Expectations of Grade 11 Students on Physics: A Basis for Instructional Materials Development

Abstract

INTRODUCTION

This study explores the students' attitudes, beliefs, and assumptions about Physics and how these attitudes, beliefs, and assumptions can be used as basis for the development of instructional materials.

METHODS

The researchers used the Maryland Physics Expectations (MPEX) Survey and a Likert scale questionnaire developed to probesome aspects of what to call student expectations. The factors include independence, coherence, concepts, reality link, Mathematics link, and effort. The survey was used to measure the distribution of student views at the beginning of the Fourth Quarter in 9 sections of both the Academic and Technology Vocational and Livelihood tracks of Balayan Senior High School.

RESULTS

Results revealed that Grade 11 students believe ideas learned in Physics are relevant and useful in a wide variety of real-life contexts. They also made the effort to use available information and tried to make sense of it. Learning materials were anchored on three factors: reality link, effort, and independence. Physical Science (Physics) learning modules contain substantial information and parts of the module to provide effective instruction to the students.

DISCUSSIONS

Modules were developed to promote independent learning, maximize students' effort, and develop self-reliance. Thus, the researchers recommends more studies on the effectiveness of modular instruction as related to academic performance and other factors such as gender, age, and economic status of students. Providing adequate modules focused on other learning competencies in Physical Science is also recommended.