Experiential Mobile Learning: QR Code Driven Strategy in Teaching Thermodynamics in Science 12
DOI:
https://doi.org/10.55687/ste.v2i1.43Keywords:
Experiential Learning, QR code driven strategy, Teaching Strategy, Learning Remediation Strategy, Classroom Intervention, Action Research, Mobile Education, Educational Technology, App based learningAbstract
The purpose of this study was to examine whether QR code driven strategy would be effective in teaching thermodynamics in science 12. Experimental design was used to test the effectiveness of the strategy. Further, pretest-post- test design was employed wherein one section from grade 12 STEM strand was exposed to the intervention while the other section was exposed to traditional approach. Both groups took the same pretest-post-test which was composed of 50 multiple choice questions. The test questionnaire used was validated using Zipgrade application to determine the discrimination and difficulty index. Moreover, test scores were subjected to Cronbach’s Alpha for reliability test. Weighted mean was computed to describe the test scores of both controlled and experimental groups. T-test of difference between means of independent samples were used to determine the difference between the means of two groups and were tested at 0.05 level of significance. Results revealed that the two groups under study did not differ significantly in their pretest, which means that the students’ knowledge before the intervention were about at the same level. In contrast, based on the statistical analysis, the t-test significantly differentiated the two groups in favor of the experimental group, which registered higher means in the posttest. This means that after the learning units using the QR code driven strategy, the experimental group was greatly improved in the posttest. Together, these findings also suggest that the two groups exhibited significant difference in their pretest and posttest but the QR code driven strategy effects to be predominant.
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