Effectiveness of research-based instructional strategy compared to conventional method in teaching and learning of mechanics

Abstract

Conceptual knowledge is a crucial part in learning Physics. Students often being taught in a traditional lecture-based class and their knowledge in the concept of physics usually based solely on the students’ performance in the final exams. This research is done to determine the students’ conceptual knowledge in Mechanics subject. This research was done by conducting two tests which was adapted from the use of Force Concept Inventory (FCI). The students were divided into two groups with different teaching method, one with traditional lecture-based class and the other using Research-Based Instructional Strategy (RBIS) method. The data obtained from students’ performance in the test was collected and analyzed. Based on the research, it was proven that the students had little conceptual knowledge in Mechanics. The value of normalized gain, g obtained between the two groups were 0.206 for lecture-based class and 0.318 for RBIS class. Based on the t-test conducted, the difference of gain between these two classes was not significant. Among all the 30 questions from the test, it is proven that the students still had misconceptions on all the conceptual questions posed in the test.