Learners&apos; Learning Progression and Science Teachers&apos; Formative Assessment Practices: Bases for the Development of a Module in Physics
Author: Macaya, Anthony Melancio
Date: 2020-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Learning Processes,Science Instruction,Physics,Science Teachers,Grade 11,High School Students,Science Tests,Junior High School Teachers,Instructional Design,Formative Evaluation,Teaching Methods,Check Lists,Acoustics,Inferences,Group Discussion,Problem Solving,Scoring Rubrics,Visual Aids,Multiple Choice Tests,Teacher Attitudes,Student Needs,Self Evaluation (Individuals),Peer Evaluation,Mastery Learning,Student Attitudes,Pilot Projects,Student Evaluation,Foreign Countries

This study aimed at developing a module in physics based on the assessment of the learning progression of students in physics and science teachers' formative assessment practices. The participants in this study were the Grade 11 students and Junior High School science teachers for the data gathering, science teachers for the design and development of the module, Grade 11 students and science teachers for the implementation of the module, and science teachers for the evaluation of the module. Two sets of instruments were utilized in Phase 1 of the study; these were: Learning Progression Test in Physics (LPTP) and Formative Assessment Practices Checklist (FAPC). Results revealed that the Grade 11 students had not mastered skills in inferring how the movement of particles of an object affects the speed of sound through it, investigating relationship between the angle of release and the height and range of the projectile, inferring the relationship between current and charge, describing the horizontal and vertical motions of a projectile, and inferring that the total momentum of the system before and after collision is equal. Meanwhile, the formative assessment strategies of science teachers were classroom discussion, problem solving, observation, rubrics, Venn diagram, multiple-choice, and self/peer assessments. Science teachers utilized the results of these formative assessments to elicit evidence about students' learning and to modify or adjust teaching and learning instruction. In Phase 2, the researcher designed a teaching module in physics based on the identified least-mastered competencies and science teachers' formative assessment practices. The development of the module was done though a seminar-workshop, participated in by secondary and tertiary physics teachers. The implementation of the final draft of the module was done through pilot testing. Overall, the developed module was rated excellent by the teachers in terms of objectives, content, activities, assessment, design, and presentation. Teachers' and students' evaluation of the module reveal that the objectives were suited to the particular topic, level, and needs of the learners and were clear and simple. The content of the module was good, easily understood, clear, and well-organized. The activities were interesting, enjoyable, self-motivating, within the context of the learners, and helped enhance students' knowledge, skills, and understanding of the lesson. The assessments challenged the students to think critically. Hence, the teaching module was developed as support instructional material for teachers to bridge the gaps in the learning progression of students in physics. With these results, it is recommended that students engage in daily instructional activities that would best move them to deeper learning and application of knowledge. Further, the developed module can be used as supplementary material for students towards progressive mastery of ideas, concepts, and skills in their physics lessons.