The Effect of Dialogic Practical Work on Secondary School Students' Attitudes towards Physics

Science Education International Pub Date : 2022-06-01 DOI:10.33828/sei.v33.i2.11

Ewonetu Bantie Belay, Mekbib Alemu, Mesfin Tadesse

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引用次数: 3

Abstract

This study investigated the effect of dialogic practical work on students’ attitudes towards physics. The sample of the study was 91 grade 11 secondary school students selected randomly from two schools in Bahir Dar town, Ethiopia. A quasi-experimental pretest-posttest between groups research design was used. The treatment group participated in dialogic practical work while the comparison group conducted traditional practical work. A 30-item physics attitude questionnaire with Cronbach alpha value of 0.84 was used to collect the data before and after intervention. T-test and one way ANOVA was used to analyze the data. The result of the study showed that there was a statistically significant difference between treatment and comparison group in favor of the treatment group with no gender differential effects. In addition, the finding showed that the most significant attitude change occurred between the high and low achievement groups. However, no significant difference was observed between the high and medium achievement groups. Dialogic practical work can be used to enhance secondary school attitudes towards physics.

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对话性实践作业对中学生物理态度的影响

本研究探讨对话性实践作业对学生物理态度的影响。本研究的样本是在埃塞俄比亚巴希尔达尔镇的两所学校随机抽取的91名11年级中学生。采用组间准实验前测后测研究设计。治疗组进行对话式实践工作，对照组进行传统实践工作。采用30题物理态度问卷(Cronbach alpha值为0.84)收集干预前后的数据。数据分析采用t检验和单因素方差分析。研究结果显示，治疗组与对照组之间存在统计学差异，治疗组优于对照组，无性别差异效应。此外，研究结果还显示，最显著的态度变化发生在高成就组和低成就组之间。然而，在高成就组和中等成就组之间没有观察到显著差异。对话式的实践工作可以用来提高中学学生对物理的态度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Science Education International

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