Effect of Collaborative Learning in Interactive Lecture Demonstrations (ILD) on Student Conceptual Understanding of Motion Graphs

Abstract

To assess effectively the influence of peer discussion in understandingconcepts, and to evaluate if the conceptual understanding through Interactive Lecture Demonstrations (ILD) and collaborative learning can be translated to actual situations, ten (10) questions on human and carts in motion were presented to 151 university students comprising mostly of science majors but of different year levels. Individual and group predictions were conducted to assess the students’ pre-conceptual understanding of motion graphs. During the ILD, real-time motion graphs were obtained and analysed after each demonstration and an assessment that integrates the ten situations into two scenarios was given to evaluate the conceptual understanding of the students. Collaborative learning produced a positive effect on the prediction scores of the students and the ILD with real-time measurement allowed the students to validate their prediction. However, when the given situations were incorporated to create a scenario, it posted a challenge to the students. The results of this activity identified the area where additional instruction and emphasis is necessary.