Kesan latihan rambang dan latihan sistematik ke atas kemahiran penyelesaian masalah momentum dalam Fizik oleh pelajar sekolah

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Date
2008-03
Authors
Chong Sair, Chua
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Abstract
The purpose of this study was to investigate the effects of random exercises and systematic exercises on problem solving skills of momentum among secondary school students. A total of 359 form four students from 12 government secondary schools were selected as subjects. A form four class was selected from each school. All the students in the selected class were given one of two treatments, namely, random or systematic exercises. Random exercises comprised a series of exercises where momentum problems were not grouped according to similar underlying solutions. Systematic exercises comprised a series of exercises where momentum problems were grouped according to similar underlying solutions. Comparisons were made on the students' ability in solving familiar and unfamiliar momentum problems as well as the ways in which those problems were solved by the random and systematic exercises treatment groups across the three achievement categories, namely, the good, the average and the low achievement categories. The independent variable in this study was the type of exercises, and the moderating variables were the categories of students. The dependent variables were the test scores in so.lving familiar and unfamiliar momentum problems. To test the research hypotheses, the MANCOVA and follow-up univariate statistical analysis were employed. In this analysis, the pretest scores were used as the covariate. Students' written solutions and interviews conducted with randomly selected students for each category were also analysed. The research found that in the average and low achievement categories, students in the systematic exercises treatment group had statistically significantly higher scores than those in the random exercises group when solving familiar momentum problems.However, in solving unfamiliar momentum problems, students in the good and average achievement categories in the random exercises group had statistically significa~tly higher scores than those in the systematic exercises treatment group. No statistically significant differences were found in the other comparisons. The study also found that students in the random exercises treatment group solved familiar momentum problems by working forward. However, when confronted with unfamiliar momentum problems, these students employed a primitive form of working forward with a trial and error approach. Students in the systematic exercises treatment group immediately recognised and implemented the solution to familiar momentum problems. When confronted with unfamiliar momentum problems, they employed a means-ends analysis method. In the event that they were unsuccessful, they also fell back upon the primitive form of working forward with a trial and error approach used by students from the random exercises treatment group.
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Education , Study and teaching
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