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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Capilitan, Lenilyn B.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Alternative Teaching Methods in Electricity and Magnetism: A Literature Review Rendon , Justine Dave L.; Doloretos, Nona Lyn; Capilitan, Lenilyn B.; Dumaan, Darlene L.; Mamada, Mary Joy D.; Mercado, Justine C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 8 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.08.23

Abstract

Electricity and magnetism are known as an important topics in the physics and scientific curriculum at all levels, including elementary, secondary, and tertiary. Children can learn more about electricity and magnetism via discussion and activities. Electricity and magnetism also have applications in many aspects of our daily life as one of the fundamental areas and key concerns in physics. Traditional teaching methods are considered ineffective. Pupils who were taught using traditional methods or approaches, according to Jelicic et al. (2017), have a poor comprehension of basic electromagnetic principles and are often resistant to teachers' instruction and our education now is dependent on technology. In this review, the different alternative teaching methods used and preferred by other schools are being examined and its effect in teaching Electricity and Magnetism. The included studies in this literature review proved that the preferred teaching method to motivate and appreciate the importance of learning Electricity and Magnetism. Hence, students learn more through understanding concepts and the performance of things through active participation.
Learning Physics in the Blended Learning mode: Input for Enhanced Strategies in Learning Physics Candido, Keneth John O.; Capilitan, Lenilyn B.; Gillesania, King Christian C.; Silva, Noemi; Reales, Joy Mae B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 3 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.03.10

Abstract

Physics is a core subject in the Science, Technology, Engineering, and Mathematics strand, and high school students and Physics teachers find the subject challenging because they had to deal with multiple representations at the same time. This study aims to know the experiences of STEM students in the blended learning mode, experiences in instructional support and the difficulties and the coping mechanism implied by the students in the blended learning mode. This study employed descriptive-qualitative research and the 19 participants were chosen using purposive sampling with inclusion criteria. In gathering data, data the researchers used an in-depth interview guide that was validated by three experts. Results show that there were 16 themes that emerged. The themes for the experiences of students in blended learning are Difficult, Browsing the Internet, Asking Help, Extra effort in studying, Material Preparation, and Self-preparation. While the themes on the experiences in the instructional mode by the students are: Guided and assisted, Helpful, and difficult. The themes on Participants’ Difficulties in Learning Physics are Difficulty in Understanding concepts, Lack of Focus and Attention, Difficulty in Assessments, and Difficulty in Problem Solving; while the themes for coping mechanisms are Learning Styles, Regulating Negative Emotions, Seek Support and Assistance. Therefore, this study implies that students must be provided more instructional support in teaching Physics. The researchers recommend this study to the STEM students, teachers, school heads, and future researchers.
Co-Authors Candido, Keneth John O. Doloretos, Nona Lyn Dumaan, Darlene L. Gillesania, King Christian C. Mamada, Mary Joy D. Mercado, Justine C. Reales, Joy Mae B. Rendon , Justine Dave L. Silva, Noemi