Investigation of Learning Behaviors and Their Effects to Learning Achievement Using Ubiquitous-Physics App

Abstract

This study aimed to investigate the relationship between learning behaviors (hypothesis-making, interpreting graphs, applying formula, conclusion-making and conceptual understanding) and learning achievement on vocational students who use our developed Ubiquitous-Physics (U-Physics) to learn simple pendulum in the experiment. Thus, this study conducted an experiment with participating second grade female vocational high school students who are less interests in physics, while hopefully using U-Physics in the physical experiment can motivate their interests and help their learning in physics. Yet, this study explored participants' perceptions towards the U-Physics. The results showed that there were significant correlation among hypothesis-making, interpreting graphs, applying formula, conclusion-making, conceptual understanding, and post-test. We also found that interpreting graphs and conceptual understanding were the two most important factors to affect learning achievement. In addition, students perceived that U-Physics was easy to use and useful for learning physics. Therefore, this study is strongly suggested experimental procedure should ask learners to interpret physics phenomena by graphs. Besides that, Teachers and researchers also should design physics learning activities to improve students' multiple representation skills supported by U-Physics system and utilize advanced features of mobile devices such as acceleration sensors, gyroscope, light sensors and GPS for learning physics.