Effects of Combining Inquiry-Based Real Hands-On and Computer Simulation Methods with Cooperative Learning on Students’ Learning Outcomes in Electric Circuits

Abstract

This study was premised on the fact that combining inquiry-based real hands-on and computer simulation methods with cooperative learning has the potential of improving students’ learning outcomes. In this study, 110 senior high school Form 2 students from two schools who participated were put into heterogeneous-ability and friendship cooperative learning groupings. Each group was taught electric circuits with the combination of inquiry-based real hands-on and computer simulation methods. The aim was to compare the two groups in terms of their scientific reasoning, conceptual understanding and changes in conception. In addition, within each group, the hypothetical-deductive and empirical-inductive The results showed among other things that students in the heterogeneous-ability group outperformed their counterparts in the friendship group in conceptual understanding of electric circuits but not in scientific reasoning. It also showed that heterogeneous-ability group outperformed their counterparts in the friendship group in scientific reasoning and conceptual understanding. The results further showed that many more students in the heterogeneous-ability group changed their recommended that senior high school teachers should employ the combination of inquiry-based real hands-on laboratory and computer simulation methods with heterogeneous-ability cooperative learning grouping when teaching to promote scientific reasoning, conceptual understanding and conceptual change in electric circuits.