Effect Of Using Lab Rotation Method (LRM) on the Academic Achievement Of Grade IX Students in the Subject of Physics

Authors

  • Tooba Saleem Allama Iqbal Open University Islamabad
  • Syed Azhar Abbas Naqvi Allama Iqbal Open University Islamabad

Keywords:

Lab Rotation Method (LRM), Blended Learning (BL), Academic Achievement

Abstract

The study was conducted to empirically verify the effect of using Lab Rotation Method on the academic achievement of the students, at Grade IX, in Physics. Lab Rotation Method is basically one of the sub-models of Blended Learning. We conducted a quantitative study on True- Experimental Design.  The Randomized Pre-test-Post-test Control Group Design was used. The research tools were Pre-test and Post-test, designed with Proper Tables of Specification (TOS). Validity and reliability of the tools were ensured. The population of the study was all the male students at Secondary level, in Public Sector Schools of District Chakwal, in Province of Punjab. We selected a sample of 40 students and matched them in pairs on the scores of Pre-test, followed by their random assignment, to Control and Experimental Groups. The intervention was the use of OERs, on educational Apps “Prep by PGC”, “Taleem Ghar” and “eLearn.Punjab”, through Lab Rotation Method.  Inferential Statistics were applied to achieve the objectives of the study. The findings of the study highlighted the positive effect of Lab Rotation Method on the academic achievement of the students, with better score then Traditional Method. On the basis of findings, it is suggested that Lab Rotation Method (LRM) may be used in all Public Schools, to use OERs, for teaching at Secondary Level, to cope with the challenges of shortage of Subject Specialist Staff, unavailability of Science Labs and to train the students to use such OERs at home for compensating the loss of study, in school closure days.

References

Adiwisastra, M. F., Mulyani, Y. S., Alawiyah, T., Wibisono, T., Iskandar, I. D., & Purnia, D. S. (2020, November). Implementation of the Lab Rotation Model In blended learning based on student perspectives. In Journal of Physics: Conference Series (Vol. 1641, No. 1, p. 012038). IOP Publishing.

Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills. Universal Journal of Educational Research, 8(3), 24-32.

Akram, A., Nazir, M., Batool, T., Zulfiqar, M. I., Nazir, M., Azhar, H., & Murawwat, S. (2021). Comparative review on information and communication technology issues in education sector of developed and developing countries: a case study about Pakistan. Bulletin of Electrical Engineering and Informatics, 10(6), 3489-3500.

Al-Shammari, Z., Faulkner, P. E., & Forlin, C. (2019). Theories-based inclusive education practices. Education Quarterly Reviews, 2(2).

Ali, N., Ullah, S., & Khan, D. (2022). Interactive laboratories for science education: A subjective study and systematic literature review. Multimodal Technologies and Interaction, 6(10), 85.

Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon, 5(9).

Arain, S. S., Khatoon, A. S. I. A., & Samson, A. (2021). Circumstances tailing off quality of Teaching English as a Foreign Language at Secondary Schools Level in Pakistan. International Review of Social Sciences. 9 (2), 33, 42.

Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., ... & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 1525-1541.

Corbett, F., & Spinello, E. (2020). Connectivism and leadership: Harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6(1), e03250.

Dahar, M. A., & Faize, F. A. (2011). Effect of the availability and the use of science laboratories on academic achievement of students in Punjab (Pakistan). European Journal of Scientific Research, 51(2), 193-202.

Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129-136.

Davis, K. N. (2019). Implementing the flex model of blended learning in a world history classroom: how blended learning affects student engagement and mastery (Doctoral dissertation, University of South Carolina).

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 273). New York: McGraw-hill.

Friesen, N. (2012). Report: Defining Blended Learning.

Hayat, A., Nisar ul Haq, M., Muhammad Sajjad, H., Abbas, Z., & Raza, S. (2018). Assessment of Students’ Academic Performance in Government Schools of Pakistan. European Online Journal of Natural and Social Sciences: Proceedings, 7(3 (s)), pp-246.

Khan, M. S., Waqar, Y., ullah Cheema, I., & Butt, I. H. (2022). Attitudes Of Public-School Teachers Towards Using Technology And Its Effect On Their Teaching And Student Learning. Journal of Positive School Psychology, 6(9), 102-112.

Khushk, A., Dacholfany, M. I., Abdurohim, D., & Aman, N. (2023). Social Learning Theory in Clinical Setting: Connectivism, Constructivism, and Role Modeling Approach. Health Economics and Management Review, 3, 40-50.

Kolobe, L. V. (2022). Connectivism as a strategy to support progressed Mathematics learners through Information Communication Technologies (Doctoral dissertation, University of Pretoria).

Krasnova, L. A., & Shurygin, V. Y. (2020). Blended learning of physics in the context of the professional development of teachers. International Journal of Technology Enhanced Learning, 12(1), 38-52.

Krismadinata, U. V., Jalinus, N., Rizal, F., Sukardi, P. S., Ramadhani, D., Lubis, A. L. & Novaliendry, D. (2020). Blended learning as instructional model in vocational education: literature review. Universal Journal of Educational Research, 8(11B), 5801-5815.

Rehman, N., Zhang, W., & Iqbal, M. (2021). The use of technology for online classes during the global pandemic: Challenges encountered by the schoolteachers in Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 5(2), 193-208.

Saeed, M., Ahmad, I., Salam, M., Badshah, R., Ali, S., & Haq, S. (2013). Critical analysis of problems of school teachers in Pakistan: Challenges and possible solutions. Journal of education and practice, 4(4), 169-175.

Sandra, R., Razi, P., Jonuarti, R., & Sari, S. Y., (2022) Development of Physics Module Integrated Moodle Using Lab Rotation in Senior High School. Revolution, 4, 5.

Schleicher, A. (2020). The Impact of COVID-19 on Education: Insights from" Education at a Glance 2020". OECD Publishing.

Siemens, G., Rudolph, J., & Tan, S. (2020). “As human beings, we cannot not learn”. An interview with Professor George Siemens on connectivism, MOOCs and learning analytics. Journal of Applied Learning and Teaching, 3(1), 108-119.

Shehzadi, K., & Afridi, T. (2021). A STUDY OF TEACHERS’CONCEPTIONS AND PRACTICES OF CLASSROOM ASSESSMENT IN PUBLIC HIGH SCHOOLS OF PUNJAB. Elementary Education Online, 19(4), 978-978.

Siemens, G., Rudolph, J., & Tan, S. (2020). “As human beings, we cannot not learn”. An interview with Professor George Siemens on connectivism, MOOCs and learning analytics. Journal of Applied Learning and Teaching, 3(1), 108-119.

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171.

School Information System. (n.d.). https://sis.punjab.gov.pk/

Syafril, S., Latifah, S., Engkizar, E., Damri, D., Asril, Z., & Yaumas, N. E. (2021, February). Hybrid learning on problem-solving abiities in physics learning: A literature review. In Journal of Physics: Conference Series (Vol. 1796, No. 1, p. 012021). IOP Publishing.

Ullah, H., & Ali, J. (2022). Impact of COVID-19 pandemic on the schooling of public andprivate school students in Pakistan. Education 3-13, 50(8), 1085-1094.

UNESCO. (2020). Education in a post-COVID world: International Commission on the Futures of Education. Paris, France: UNESCO.

Downloads

Published

2024-06-30

How to Cite

Saleem, T. ., & Abbas Naqvi, S. A. (2024). Effect Of Using Lab Rotation Method (LRM) on the Academic Achievement Of Grade IX Students in the Subject of Physics. Journal of Education And Humanities Research (JEHR), University of Balochistan, Quetta, 17(1), 153–164. Retrieved from http://jehronline.uob.edu.pk/journal/index.php/jehr/article/view/478

Issue

Vol. 17 No. 1 (2024): Journal of Education and Humanities Research (JEHR)

Section

Articles

License

Copyright (c) 2024 Journal of Education And Humanities Research (JEHR), University of Balochistan, Quetta