The COVID-19 Pandemic: Web 2.0 Tools as an Alternative Instruction for Science in Secondary Schools

Abstract

COVID-19 pandemic had caused an unprecedented impact on teachers and students in their teaching and learning process. Diverse teaching and learning tools are essential to ensure that education continues. This confinement provides an opportunity to enculture a new norm for learning among Malaysian students and teachers. Usage of web 2.0 tools has indirectly encouraged students to study on their own and communicate dynamically with peers and teachers during online lessons. A mixed-method quasi-experimental study involving pre-test and post-test was conducted to investigate the impact of using web 2.0 tools on students’ achievement. 60 Form Two students were divided into control and experimental groups where the experimental group had lessons using The Product, Process, Person, and Press model of creative approach with web 2.0 tools while the control group was taught using the teacher-centered instruction. The creative approach using web 2.0 tools has not only produced advancement in students’ achievement in the science subject but has also motivated them to complete the assessments given during online lessons. The findings also emanated that students’ motivation to learn science through online learning was due to the usage of 2.0 tools. Hence, science teachers ought to be better prepared with the skills as well as better-designed learning modules and experiences to incorporate integrated online learning and face-to-face class with a blended learning approach seamlessly.

Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School

“…Misconceptions in educational practice are closely related to school administrators and teachers (Halim et al, 2014). School management and teachers' strategies in teaching play a dominant role in building students' conceptions of new and old knowledge (Kelley, 2020;Azid et al, 2022). Given the current situation, the misconceptions in the fourth-grade elementary school found in this study are due to the transformations that occur in educational practice.…”

“…This statement is supported by many studies on conception, such as developing instruments, prevalence, causing factors, and strategies to avoid misconceptions (Kumandaş et al, 2019;Zhang et al, 2019). Understanding the factors that cause misconceptions is needed to determine the right strategy to overcome students' misconception problems (Azid et al, 2022). Increased exploration related to misconceptions is currently very relevant due to online education practices applied in various places.…”

The Purposes and Justifications for Preferences of Web 2.0 Tools Used by Pre-Service Chemistry Teachers in Their Teaching Practices in Distance Education Environment

“…In addition, the pandemic has given the message that pre-service teachers should also learn to conduct courses through distance education to be prepared for another possible uncertainty. Thus, with the pandemic, it has become a necessity for pre-service teachers to gain experience in distance education and learn to plan their education and training processes according to distance education (Azid, Shi, Saad, Man &Heong, 2022).…”

Using CBA REACT Strategy Supported by Crossword Puzzle Game on the Topic of Acid-Base Titrations

“…When the literature is examined, it is noteworthy that many studies are showing that students at all levels have misconceptions about the concepts mentioned above due to the complex structure of the acid-base titrations topic (Azid, Yi Shi, Saad, Che Man, & Mei Heong, 2022;Sheppard, 2006;Widarti et al, 2017;Ozmen & Yıldırım, 2005). In general, these misconceptions of students include the species found in the solution before the equivalence point, at the equivalence point, and after the equivalence point in the titration, pH calculations, pH calculations of buffer solutions, acid-base indicators, pH concept showing the strength of the acid solution, the calculation of the equilibrium constants of acidity and alkalinity, that concentrated acid and base solutions are strong and diluted acid-base solutions are weak, that neutralization is defined as the breakdown of acid rather than an acid-base reaction, the degree of ionization and the titration curve (Aini & Silfianah, 2022;Artdej, Ratanaroutai, Coll, & Thongpancang, 2010;Cartrette & Mayo, 2011;Cooper, Kouyoumdjian, & Underwood, 2016;Damanhuri, Treagust, Won, & Chandrasegaran, 2016;Mubarokah, Mulyani, & Indriyanti, 2018;Salame, Montero, & Eschweiler, 2022).…”