LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES

Authors : Alfredo C. PADIOS, JR., Macario V. TOBIA, JR.

Pages : 32-46

Doi:10.17718/tojde.1086870

View : 18 | Download : 4

Publication Date : 2023-04-01

Article Type : Research Paper

Abstract :Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only insert ignore into journalissuearticles values(MO);, virtual lab plus module insert ignore into journalissuearticles values(VLM);, and the physical lab plus module insert ignore into journalissuearticles values(PLM); classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning.
Keywords : Distance learning, distance physical lab, distance virtual lab, distance physics lab, modular distance learning, metacognition, physics achievement