Students' Perspective on Modular and Online Class

in Learning Physics.
Bansale, R., Pagulong, J., Tino, R.

Introduction
Physics is very important subject to learn in science as it deals with the
phenomenon that is happening in the universe. Many studies suggest that
teaching physics must be taught constructively and relate to the real world. In
such, Quoted by Willie (2013), Laboratory is an important medium in teaching
physics. This laboratory refers to the teaching method of directly exposing the
students to the real world activity. Due to the impact of the pandemic, the
Covid-19, it greatly affects the modes of instruction from face to face to the
modular and online class approach. This brought to the difficulty of teaching
physics in the class which affects the performance of the students. According
to Daniel et at. (2020), teaching strategy has significant effects on the
performance of the students in studying physics.
It is important to determine what the students would feel in the strategy
used by the teacher as it will greatly affect their performance in a positive and
negative manner (Veloo et al., 2015). Now that the modality of teaching and
learning has been change vastly, it could also mean that the students’
perspective towards online and modular approach will be affected in learning
physics. It will be a very crucial time to learn physics as there are few students
who like physics. Kaya and Boyuk (2011) emphasize on their study that most
students are indecision towards physics as an interesting subject. They also
quoted that physics lesson being held in theoretical manner can affect the
attitude of the students towards the subject. Therefore, it is safe to say that
the students’ perspective can be change depending on the modality of
teaching and learning process. In what manner the online and modular
approach can change the perspective of the students is the main focus of the
study.
It was studied mostly what techniques is most effective in teaching
physics that can give a positive effect on the students’ performance. In this
study, the students’ perspective will be more emphasized upon learning
physics in this new normal in the teaching-learning modality. To check upon
what students feel in learning physics in this time of pandemic and what they
think of physics as a subject. It is very important for the teacher to determine
what the students feel in order for them not to be afraid of physics.
Physics is one of the hardest subjects in school where in only few
people takes this major in Degree Program. That’s what most observed
students feel towards the subject and they tend to fail on it. However, it is not
the main reason why many students thought physics as a very difficult subject
in school. It is their views towards the subject are dragging the students down
the path where they eventually fail. This effects are the cause of intervention
in the teaching learning process to promote students point of view in the
modality. With these, they can create a positive attitude towards physics.
Guido (2013) also emphasizes in his study that students feels good when they
are successful in physics because physics is a difficult subject to many
students. Xavier and Croix (2016) concluded in their study that it is the
attitude towards of students that affects the low performance in Physics.
Physics plays a vital role in explaining the events in the universe but
not all students find physics an entertaining subjects and some thought of
themselves as a less successful in the field (Baran, 2016). This is being
supported by Martinco and Vorkapic (2017), in their case study research
which emphasizes that how students view physics will significantly affect their
learning outcomes. In this study, the researcher does not gave much attention
on the attitude towards physics but to what students feel towards the modular
and online class. Whether this approaches help the students boost their
attitude in learning physics. As a matter of fact, it is already embedded in the
student’s brain that physics is very hard subject. Studying it will not be easy.
This point of view of the students is cause by the techniques used by the
teacher in delivering the topic.
With the Covid-19 shifts the modality to modular and online class, it is
likely results to a change of their perspectives. This crisis leads to the rise of
recommendation regarding a better approach in teaching Physics like,
Physics laboratory, spreadsheets, simulation and many more (Havlicek,
2015). Although the current modality is affected by pandemic Ekanayaki et al.
(2021) recommended online delivery and vertual laboratory teaching
approach to produce high quality learner. The online and modular classes are
the approaches in teaching which are used in this pandemic. But what will be
its effect towards how students view physics in the class? As these methods
shows importance to continue the teaching and learning process, what about
the essential knowledge of application to the real world. According to
Ametepe and Khan (2021), the students during the pandemic perform better
compare to the students before the pandemic. This is because of the modality
being use. The very essence of knowledge now is what will be the point of
view or how students view these online class and modular approach in
learning physics. Students’ perspective is significantly different to the teaching
and learning approaches as believed in this study.

Statement of the Problem

Students’ perspective is a very important aspect in the capacity of the
students in a particular subject. With the involvement of teaching approach,
the point of view will gradually change. In this study, the following research
questions were directed:

1. Are there any significant differences between the students’ perceptions

regarding subject physics with respect to modular approach strategy?
2. Are there any significant differences between the students’ perceptions
regarding subject physics with respect to online class strategy?
3. Are there any similarities and differences between the rationality
regarding the students’ perceptions in an online class and modular
approach?

Objectives of the Study

This qualitative case study research generally investigates the
perceptions of the Grade-9 students at Apyao national High School Grade-12
students at Central Mindanao University during the pandemic period. The
study focuses on the online and modular approach in the teaching and
learning process. Specifically, this study intends to;
 1. determine the students perceptions towards physics when exposed to
online class.
2. determine the students perceptions towards physics when exposed to
modular class.
3. determine the similarities and differences between the rationality
regarding the students’ perceptions in an online class and modular
approach
4. ascertain if there is a significance between the attitude and perceptions
of students in an online and modular class

Significance of the Study

This study will provide information on the perceptions of the students
towards physics as subject in High School during the online and modular
class. The findings of this case study will benefit to the society considering the
pandemic and Physics is very comprehensive subject as believed that plays
an important role in science. This case study will determine the students’ point
of view on the subject and will enlighten everyone what do the students feel
towards physics in the time of pandemic. Data gathered will also help the
future researcher on their studies and improve their work especially if the
future research undergoes the strategy. Making new teaching strategy needs
to consider the perception of the students as believe in this study an important
matter to put into.

Scope and Delimitation

Definition of Terms
To better understand this case study, the following terms are defined
operationally as used in the study.

 Students’ Perspective – refers to the point of view of the students

towards physics
 Online Class - refers to the technique use by the teacher in delivering
the lesson with the use of gadget and internet.
  Modular Class – refers to the technique used by the teacher in
delivering the lesson using module.
 Module – a textbook with a set of knowledge of certain topics with
activities written in it.
 Attitude – refers to the interest of students in learning physics

References

Baran, M. (2016). An Analysis on High School Students’ Perceptions of

Physics Courses in Terms of Gender (A Sample from Turkey). Journal of
Education and Training Studies, 4(3). https://doi.org/10.11114/jets.v4i3.1243

Martinko, S. & Vorkapic, S. Could Students’ Attitudes towards Learning

Physics Significantly Predict their Learning Outcomes: Implications for
Innovative Methods in Teaching Physics. International Journal for Talent and
Creativity. https://files.eric.ed.gov/fulltext/EJ1301490

Ametepe, J. D., & Khan, N. (2021). Teaching physics during COVID-19

pandemic: implementation and report of teaching strategies to support student
learning. Physics Education, 56(6), 065030. https://doi.org/10.1088/1361-
6552/ac266f

Buyuk, U. And Kaya, H. (2011). Attitudes Towards Physics Lessons and

Physical Experiements of the High School Students. European Journal of
Physics Education (2). https://files.eric.ed.gov/fulltext/EJ1053790.pdf

Gamage, K. A. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E. W.,

Lambert, C. G., & Gunawardhana, N. (2020). Online Delivery of
Teaching and Laboratory Practices: Continuity of University Programmes
during COVID-19 Pandemic. Education Sciences, 10(10), 291.
https://doi.org/10.3390/educsci10100291

Xavier, M. and Croix, J. (2016). Attitude of physics students towards Physics

at College of Science and Technology Ⓚ University of Rwanda.
https://www.semanticscholar.org/paper/Attitude-of-physics-students-towards-
Physics-at-of
ssMushinzimanaSinaruguliye/a8474a28fafb3db7259b597dcd2c8ed3873f7021