Ruling the wild waves: Construct of learning strategies in Physics among college students
,
,
and
*
Article Sidebar
Full Text: 
PDF
Main Article Content
Abstract
Physics is known to be the most difficult branch among all other sciences. Understanding how students approach and engage with learning in physics can aid in determining effective strategies that result in better learning outcomes. Teachers can uncover best practices and assist struggling students in learning physics. The strategies in learning physics will ultimately improve the knowledge and performance of the struggling students. This quantitative study captures the construct of learning strategies in physics among college students. To achieve the purpose, an exploratory factor analysis was utilized, employing purposive sampling to collect qualitative data involving 6 participants to extract their learning strategies. From these statements, the researchers were able to generate a survey questionnaire that was used in the quantitative phase with the application of random sampling. When employing exploratory factor analysis, with a KMO of .851. The students' overall perception of these strategies was also measured as moderate. Hence, future researchers may consider the result of the study for further investigation utilizing confirmatory factor analysis, and structural equation modeling, and determine a model that best fits learning strategies in physics.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Adolphus, T., Alamina, J., & Aderonmu, T. S. B. (2013). The Effects of Collaborative Learning on Problem Solving Abilities among Senior Secondary School Physics Students in Simple Harmonic Motion. Journal of Education and Practice, 4(25), 95–100.
American Psychological Association. (2023). Students experiencing low self-compassion or low perceptions of competence. https://www.apa.org/ed/schools/primer/self-esteem
Anggaryani, M., Prastowo, T., Suprapto, J., Lassa, J., Madlazim, F. Alifteria, F. A., Agusty, A. I., & Lestari, N. A. (2023). Virtuali reality as experiential learning to promote STEM-DRR in tertiary education. ASM Science Journal, 18, 1-12. https://doi.org/10.32802/asmscj.2023.1370
Akinbobola, A. O. (2015). Enhancing transfer of knowledge in Physics through effective teaching strategies. Journal of Education and Practice, 6(16), 37-44.
Appiah-Twumasi, E., Antwi, V., Anderson, I. K., & Sakyi-Hagan, N. (2020). Comparative effects of cooperative learning on students’ performance in Mechanics Concept: A case of two secondary schools in Berekum Municiplaity, Ghana. East African Journal of Education and Social Sciences, 1(1), 139-151. https://doi.org/10.46606/eajess2020v01i01.0015
Badmus, O. T. & Jita, L. C. (2022). Pedagogical implications of spatial visualization abilit: A correlate of students’ achievement in Physics. Journal of Turkish Science Education, 19(1), 97-110. 10.36681/tused.2022.112
Bajana, A. C. & Castanares, G. & Aoanan, G. (2017, October 18). Attitude towards Physics of education students of the University of the Immaculate Conception [Poster presentation]. 19th Samahang Pisika ng Visayas at Mindanao, University of San Carlos, Cebu City, Philippines. 10.13140/RG.2.2.25752.01284.
Bensley, D. A., & Lilienfeld, S. O. (2017). Psychological misconceptions: Recent scientific advances and unresolved issues. Current Directions in Psychological Science, 26, 377–382.
Bug-os, M. A. A., & Caro, V. (2019). Academic performance and attitudes towards General Physics of grade 12 students in a Process-Oriented Guided Inquiry Learning (POGIL). Science International, 31, 31-34.
Chan, T. W., Looi, C. K., Chang, B., Chen, W., Wong, L. H., Wong, S. L., & Chou, C. Y. (2019). IDC theory: creation and the creation loop. Research and Practice in Technology Enhanced Learning, 14, 1-29. https://doi.org/10.1186/s41039-019-0120-5
Connelly, L. M. (2013). Demographic data in research studies. PubMed, 22(4), 269–270. https://pubmed.ncbi.nlm.nih.gov/24147328
Corpuz, A. C. (2017). Difficulties encountered, learning strategies and academic performance in physics of Psychology students. Journal of Social Sciences (COES&RJ-JSS), 6(2), 365-374.
Ekici, E. (2016). “Why do I slog through Physics?” Understanding high school students’ difficulties in Learning Physics. Journal of Education and Practice, 7(7), 95-107. https://files.eric.ed.gov/fulltext/EJ1095264.pdf
Ghani, N. H. M., Abdullah. S., Ismail, M. K., Ahmad, N., Affandi, S., Mohamad, N. A., & Manaf, S. M. A. (2022). An exploratory factor analysis on the open and distance learning among university students during the COVID-19 Pandemic in Malaysia. Asian Journal of University Education (AJUE), 18(3), 724-734. https://doi.org/10.24191/ajue.v18i3.18956
Guido, R. M. D. (2013). Attitude and motivation towards learning Physics. Internasional Journal of Engineering Research & Technology, 2(1), 2087-2094.
Hair, J. F., Hollingsworth, C. L., Randolph, A. B., Chong, A. Y. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management and Data Systems, 117(3), 442– 458. Hamilton, R. (2012). Elaboration effects on learning. In: Seel, N. M. (Ed.), Encyclopedia of the Sciences of Learning (pp. 1103–1105).
Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_170
Ismail, M. H., Fadzil, H. M., Saat, R. M., & Salleh, M. F. M. (2022). A needs analysis study for the preparation of integrated STEM instructional practices through scientis-teacher-student- partnership (STSP). ASM Science Journal, 17, 2-16. https://doi.org/10.32802/asmscj.2022.1112
Johnson, D. W., Johnson, R., & Holubec, E. (2013). Cooperation in the classroom (9th ed.). Edina, MN: Interaction Book Company. Johnson, N. (2012). Teacher’s and Student’s
Perceptions of Problem Solving Difficulties in Physics, International Multidisciplinary e-Journal, I(V), 97-101.
Ledesma, R. D., Valero-Mora, O., & Machbeth, G. (2015). The scree test and the number of factors: A dynamic graphics approach. The Spanish Journal of Psychology, 18, Article E11. https://doi.org/10.1017/sjp.2015.13
Keyserlingk, L. V., Rubacj, C., Lee, H. R., Eccles, J. S., & Heckhausen, J. (2022). College students’ motivational beliefs and use of goal-oriented control strategies: integrating two theories of motivational behavior. Motivation and Emotion, 46, 601-620. 10.1007/s11031-022-09957-y
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and resulting Confusion in Learning: An Integrative review. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00049
Moges, B. (2019). Practises and challenges of cooperative learning in selected college of Arsi university: As a motivational factor on enhancing students’ learning. Universal Journal of Psychology, 7(1), 1-17. https://doi.org/10.13189/ujp.2019.070101
Nwangwa, K. C. K., & Amadi, U. (2018). Mapping as an independent learning strategy for students’ academic performance. Internasional Journal of Innovative Education Research, 6(1), 121-127.
Oon, P. & Subramaniam, R. (2011) On the Declining Interest in Physics among Students—From the perspective of teachers, International Journal of Science Education, 33(5), 727-746, 10.1080/09500693.2010.500338
Oral, I. & Erkilic, M. (2022). Investigating the 21st century skill of undergraduate students: Physics success, attitudes, and perception. Journal of Turkish Science Education, 19(1), 288-305. 10.36681/tused.2022.122
Osei, J. K., & Appiah-Twumasi, E. (2018). Cooperative learning strategy: Effective student-centered intervention to enhance performance and knowledge retention. Internasional Journal of Innovative Research and Adnaced Studies, 5(5), 151-156.
Owolabi, O. T., & Adedayo, J. O. (2012). Effect of Teacher’s Qualification on the Performance of Senior Secondary School Physics Students: Implication on Technology in Nigeria. English Language Teaching, 5(6), 72-77. https://doi.org/10.5539/elt.v5n6p72
Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program. (4th ed.). Allen & Unwin, Berkshire.
Pallant, J. (2020). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452
Priawasana, E., Degeng, I. N. S., Utaya, S., & Kuswandi, D. (2020). An experimental analysis on the impact of elaboration learning on learning achievement and critical thinking. Universal Journal of Educational Research, 8(7), 3274-3279. 10.13189/ujer.2020.080757
Reddy, M., & Panacharoensawad, B. (2017). Students problem-solving difficulties and implications in Physics: An empirical study on influencing factors. Journal of Education and Practice, 8(14), 59-62.
Sartika, D., & Humairah, N. A. (2018). Analyzing students’ problem solving difficulties on modern physics. Journal of Physics, 1028, 012205. https://doi.org/10.1088/17426596/1028/1/012205
Schmidt, R. A., & Marzano, R. J. (2015). Revising knowledge: Classroom techniques to help students examine their deeper understanding. Learning Sciences International.
Schweder, S. (2019). The role of control strategies, self-efficacy, and learning behavior in self-directed learning. International Journal of School & Educational Psychology, 7(sup1), 29-41.
Shirazi, S. (2017). Student experience of school science. Internasional Journal of Science Education, 39(14), 1891-1912. 10.1080/09500693.2017.1356943
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson. Tay, B. (2013). Elaboration and organization strategies used by prospective class teachers while studying social studies education textbooks. Egitim Arastirmalari-Eurasian Journal of Educational Research, 51, 229-252
Voice, A. & Stirton, A. (2020). Space reptitition: Towards more effective learning in STEM. New Directions in the Teaching of Physical Sciences, 15(1), 1-10. https://doi.org/10.29311/ndtps.v0i15.3376
Vosniadou, S. (Ed.), (2013). International handbook of research on conceptual change (2nd ed.). New York, NY: Routledge.
Wang, Y. L., & Guan, H. F. (2020). Exploring demotivation factors of Chinese learners of
English as a foreign language based on positive psychology. Rev. Argent. Clin. Psicol. 29, 851–861. doi: 10.24205/03276716.2020.116
Wangchuk, D., Wangdi, D., Tshomo, S., & Zangmo, J. (2023). Exploring students’ perceived difficulties of learning Physics. Educational Innovation and Practice, 6, 1-11. https://doi.org/10.17102/eip.6.2023.03
Wangdi, N., & Zangmo, D. (2021). Inculcating the habit of revision to enhance students’ learning outcomes. Universe International Journal of Interdisciplinary Research, 2(6), 66-77.
https://www.doi-ds.org/doilink/12.2021-17341444/UIJIR
Wegner, C., Minnaert, L., & Strehlke, F. (2013). The importance of learning strategies and how the project ‘Kolumbus-Kids’ promotes them successfully. European Journal of Science and Mathematics Education, 1(3), 137–143. https://doi.org/10.30935/scimath/9393
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 1-17. https://doi.org/10.1186/s41235-017-0087-y
Wong, B., Chiu Y., Murray, O., Horsburgh, J. & Copsey-Blake, M. (2022): ‘Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education, International Studies in Sociology of Education, 32(1), 118-139. https://doi.org/10.1080/09620214.2022.2122532
Zusho, A. (2017). Toward an integrated model of student learning in the college classroom. Educ. Psychol. Rev. 29, 301–324.
https://doi.org/10.1007/s10648-017-9408-4