A study of students' perceptions and performance in a "play-n-learn" physics workshop
Studies of students’ perceptions and performance using the play-n-learn methods in Physics education are extremely scarce.
Research done on the effects of play on learning were mostly done on younger children below ten years of age. Studies have shown that play do have a significant role in the mental development and learning skills of a young child. Does play still have its benefits to learning when it comes to older, teenaged students?
This study was undertaken to examine secondary three students’ perceptions and performance in a play-n-learn physics workshop. The workshop employed play-nlearn strategies in the learning of Physics. The objectives of this study are to explore
(i) whether play experience in using hands-on kits enhances learning,
(ii) whether structured and free play promotes the acquisition of some Physics concepts,
(iii) gender differences in response to the play-n-learn workshop, and
(iv) the differences in the performance of high, middle and low ability students after experiencing the play-n-learn workshop.
The study employs the descriptive method of research and uses a survey approach to collect the data.
Questionnaires were distributed to a sample of 100 secondary three students in the express stream who read Pure Physics in the secondary school curriculum. A pre- play questionnaire was distributed to them before they experienced a two- hour play-n-learn workshop where they were given free and structured play experiences. A post-play questionnaire was given at the end of the workshop experience.
The research instruments explored the following areas:
● Content knowledge of physics concepts on four topics (both pre and post play);
● Students’ perceptions of the play-n- learn workshop experience (post play) which included motivational input from play towards the learning of physics.
The response of the surveys came from the entire sample population of 100 students. This comprises 31% of the secondary three student population – that is, 7% of the total student population in the school.
The main results of the investigations show that the students felt that learning physics through the play-n-learn workshop was fun and interesting and that they learned easily by playing with hands-on kits. They enjoyed playing in groups and preferred learning physics through the play-n-learn workshop than just theory lessons. The students also mentioned that they preferred structured play to free play because they learnt better when they have worksheets to guide them through the learning processes of the play activities.
The video footages taken of the workshop clearly showed the students’ excitement and joy as they explored the play kits. There were many constructive discussions going on among them as they figured out the physics concepts behind the play. The students looked relaxed and there was much laughter heard during the workshop.
An analysis of the performance of the students also looks promising, with 85% of the students getting more marks in their physics MCQ test after experiencing the play- n-learn workshop.
The results of this study has provided interesting insights into the way in which secondary school students respond to play and made us educators understand one of the settings in which they enjoyed learning and acquiring Physics concepts.
It is hoped the results obtained in this study, the resultant concepts drawn and recommendations proposed will be useful to MOE curriculum planners, Physics teachers and researchers in education.
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