The Role Of Context-Based Physics Instruction In The Effectiveness Of Teaching Physics

Abstract

The purpose of this research was to study the effectiveness of context-based learning on preparatory students in the 11th grade in terms of conceptual achievement. In this research, pre test/post-test quasi-experimental design with non-equivalent control group, involving a 2(group) x 2(time) factorial design was used. The research experiment was initiated immediately after the pre-test is given. The experimental group was given a learning approach based on real life context-based learning, whereas the control group was given the traditional learning approach. Two-tiered tests are used for determining differentiation in conceptual achievements of the two groups related to “Floating, Sinking, Buoyancy and Pressure” concepts by using conceptual questions. Data for the research were collected with the “Pressure Conceptual Test”. When the results of the research were examined, it was found that the context-based learning group’s conceptual achievements scores were significantly higher than the traditional learning group. The study also investigates the current status of context- based physics instructions in preparatory school. By employing a descriptive survey method the study comprehensively assesses the contextbased approach in 11th grade physics by selecting the topic of pressure and buoyancy. From the study made by comparing the result of controlled and experimental groups, it was found that the conceptual achievements of students that attended in the context-based instructional approach were by far greater than that of the traditional approach. Results of research indicated the adjusted post-test mean scores of the C0ntext-Based Group Learning (Ma=34.60) were significantly higher than the Traditional Learning Group (Ma=28.89). As all participants agreed, the inclusion of context-based conceptual achievement and the evolution of physics results assumed to be one of the remedies of the poor activities of students in preparatory school.