.
1.6 Scope and Limitations of the study

This study focuses on the investigating the effectiveness of using flipped

classroom in teaching kinematics on students’ achievements and attitudes. The data

collection will be conducted to 10% of the total population in grade 9 science of Iligan East

National High School, who will represent the population. The other students which do not fall

as part of grade 9 and are not within the scope of this research. The study would be done

through series of classes using the flip classroom approach. By their strategy, the researcher

will be able to know the effects of students' performance and attitudes towards learning

kinematics by the said approach.

1.9 Definition of Terms

Flipped Classroom- (a.k.a flipped learning, inverted learning, flipped instruction) Any

teaching style that involves a majority of the lower level learning (according to

Blooms

Taxonomy) to be completed at home before class, usually by watching video lectures,

and students then do what is traditionally known as “homework” in class the next day.

Traditional Classroom- Any style of teaching that involves the majority of lower level

learning to be done in class with the teacher present, and students are expected to

practice what they have learned by doing “homework” at home after the lesson has be

taught.

Performance- students' achievements in terms of grades in the end of quarter.

Attitude- students' perception, thoughts on learning kinematics with the used of Flipped

classroom
 1.7 Conceptual Framework

 Video lectures were

made ahead of time by
the instructor and
uploaded for public
viewing on YouTube
 Teacher informs the
students before  Physics
Data are measured
Implementation of uploading Academic
through:
Performance
localize Physics
Videos are viewed before  Unit  Attitudes
videos the day of the actual class Exam towards the
 Grade use of the
 Survey video in class
 Class discussion, any
questions the students had  Interview  Perception in
using the
 Activities related to the topic
video

 Interaction discussion using

the localize Physic video
 CHAPTER II

Review of Related Literature

Teaching Physics years ago and even until this time is currently mostly instructor

based, meaning that the teacher is the one who is teaching the students and mostly of the

learning comes from the teacher. The knowledge in this kind of teaching depends mostly on

the knowledge of the teacher.

Despite of the uniqueness of this field, many students have hard time studying it and

thus having a lot of prevailing sentiments like the subject is boring and is hard to understand.

As cited by Muysken and Grundmeyer (2014), many students think Physics is too difficult

for them to grasp. And many teachers reinforce this notion by using a lot of linear instruction

techniques, demanding that the students should take notes and memorize, and focusing on

drills and practice for standardized test. Educators mostly focus on abstract concept rather

than experimentation, evaluation, and interpretation.

Students frequently believe they fully understand a topic while it is being covered in

class, but actually do not (Willingham 2003). It evidently reflects on their academic

performance towards the specific topic set by the teacher. Research shows us that two factors

are especially important in causing this disparity: (1) the students’ “familiarity” with a topic

and (2) the students’ “partial access” to information (Willingham 2003).

Familiarity is very essential to retain certain topics into students’ mind. For example,

a student might be asked a question that they do not know the answer to, but some related

information comes to mind, which would make them think that they would recognize the

correct answer if they could see it. A big problem in the classroom is that students may think

they already understand the topic being taught, so they mentally shut down, which prohibits
them from fully learning the topic (Willingham 2003).The students may feel assured in their

knowledge, only to find out too late that they cannot complete their homework since they do

not have the adequate understanding. At this point, the teacher is not available to help answer

any questions the student may have. Hence educators put much effort on aiding such

problem.

Video has become a prominent means of supporting teacher development in countries

around the world. Video has been used to support both beginning and in-service teachers'

attention to and reasoning about student thinking ( Alonzo, Alicia C., Kim, Jiwon 2017). Videos

can capture brief moments of classroom instruction, making them available for considered

reflection and collaboration. With online access to videos, students can effortlessly locate

certain videos that are fit for their learning pace. Platform like YouTube, students are able to

find Physics video and video lectures about two dimensional motion in various discussion.

Accordingly, instructional videos are a widely used tool in educational settings, and

this

popularity is a result of the recent trend of flipped learning (Bergmann & Sams, 2012). It has

been argued that among the variety of media, instructional videos are particularly useful and

suitable for learners because they can convey settings, characters, and action in an interesting

way and portray complex and interconnected problems (Overbaugh, 1995). Flipped learning

attempts to have students learn a large portion of factual material at home, then come to class

for enriching and strengthening activities to attempt to have students retain more information

for a longer period of time. Students are provided instructional materials before class, which

commonly involves a video lecture the teacher prepared in advance (Overmeyer, 2012).

Some of the findings from research conducted thus far would indicate that students

have
a positive association with the flipped instruction (Herried 2013). Roach (2014) implemented

a partially-flipped class during one semester of a microeconomics course and analyzed

students’ perception toward flipped learning. At the end of the course it was found that

students had a positive impression of the flipped classroom. Simpson and Richards (2015)

used a flipped classroom approach to re-design a population health course of a nursing

program. As a result, student reflections showed that students had a better understanding of

the content in a nursing curriculum.

In research done with an undergraduate world history course, 72% of respondents

replied that the videos helped to prepare them either most of the time, or all of the time. 22%

responded that the videos helped little to prepare for the following class (Gaughan

2014).Gaughan reported that the flipped classroom was, in her opinion, a “success” as a

majority of students contributed to the class discussion with enthusiasm and comprehension

(Gaughan 2014).

On the other hand, at Townson University, librarians decided to flip some of the

courses they offer at the library. 90% of the 148 students who participated responded on a

post-course survey that they had completed the pre-library (a.k.a. pre-class) assignments and

that the pre-library assignments were helpful to learning. However, forty-five percent of the

respondents still said that despite the pre-library sessions being helpful, they still prefer a

traditionally taught class. The reasoning for nearly half of the class responding in favor of a

traditional class was deemed inconclusive as very few respondents gave explanations or

clarifications for their choices on the post-class survey (Arnold-Gaza 2014).

Jacqueline et al. (2013) conducted a study to examine the effective use of the flipped

classroom technique in a traditional basic pharmaceutics course to assess student academic

performance, engagement, and perception. The findings suggested that the flipped classroom

promoted student empowerment, development, and engagement; however, no significant

differences were found in students‟ performance in comparison during previous terms. In a

study of Ramaglia (2015), it was aimed at exploring the effectiveness of the flipped

classroom in a high school math classroom on student performance and critical thinking. The

researchers used experimental design with two groups: a control group with 30 students and a

treatment group with 28 students. The results revealed no significant differences between the

two groups in math test performance and performance on critical thinking, related to the

teaching strategy used in this study.

However in the Philippine setting, there are problems pacing the lack of eLearning

materials in schools. The appropriate funds for teaching and learning materials are not

supplied; the schools are not considered, but ignored (Olatunde Osiyemi 2016). The children

will not have the opportunity to benefit from the advantage of eLearning concerning their

future. Another problem is that physics videos don't frequently held in Philippines, which

make Filipino students cannot connect to video watched.

Synthesis

From the literature and studies cited above, it is comprehensible that there are benefits

of integrating flip classroom pedagogy in teaching. These include providing an opportunity

for students to gain preliminary information before the class activity, encouraging students to

watch online lectures and be prepared before the class activity, organizing methods of

assessment, linking in-class activities with out-of-class activities, supplying clearly stated and

well organized guidance, providing sufficient time for the completion of assignments,

promoting students to build a learning community, providing immediate feedback on

individual or group works, providing the use of familiar technologies which can be accessed

easily by students. It also cited above that flip classroom contribute positive attitude on

student's learning. Such as majority of students contributed to the class discussion with

enthusiasm and comprehension (Gaughan 2014), students had a better understanding of the
learning content Richards (2015). However, in spite of the advantages, there are studies show

opposite result. It shows no significant differences were found in students‟ performance in

comparison during previous terms Jacqueline et al. (2013). Thus the researcher will conduct

this study to complement more results for further knowledge of the pedagogy.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the procedure to be used in this study. This includes the research

design, research setting, instruments to be used, the subject of the study, data gathering

procedure, statistical treatment of data, and coding of data.

3.1 Research Design

This study will use a experimental research design and utilized both qualitative

and quantitative data. The quantitative data will obtain from the rated results the students'

pre-test, and post-test, cumulative final exam and final grades. The pre- and post-test are

parallel tests consisted of multiple choice type of test. While qualitative data the transcript of

the one-on-one interviews with the students on their perceptions towards the learning

kinematics out of flipped classroom pedagogy.

3.2 Research Setting

This study will be conducted at the Province of Lanao del Norte, specifically Iligan

City. The school, where this study will be conducted, is in a public secondary school in Iligan

City. The selection of the target school is purposive.

3.3 Instruments Used

A number of measures, including exam performance, motivation, and perceived class

quality, were collected from exams, surveys and interviews.

3.3.1 Examinations. In each section, a cumulative final exam will be administered,

which accounted for 46% of the total grade. Raw scores were converted into percentages for

the ease of comparison. We also collected students’ grades physics course. Questions on the
exams will be structured similarly to those delivered on the homework that was given to both

treatment and control groups. These were a mix of short answer, long answer, and essay

questions.

3.3.2. Surveys. A pre-course and a post-course surveys were delivered to measure

students’ motivation and perceptions of the effectiveness of various learning avenues. Full

texts of the surveys are available for students to answer. The pre-survey was given

immediately after the first class meeting and the post-survey was administered days before

the final exam to isolate the results from exam performance. All survey responses were kept

separate from the instructor and not processed until after the quarter. All survey items were

framed on a 5-point scale with one being the most negatively keyed and five the most

positively keyed responses.

3.3.3. Interview. Random students from the treatment section will be interviewed by

the researcher. The researcher will ask questions on how the students perceive the lesson

before and the treatment, how they be fond of having flip classroom inside the class. All

views and opinions of the students are classified and only the researcher know who's the

student and what their answer will be.

3.4 Subjects of the Study

One grading period enrolled students in the controlled and in the treatment section

respectively. In the beginning of the quarter, students were informed of the study and all

students were invited to participate. These students will be taking Grade 9 science course

particularly Physics.
3.5 Data Gathering Procedure

Data from the present study will be collected from two sections of a Grade 9 Science

(Physics) course taught by the same instructor, where control section will be using the

traditional lecture format and the treatment section will be employing the flipped pedagogy.

Instruction will conducted in a whole grading period with 10 weeks or more teaching span.

Class attendance was obligatory and accounted for 5% of the final grade.

In some studies, some students encountered difficulties adjusting to the flipped

pedagogy and asked for more in-depth content review and lecture method before going into

problem solving. As a response, the researcher will be adopting a “gentler” approach to

introducing flipped instruction by alternating between partially and fully flipped classes. A

fully flipped class had no lecturing component and was composed solely of problem-solving

activities in class. In contrast, a partially flipped class retained some lectures in class and

hence reduced the amount of problem-solving activities used. Partially flipped classes will be

scheduled on Mondays and Wednesdays, while fully flipped classes on Fridays (which were

referred to by the students as the “Flipped Fridays”, even though all classes were essentially

flipped to some extent). These changes allowed for the exclusion of some most complex and

difficult videos. Decreasing video complexity, has been shown to increase pre-class study

compliance (Beatty, Merchant, & Albert, 2017), possibly due to decreased reliance on strong

student incoming motivation and study skills. Meanwhile, the flipped format itself still

allowed for significant time spent on instructor facilitation of in-class activities to build pre-

class study habit and improve self-efficacy (Miller et al., 2015) over time. Before class, the

treatment students were required to watch up to three online videos. Most will within the

range of 5–15 minutes videos. To ensure compliance, each video will be accompanied by an

assignment, due before the start of class. Pre-class assignments were composed mostly of

simple questions testing on retrieval of factual knowledge.

 On Mondays and Wednesdays, the classes were partially flipped. Each class would

begin with a quiz similar in difficulty to the pre-class assignment questions. Each quiz had

questions for the students to complete. The intent of the quizzes was to ensure accountability

for pre-class study requirement. After the quiz, the instructor would briefly review certain

concepts from the videos, where the review time and content were tailored based on quiz

results. In each class meeting, approximately three problems were completed by students

working in small impromptu groups. This class structure led to roughly 15-minute student

centered activities and 35-minute lecture.

On “Flipped Fridays”, the majority of class time will spent on in-depth problem

solving. Fridays’ sessions were similar in structure to those on Mondays and Wednesdays,

but differed significantly in the number and the difficulty of the problems solved in class.

Specifically, problems used on Mondays and Wednesdays were generally one- or two-step

problems, whereas Fridays’ problems were multi-stepped, scaffold problems of increasing

complexity. Each class meeting would solve three to seven such problems. For difficult

problems, before giving students time to work on them, the instructor would give a brief

treatment of key concepts indicative of being poorly understood through homework or quiz

results. This class structure lead to approximately 35-minute student centered activities and

15-minute lecture.

3.6 Data Analysis

Before examining the treatment effects, the researcher first conducted a group

equivalence check by assessing presence of pre-existing differences between the treatment

and control sections. Evaluating to students' pre-survey results indicates a potentially

successful research setup that is close to a randomized experiment. Secondly, the researcher

will perform a two-sample t-test to examine the main treatment effect of flipped instruction
on student final exam performance and on subsequent course grade. Finally, the research will

analyze qualitative data and use the results to help us interpreting the quantitative results.
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