Page 62 - ATENEO SERVED 2020 E-BOOK_Neat

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Improving Students’ Concept Mastery and Computational Thinking in Physics Using
Simulation-driven Collaborative Problem-solving Intervention

a*
Rodel N. Vaflor , Dr. Sheryl Lyn C. Monterola b

a
University of the Philippines Institute for Science and Mathematics Education Development
b
College of Education, University of the Philippines
* Corresponding author’s email: rodel.vaflor@deped.gov.ph

ABSTRACT

This study reports on the effects of a simulations-driven Collaborative Problem-Solving approach on the
concept mastery, computational thinking skills, and collaborative problem-solving processes of Science
Technology, Engineering, and Mathematics (STEM) students (N = 82) of a Senior High School in Parañaque
City.
The students’ concept mastery was measured using the Force Concept Inventory (FCI) Tool. A 1- tailed
independent t-test revealed a p-value of .000, which establishes that there is a significance difference in the
concept mastery between the CCPS and
CPSUS groups, in favor of the latter. Furthermore, the students’ computational thinking skills were measured
using the Computational Thinking Levels Scale (CTLS) Tool. A 1-tailed independent t-test showed a p-value
of .018, which signifies a significant difference in the levels of computational thinking skills between the two
groups, in favor of the CPSUS group. Lastly, a post-dialogic analysis adopted from the 2015 PISA Framework
revealed a p-value of .001, which establishes that there is a significant difference in the collaborative
problem-solving processes of the two groups, in favor of the CPSUS group. Results from the FCI, CTLS, and
dialogic analysis all conclude that the utilization of digital simulations in a collaborative problem-solving
environment improves the learners conceptual, computational, and collaborative processes, as compared to
a traditional CPS set-up that does not utilize simulations.

Keywords: concept mastery; computational thinking; collaborative problem-solving; simulations

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