The influence of group work discussion on scores of Force Concept Inventory in Lao PDR
2010 (English)In: Proceedings of International Conference of Physics Education: ICPE-2009 / [ed] Boonchoat Paosawatyanyong, Pornrat Wattanakasiwich, American Institute of Physics (AIP), 2010, 102-105 p.Conference paper (Refereed)
In this study, we investigated if freshman student's participation in small group discussions in the tutorial sessions would influence their score of the Lao version of the Force Concept Inventory test (LFCI). We used the LFCI version to test 188 students'' understanding of mechanics concepts before and after they studied mechanics at university. In three classes the students used group discussions when they solved the end-of-chapter questions in the textbook during tutorials and they also used group discussions to answer the LFCI. We video recorded three groups when they solved end-of-chapter questions. In two classes the students both solved the problems and answered the LFCI individually. A questionnaire about advantages and disadvantages of cooperative group and individual problem solving were handed out to the students. The questionnaire was supplemented by interviews with four students and three groups. We found that almost all students would like to work with group discussions; only 3% of them were negative. Students that worked with group discussions obtained an average score of 26% correct answers to the LFCI which was slightly higher than the average score of 23% for students that worked individually. The improvement from the pre- to the post-test in average score was 7 percentage points for classes with group discussions and 6 percentage points for classes with individual problem solving. It is not possible to claim that one of these ways of study will result in a larger improvement in the LFCI-score. Apparently, the group discussions did not help the students to improve their theoretical understanding of mechanics concepts as it is tested by the LFCI. However, it was observed in the video analysis that group discussions helped students to better understand mechanics concepts in the context of solving the end-of-chapter questions in the textbook. This observation was also supported by the students' answers to the questionnaire and the interview.
Place, publisher, year, edition, pages
American Institute of Physics (AIP), 2010. 102-105 p.
, AIP Conference Proceedings, ISSN 1551-7616 ; 1263
education, research initiatives, training, educational courses; science in school, research in physics education, teacher training, curricula and evaluation
Didactics Physical Sciences
Research subject didactics of physics
IdentifiersURN: urn:nbn:se:umu:diva-40513DOI: 10.1063/1.3479842ISI: 000283480300023ISBN: 978-0-7354-0816-6OAI: oai:DiVA.org:umu-40513DiVA: diva2:400234
International Conference on Physics Education, Bangkok Thailand, 18-24 October 2009