Recall of physics knowledge: direct instruction versus collaborative learning

Kok Pin Chia

Research output: ThesisDoctoral Thesis

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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

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