EFFECT OF TEACHING AND LEARNING-SCRUM ON IMPROVEMENT PHYSICS ACHIEVEMENT AND TEAM COLLABORATION ABILITY OF LOWER-SECONDARY SCHOOL STUDENT
Journal: Journal of Baltic Science Education (Vol.20, No. 6)Publication Date: 2021-12-12
Authors : Jia-Wen Xiang; Cai-Qin Han;
Page : 983-1000
Keywords : lower-secondary school students; physics education; team collaboration; TL-Scrum;
Abstract
Employers believe that people with the ability to work in teams can bring success to their business. Therefore, it is very essential to start cultivating students' teamwork skills in lower-secondary school to prepare students for the future. This study took "Physics in Bicycles" as an example to explore the effect of Teaching and Learning-Scrum (TL-Scrum) on students' physics achievement and team collaboration ability. It was conducted at a lower-secondary school in Changsha, China. "Physical Knowledge of Bicycles" Test and "Team Collaboration Ability" Measurement were applied to the two groups prior to and following the experiment. The experimental group (N=61) participated in TL-Scrum teaching, whereas the control group (N=58) participated without TL-Scrum teaching. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the academic achievement. In addition, the results showed better positive effects of TL-Scrum on experimental group learners in team collaboration ability. Results suggested that learners achieved better academic achievements and team collaboration with the approach of TL-Scrum, which pointed to certain implications for physics teaching research, as well as in education of future physics teachers.
Other Latest Articles
- IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS' SCIENTIFIC PERFORMANCE
- THE EFFECTS OF CONCEPT CARTOONS AND ARGUMENTATION BASED CONCEPT CARTOONS ON STUDENTS' ACADEMIC ACHIEVEMENTS
- THE EFFECTS OF AUTONOMY-SUPPORTIVE AND CONTROLLING TEACHING BEHAVIORS ON PRIMARY STUDENTS' STEM LEARNING PERFORMANCE AND FLOW EXPERIENCE
- ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL
- COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS’ SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE
Last modified: 2021-12-12 03:15:27