This paper reports the use of Tracker as a computer-based learning tool to support effective
\nlearning and teaching of \u2018toss up\u2019 and free fall motion for beginning secondary three (15\u2009year-old)
\nstudents. The case study involved ( N = 123) students from express pure physics classes at a
\nmainstream school in Singapore. We used eight multiple-choice questions pre- and post-test to gauge
\nthe impact on learning. The experimental group showed learning gains of d = 0.79\u2009\u2009\u00b1\u2009\u20090.23 (large
\neffect) for Cohen\u2019s d effect size analysis, and gains with a gradient of\u2009< g >\u2009 total =
\n0.42\u2009\u2009\u00b1\u2009\u20090.08 (medium gain) above the traditional baseline value of\u2009< g >\u2009 non interactive = 0.23
\nfor Hake\u2019s normalized gain regression analysis. This applied to all of the teachers and students who
\nparticipated in this study. Our initial research findings suggest that allowing learners to relate
\nabstract physics concepts to real life through coupling traditi…<\/p>\n","protected":false},"excerpt":{"rendered":"
This paper reports the use of Tracker as a computer-based learning tool to support effective
\nlearning and teaching of \u2018toss up\u2019 and free fall motion for beginning secondary three (15\u2009year-old)
\nstudents. The case study involved ( N = 123) students from express pure physics classes at a
\nmainstream school in Singapore. We used eight multiple-choice questions pre- and post-test to gauge
\nthe impact on learning. The experimental group showed learning gains of d = 0.79\u2009\u2009\u00b1\u2009\u20090.23 (large
\neffect) for Cohen\u2019s d effect size analysis, and gains with a gradient of\u2009< g >\u2009 total =
\n0.42\u2009\u2009\u00b1\u2009\u20090.08 (medium gain) above the traditional baseline value of\u2009< g >\u2009 non interactive = 0.23
\nfor Hake\u2019s normalized gain regression analysis. This applied to all of the teachers and students who
\nparticipated in this study. Our initial research findings suggest that allowing learners to relate
\nabstract physics concepts to real life through coupling traditi…<\/p>\n","protected":false},"author":0,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-100309","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/100309","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=100309"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/100309\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=100309"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=100309"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=100309"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}