Effect of Real Engagement in Active Problem Solving (REAPS) Model on academic achievements of secondary school students in the subject of Physics

Abstract

National Curriculum of Physics for grades IX and X (2006) has recommended creating a sense of curiosity and wonder in students by demonstrating an increased awareness about the natural world, creativity, and problem-solving skills. It is also the demand for 21st-century skills. Moreover, by developing this ability in the school years’ students, they may be successful in the coming academic years and in their professional life also. For this reason, many of the models have been used. Hence, the research was conducted to find the effect of Real Engagement in the Active Problem-Solving model on secondary-level students' academic achievements in Physics. Using a Quasi-experimental design, two sections from two public schools were selected. One section from each school was randomly allocated to a traditional and one to a treatment group. Traditional groups were taught by their respective teachers and the experimental groups were treated by the researcher. A test of academic achievement was developed on the concept of mechanics and electrostatics in the 10th-class Physics book published by Punjab Text Book Board Lahore (2020) and administered a pre-test and post-test. Data were analyzed by using a t-test, one-way ANOVA, and MANOVA. It was found that 10th-class students treated with the REAPS model performed better in the academic achievement test in physics as compared to the students taught through traditional methods. So, it is recommended that QAED academy conduct training on the REAPS model may be conducted as it is feasible not only for these topics but also for other concepts and other branches of science. Moreover for Education, may include assessment items for the subject of Physics in SSC examinations so that, these exams may discriminate the students on the basis of higher-order skills.