Improving motivation and science process skills through a mobile laboratory-based learning model

Aththibby, Arif Rahman; Kuswanto, Heru; Mundilarto, Mundilarto; Prihandono, Eko

doi:10.18844/cjes.v16i5.6333

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Findings by Usman et al [17] demonstrated that the virtual laboratory ensured the development of SPS in the same way or even better than the traditional laboratory, while Aththibby et al [18] provided a restrained approach for SPS development by using a mobile laboratory-based learning model in developing SPS and motivation. A lot of research on addressing SPS through distance learning emphasizes the use of technology, incorporating a laboratory approach, yet not all schools have the privilege of having access to modern technological breakthroughs and advancements.…”

Section: Literature Reviewmentioning

confidence: 99%

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

Bibon¹

2022

AJEMR

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This mixed-design study was implemented through a one-group pretest-posttest preexperimental design in a secondary school at Cagraray Island, Philippines using the printed Project HANDLE manual. Project HANDLE is a stand-alone intervention composed of homebased laboratory experiments that target the development of science process skills (SPS) of 35 Grade 7 learners in Life Science delivered through distance learning modality. This study aims to assess the effectiveness of Project HANDLE in improving the SPS of Grade 7 learners as a springboard for the construction of a framework for home-based laboratory exercises. A validated researcher-made test and a survey questionnaire were used to collect data on scores of the pretest and posttest, and experiences in the implementation of Project HANDLE. To rank the tested SPS, descriptive statistics such as mean, percentage, and mean gains were employed, while inferential statistics such as t-test and Cohen's d were used to assess the significance of the differences in scores and the degree of influence of the intervention. Results revealed significant improvement in the level of each tested SPS (p<0.05) with Measuring as the most developed SPS and Observing on the opposite extremity. The code of experiences of the learners in Project HANDLE showed five factors, (1) overcoming anxiety, (2) independence, (3) enjoyment, (4) conceptual formation, and (5) ease. A framework for distance learning modality on laboratory experiments was proposed, integrating contextualization, culture-based approach, and brain-based approach to assure the development of SPS and other laboratory factors. Project HANDLE was found to be effective in developing SPS, while it is recommended to use the intervention for integrated SPS and implement the proposed framework. Furthermore, the outcome implies that SPS can be developed without the supervision of a teacher or an expert.

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Section: Literature Reviewmentioning

confidence: 99%

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

Bibon¹

2022

AJEMR

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The Impact of a Mobile Phone and Mobile Application-Supported Science Laboratory on the Digital Literacy of Preservice Teachers and Their Disposition Toward Using Technology in Class

Ürek

2024

J Sci Educ Technol

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Science education at different levels can be supported by various mobile applications that can be downloaded for free onto mobile phones, tablets, and other devices. Such applications can also be used in laboratory work, but it must be said that their use in science laboratories is a relatively new approach. This study is aimed at determining the impact of mobile phone and mobile application-supported laboratory work on the digital literacy of preservice science teachers and on their disposition toward using technology in class. The study was carried out with 17 participants at the second-year level of a Science Teacher Education Program in Turkey. It was a single-group pretest-posttest study, representing a type of weak experimental research design. Data for the study were collected with the Digital Literacy Scale developed by Hamutoğlu et al. (Ege Journal of Education 18(1):408–429, 2017) and the Disposition toward Using Technology in the Classroom Scale developed by Gunuc and Kuzu (Journal of Theory and Practice in Education 10(4):863–884, 2014). The data collection tools were implemented prior to and following a 6-week teaching period, and the quantitative data compiled from the participants were analyzed with the SPSS 21.0 program. The parametric t-test of related samples was used in the pretest/posttest comparison of the data sets. The results of the study demonstrated that science laboratory activities supported by mobile phones and mobile applications provided preservice teachers with increased digital literacy and enhanced their disposition toward using technology in the classroom. It is recommended that preservice teachers make extensive use of experiments supported by the mobile applications in this study.

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Smartphone Usage in Science Education: A Systematic Literature Review

et al. 2023

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This article presents a review of research on smartphone usage in educational science settings published between January 2015 and August 2022, and aims to provide an overview of the constructs evaluated and to identify potential gaps in current research for researchers working on this topic. Specifically, the search for publications in the relevant years was narrowed down to such studies that provided empirical evidence for the impact of smartphone usage on teaching and learning in natural science education. The databases used for the search were ERIC, Scopus, and Web of Science. In total, 100 articles were surveyed. The study findings were categorized regarding the type of smartphone usage, as well as the type of educational institution and constructs investigated. Overall, the results from this review show that smartphone usage in educational science environments has the potential for rather positive effects, such as an increase in learning achievements or an increase in motivation, and smartphone usage rarely leads to detrimental effects. Despite the substantial amount of studies to date, more research in these areas would allow for more generalized statistical results and analyses and is therefore desirable.

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Improving motivation and science process skills through a mobile laboratory-based learning model

Cited by 3 publications

References 19 publications

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

The Impact of a Mobile Phone and Mobile Application-Supported Science Laboratory on the Digital Literacy of Preservice Teachers and Their Disposition Toward Using Technology in Class

Smartphone Usage in Science Education: A Systematic Literature Review

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