Use of a guided inquiry approach with data-loggers in the teaching and learning of kinematics

Abstract

This study aims to investigate the effectiveness of an instructional package on kinematics (designed on a guided inquiry approach with data-loggers) on students’ ability to analyse motion graphs and their attitude towards learning of Physics. Of interest is also the relative performance by students of both genders in these aspects. The intent is to explore feasible options to initiate secondary school and junior college Physics teachers into the use of data-loggers in an inquiry-based learning environment. A pilot study was conducted in a secondary school with Secondary 3 (Grade 9) students to identify concerns and refine the test instruments prior to the main study at a junior college on JC 1 (Grade 11) students. In the main study, a multiple choice test is used to study the students’ understanding of graphs in kinematics (Beicher, 1994) while their attitudes are studied with a survey instrument - Colorado Learning Attitudes About Science Survey (CLASS) (Perkins, Adams & Podolefsky, 2005). At the end of the 4-week treatment period, the same tests were administered to all students as a post-test. The data were analysed using ANOVA and t-test. The statistical results showed a significantly better performance by the intervention group in the kinematics test scores. However, neither gender performed significantly better in the gain in test scores. The attitude survey did not yield conclusive results other than a significant improvement in attitude towards use of data- loggers among male students only, due in part to the limitations in influencing attitudes over the short time frame of the study.