Recall of physics knowledge: direct instruction versus collaborative learning

Kok Pin Chia

Research output: ThesisDoctoral Thesis

91 Downloads (Pure)

Abstract

This study investigated the efficacy of direct instruction and collaborative learning in the recall of physics knowledge, employing a mixed-methods research design. The quantitative part comprised a pre-and-post test development phase and an experimental phase, designed to investigate the difference in recall between the two interventions. The qualitative part analysed the students' affective reactions to the two interventions using a survey questionnaire and focus group discussions. The quantitative analysis results reveal no statistically significant difference between direct instruction and collaborative learning. The qualitative analysis results reveal mixed reactions to students' preference and perceived effectiveness of direct instruction and collaborative
learning.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • The University of Western Australia
Supervisors/Advisors
  • Punch, Keith, Supervisor
Award date9 Nov 2017
DOIs
Publication statusUnpublished - 2017

Fingerprint

physics
instruction
learning
group discussion
research planning
student
questionnaire

Cite this

@phdthesis{dfe472b2e3dd41ccb983c8cd22297a57,
title = "Recall of physics knowledge: direct instruction versus collaborative learning",
abstract = "This study investigated the efficacy of direct instruction and collaborative learning in the recall of physics knowledge, employing a mixed-methods research design. The quantitative part comprised a pre-and-post test development phase and an experimental phase, designed to investigate the difference in recall between the two interventions. The qualitative part analysed the students' affective reactions to the two interventions using a survey questionnaire and focus group discussions. The quantitative analysis results reveal no statistically significant difference between direct instruction and collaborative learning. The qualitative analysis results reveal mixed reactions to students' preference and perceived effectiveness of direct instruction and collaborativelearning.",
keywords = "recall, physics knowledge, direct instruction, collaborative learning",
author = "Chia, {Kok Pin}",
year = "2017",
doi = "10.4225/23/5a8a30b45b7ce",
language = "English",
school = "The University of Western Australia",

}

Chia, KP 2017, 'Recall of physics knowledge: direct instruction versus collaborative learning', Doctor of Philosophy, The University of Western Australia. https://doi.org/10.4225/23/5a8a30b45b7ce

Recall of physics knowledge: direct instruction versus collaborative learning. / Chia, Kok Pin.

2017.

Research output: ThesisDoctoral Thesis

TY - THES

T1 - Recall of physics knowledge: direct instruction versus collaborative learning

AU - Chia, Kok Pin

PY - 2017

Y1 - 2017

N2 - This study investigated the efficacy of direct instruction and collaborative learning in the recall of physics knowledge, employing a mixed-methods research design. The quantitative part comprised a pre-and-post test development phase and an experimental phase, designed to investigate the difference in recall between the two interventions. The qualitative part analysed the students' affective reactions to the two interventions using a survey questionnaire and focus group discussions. The quantitative analysis results reveal no statistically significant difference between direct instruction and collaborative learning. The qualitative analysis results reveal mixed reactions to students' preference and perceived effectiveness of direct instruction and collaborativelearning.

AB - This study investigated the efficacy of direct instruction and collaborative learning in the recall of physics knowledge, employing a mixed-methods research design. The quantitative part comprised a pre-and-post test development phase and an experimental phase, designed to investigate the difference in recall between the two interventions. The qualitative part analysed the students' affective reactions to the two interventions using a survey questionnaire and focus group discussions. The quantitative analysis results reveal no statistically significant difference between direct instruction and collaborative learning. The qualitative analysis results reveal mixed reactions to students' preference and perceived effectiveness of direct instruction and collaborativelearning.

KW - recall

KW - physics knowledge

KW - direct instruction

KW - collaborative learning

U2 - 10.4225/23/5a8a30b45b7ce

DO - 10.4225/23/5a8a30b45b7ce

M3 - Doctoral Thesis

ER -