Physical Students Research Articles

The effectiveness of using a proposed model of contemplative learning on developing metacognitive skills and the achievement of eleventh grade female students in physics

The study aimed to investigate the effectiveness of using a proposed model of contemplative learning on developing metacognitive skills and the achievement of eleventh grade female students in physics, in Muscat Governorate, Sultanate of Oman. The study sample consisted of (53) female students, who were distributed into two groups: an experimental group, consisting of (25) female students, and a control group, consisting of (28) female students. To answer the study questions, the Schraw and Dennison scale for knowledge organization skills was used, and its reliability coefficient value was (0.90). An achievement test was prepared and its validity was confirmed, and the Pearson correlation coefficient value was (0.91), which is a good indicator for the study. The study found that there were no statistically significant differences between the average scores of the female students of the two study groups at the significance level (α = 0.05) in the overall knowledge organization skills and sub-skills, while there were statistically significant differences between the average scores of the female students of the two study groups at the significance level (α = 0.05) in the total score of the academic achievement test, as well as in the levels of application and reasoning between the experimental and control groups in favor of the experimental group, while there is no statistically significant difference at the significance level (α = 0.05) between the average scores of the female students of the two study groups in the level of knowledge. The study recommended the need to hold training workshops to introduce contemplative learning, integrate contemplative learning methods in building physics and science curricula, and benefit from study tools and materials and apply them in the educational field. Keywords: reflective learning - metacognitive skills - academic achievement

Eksplorasi Implementasi Laboratorium Fisika Berbasis Inquiry Di SMAN 1 Kejayan

This study aims to identify and analyze the impact of the implementation of inquiry-based Physics Laboratory on the quality of learning and student learning outcomes in SMAN 1 Kejayan. Specifically, the purpose of this study is to understand how inquiry-based approach affects the understanding of physics concepts, students ' learning motivation, as well as the challenges and opportunities that arise in the process of its implementation. This article explores the implementation of inquiry-based Physics Laboratory in SMAN 1 Kejayan which was previously dominated by qualitative methods that focused on memorization and limited application of physics concepts. The implementation of this method offers the potential to improve the quality of physics learning and students ' learning outcomes by engaging them in hands-on exploration of physics concepts, which increases understanding and motivation for learning. The school supports teachers with the necessary training and laboratory facilities. Research uses a qualitative approach and demonstrates the positive impacts of this approach, such as improved student understanding and learning motivation, although challenges remain, including time management adjustments, teacher training, and resource provision. The implementation of inquiry-based Physics Laboratory in SMAN 1 Kejayan showed a positive impact on the understanding of physics concepts and student learning motivation. Despite challenges in terms of teacher training and resource provision, ongoing support from schools through training and investment in laboratory facilities has proven effective in strengthening these methods. The results indicate that inquiry-based approach can improve the quality of physics learning and student learning outcomes, as well as encourage active participation and involvement of students in the learning process. The study's conclusion states that despite the challenges, this approach supports better learning quality and improved student learning outcomes, with schools continuing to invest in teacher training and laboratory resources to strengthen the application of these methods.

Virtual Reality-Based Training Has Potential to Improve Dementia Knowledge, Attitudes, and Sense of Competence of Physical Therapists and Occupational Therapists

Aim (i) Evaluate the perceived effect of the Enabling EDIE Acute workshop on dementia knowledge, attitudes toward dementia, and sense of competence of physical therapists, occupational therapists, allied health assistants, and physical therapy students. (ii) Determine if a greater perceived effect was observed within subgroups of the study population. Methods A pretest–posttest study with a three-month follow-up was conducted with participants who attended a virtual reality-based Enabling EDIE Acute workshop. Results Participants (n = 96) predominately had no previous dementia training, were physical therapists (45%), female (70%), and had a mean age of 32.5 (SD 9.7) years. Total scores for dementia knowledge, attitudes, and sense of competence improved immediately post workshop and/or at the three-month follow-up. Conclusion Virtual reality-based training, such as the Enabling EDIE Acute workshop, appears to be an effective component of dementia education for allied health professionals. Further research is needed to confirm, and expand on, these findings. ANZCTR reference number ACTRN12619001095156

Inovasi Pembelajaran Fisika: Integrasi Problem Based Learning dan Simulasi PhET pada Materi Gelombang Bunyi

This research is motivated by the low learning outcomes of physics students, especially on sound waves material. The purpose of this research is to evaluate the effectiveness of Problem Based Learning (PBL) learning model assisted by PhET simulation in improving students' physics learning outcomes. The research method used was a pseudo experiment with a sample of 28 students of class XI IPA 2 at SMA Negeri 2 Kupang. The data obtained were analyzed by quantitative descriptive method. The results showed that after the application of PBL learning model with PhET simulation there was a significant increase in student learning outcomes. From the results of cognitive tests before treatment (pre-test), there were no students who reached the average percentage level of scores ≥ 75%, with an average score of 19. After the treatment (post-test), 25 out of 28 students were declared complete with an average percentage level of 95 or ≥ 75%. At the stage of observation and observation of affective abilities, 25 students reached an average percentage level ≥ 75%, and 3 students were still below 75%. In the follow-up observation on the psychomotor spec, 26 students reached an average percentage level ≥ 75%, and 2 students were still below 75%. The application of PBL model assisted by PhET simulation is effective in improving students' physics learning outcomes on sound wave material.

Pengaruh Minat Belajar Terhadap Hasil Belajar Peserta Didik Melalui Penerapan Model Inkuiri Terbimbing Berbantuan Simulasi PhET Pada Materi Gerak Harmonik Sederhana

The problem that is often faced is that many students are less interested and less motivated in learning physics, especially on the concept of simple harmonic motion. This has a negative impact on their learning outcomes, as indicated by low test scores and overall academic achievement. Therefore, an intervention is needed that can improve students' interest in learning and learning outcomes. This study aims to determine the interest and learning outcomes of physics students in class X IPA 6 SMA Negeri 2 Kupang in the guided inquiry learning model assisted by PhET simulation on simple harmonic motion material. This research is a descriptive quantitative study with a simple regression approach that aims to determine the effect between the variable of interest in learning on the variable of learning outcomes. The results of descriptive test analysis for interest variables and learning outcomes showed that the average percentage of interest in learning on pretest was 61% (high category) and on posttest was 72% (very high category); the average percentage of learning outcomes on pretest was 22 (low category) and on posttest was 86 (very high category). The regression test results show a significant effect of learning interest on student learning outcomes on simple harmonic motion material in guided inquiry learning assisted by PhET simulation. The application of guided inquiry learning model assisted by PhET simulation can increase students' learning interest, which in turn significantly improves their learning outcomes on simple harmonic motion material.

Does interlanguage grammar project intermediate categories? Evidence of partial representation from one‐substitution by Chinese learners of English

AbstractThis study investigates how prepositional phrases within English noun phrases (e.g., the student of physics from Italy) are represented and processed by advanced Chinese‐speaking learners of English (henceforth L2ers). Using grammaticality judgment tasks and self‐paced reading tasks, we aim to examine the offline performance and the real‐time processing of English NP‐internal PPs in relation to the head nouns. To this end, two groups of participants were instructed to provide judgments of testing materials and to respond on‐line to experimental stimuli containing the proform one. Results indicate that highly proficient L2ers processed English NP‐internal PPs utterly differently from English controls in that they demonstrated almost no sensitivity to the existence of PPs as complements following one, mostly without consciously distinguishing them from PP adjuncts. To account for L2ers’ response patterns, we propose a partial representation hypothesis (PRH), claiming that L2ers tend to disregard intermediate categories containing PP‐complements in English NPs, thus only partially representing syntactic constituents of the target language. As a structural explanation, PRH awaits further corroboration and/or falsification from more empirical studies.

Impact of evidence-based pedagogical approach on clinical reasoning among undergraduate physical therapy students

Abstract Background: Various educational methods have been used by professional physical therapy teachers for their students. Since physical therapy includes both theory and practical, students may need to critically think about each patient’s intervention based on the stage of their illness. It is necessary to teach and assess students’ clinical reasoning abilities, so as to deal with the patients. The aim of the study was to find the impact of evidence-based pedagogical approach on clinical reasoning among undergraduate physical therapy students. Materials and Methods: The study was conducted in our institution and it was a pre- and post-test experimental study design. Forty students in their 3rd year of undergraduate physical therapy (BPT) degree program were randomly assigned to experimental group (evidence-based pedagogical approach, n = 20) and to control group (traditional pedagogical approach, n = 20). They were assessed with Self-Assessment of Clinical Reflection and Reasoning (SACRR), clinical reasoning assessment tool (CRAT) (3 domains), and multiple-choice test, at the baseline and after 4 weeks of training. Data were analyzed using an independent t-test. Results: Experimental group showed a significant difference in SACRR (t = 3.4446, P < 0.05), CRAT (Content knowledge and Conceptual reasoning domains showed significant differences with t = 3.2110; 2.7973, P<0.05, but Procedural knowledge domain was not significant with t = 0.7791, P<0.05), and multiple-choice test (t = 5.8538, P < 0.05) scores than the control group. Conclusions: The use of evidence-based pedagogical approach may be more effective than the traditional pedagogical approach for improving clinical reasoning among undergraduate physical therapy students.

AWARENESS OF CARDIOPULMONARY FITNESS: A SURVEY AMONG FINAL YEAR PHYSIOTHERAPY STUDENTS IN KARACHI

Background of the Study: Cardiopulmonary fitness is a major component of healthy life and it is a fundamental component of physical and psychological wellness. Healthy persons can raise their metabolic rate markedly producing the energy required for continuous exercises. CPF exercises assist the body development more effectively and well-enhanced to handle ADLs and tasks. It also reduces the possibility of several chronic diseases. This study aims to evaluate awareness and knowledge of cardiopulmonary fitness among physical therapy students in Karachi. Methodology: A cross-sectional survey was conducted at physiotherapy institutes. A sample of 230 was selected via a non- probability purposive sampling technique. Data was collected using a self-designed questionnaire derived from literature, for its validity pilot testing was done prior to the survey. Consent was taken after explaining the study’s aims and objectives. Participants were asked to fill out the questionnaire. Results: The majority of the students (66.9%) had fair awareness of cardiopulmonary fitness, only 12.6% were well aware of CPF. 82.6% and 80.4% of students knew about the CPF exercise’s nature and mode respectively. Regarding the frequency and duration of CPF exercises only 24.3% and 31.3% of students respectively, knew accurately and only 32% knew how CPF exercises differ from general exercises. Only 27% of students knew about the muscle fiber type used in CPF exercises. 82.2% of participants were aware of the energy consumption mechanism used in CPF exercises. Conclusion: The outcome of this study shows that there is a lack of cardiopulmonary fitness awareness and inconsistency in related knowledge Majority of the students were not well aware of cardiopulmonary fitness among physiotherapy students.

A COMPARATIVE STUDY REGARDING THE PERCEPTION OF PHYSICAL THERAPIST AND PHYSICAL THERAPY STUDENTS ABOUT USABILITY OF ARTIFICIAL INTELLIGENCE CHATBOT I.E, OPENAI-CHATGPT FOR THE RETRIEVAL OF INFORMATION IN ACADEMIC AND CLINICAL SETTINGS

In the modern era dominated by technological advancements, artificial intelligence (AI) has transcended the realm of science fiction to become a pivotal aspect of various fields, including health sciences. AI innovations like ChatGPT, an AI-based chatbot, have sparked discussions regarding their practical applications in healthcare and academia. Objectives: The primary objective of this study was to assess and compare the perceptions of physical therapists and physical therapy students regarding the usability of ChatGPT for information retrieval in academic and clinical settings. Method: A cross-sectional study design was employed. The sample size, calculated to be 176 using G*Power analysis, was equally divided into two groups: 88 physical therapists and 88 physical therapy students. Data collection was conducted via Google Forms and manual questionnaires. Result: Out of the respondents, 39 (47.6%) physical therapy students and 43 (52.4%) physical therapists reported that they perceived ChatGPT and related AI technologies as effective tools for enhancing job performance and academic studies. Additionally, 49 physical therapy students and 52 physical therapists found AI chatbots easy to use. However, statistical analysis revealed no significant difference (p > 0.05) in the perceptions of usability between the two groups. Conclusion: The study concluded that physical therapists and physical therapy students share similar perceptions regarding the usability of AI chatbots like ChatGPT for information retrieval in clinical and academic settings. A significant majority of both groups acknowledged the potential benefits of these technologies, highlighting their applicability in professional and educational environments.

The Usage of Game-Based Learning Approach in Physics Education: A Novel Board Game in Learning Resolution of Forces among Upper Secondary

Game-based learning (GBL) is an innovative teaching pedagogy that uses games to promote learning or act as educational tools. The teaching and learning of Newton's laws of motion, especially the topic of Resolution of Forces, are challenging when students cannot understand abstract concepts, leading to the failure to solve related problems. This study introduces a novel board game called Catch the Flight, designed to facilitate students' learning of resolution of forces and enhance their problem-solving skills. The board game was systematically designed based on the ADDIE model and the Integrated Design Framework of Playful Learning. A case study was conducted to test and evaluate the board game quality involving 41 upper secondary school physics students in the state of Perak, Malaysia through MEEGA + KIDS self-assessment questionnaire. The results suggest that the game can offer students a positive player experience and, at the same time, enhance students' learning and motivation. Based on the findings, it shows that the game is fun, user-friendly, relevant, and promotes social interaction. This study offers valuable insights for educators considering using educational board games as an instructional strategy or those interested in developing new educational games to teach physics.

Analysis Of Higher Order Thinking Skills Indicators on Physics Student Worksheet Class XI Semester II

One of the key contents of the implementation of the 2013 program is the application of learning-oriented learning to forge higher-order thinking skills. Observational results show that the student worksheet used in public high schools in Padang city is the student worksheet made by the teachers and the student worksheet released by the publisher. It is yet to be determined whether all student worksheet already contain the HOTS components required by the program. Therefore, a study on Component Analysis of Higher Order Thinking Skills (HOTS) was carried out during the student worksheet XI Semester II Physics Class at SMAN Padang City. This research is a descriptive research with a qualitative approach. The population is all worksheets for class XI senior high school physics students in semester II which are used by 16 public high schools in Padang City. The sample is student worksheet Physics SMA Class XI Semester II with the most 3 student worksheet. The research data used the student worksheet presentation analysis instrument and data collection techniques through documentation studies. Based on the analysis, it can be concluded that the Semester II Class XI Physics student worksheet used by SMAN in Padang City is of the low-facilitation and non-facilitation category. Search results for the HOTS component of student worksheet questions are in the least favorable category. The question sheets with the highest HOTS component are those with the RC-IP code student worksheet XI/II in the moderately supported category. While other student worksheet are of the low-facilitation and non-facilitation type

Impact of arm technique and elastic force on vertical jump performance in physical education students: a convergent validation study

Background and Study Aim. Vertical jump performance is crucial for athletes in many sports. However, the optimal techniques for maximizing jump height and efficiency for both students and professional soccer players require more effective solutions. This study aimed to investigate the influence of various vertical jump techniques, focusing on arm swing and elastic force utilization, and to evaluate the extent of the impact that each modification has on biomechanical characteristics and performance outcomes. Materials and methods. Ten first-grade Sport Science students and ten professional soccer players from F.C. Malisevo participated in the study. The participants performed a series of jumps, including the Countermovement Jump (CMJ), Squat Jump (SJ), and Abalakov jump (ABL), while being recorded on an iPhone 13 Pro at 240 frames per second. Data analysis was conducted using the My Jump 3 app and SPSS 26 software. Descriptive statistics and one-way ANOVA were employed for comparative analysis. The Independent Samples T-test was used to compare differences in jump performance between the groups. Results. Significant differences in jump performance and force production were observed between SP and PES, with professional athletes demonstrating superior neuromuscular capabilities and better utilization of elastic energy. However, within each group, no significant differences were found between the different jump techniques, suggesting that arm swing and elastic force contribute similarly to overall jump height. Arm swing contributed 11.0% to jump performance in PES and 12.0% in SP, while the influence of elastic force stored in tendons during the eccentric phase was 7.0% in PES and 6.0% in SP. Conclusions. Specialized training significantly enhances jump performance, as evidenced by differences in CMJ, SJ, and ABL between SP and PES. Arm swing and elastic force utilization play crucial roles in vertical jumping, with professional athletes potentially leveraging arm mechanics more effectively. The study validates the reliability of the My Jump 3 app for measuring jump performance across diverse athletic backgrounds.

Physical education students' understanding level about the rice method for sports injuries

The research was carried out to investigate how high the level of students' understanding of the RICE method was, where before this research, students had already studied the First Aid course. Therefore, following up on how well students understand the RICE method is crucial. Moreover, research has emerged regarding students' understanding of the RICE method for sports injuries. Thus, this research aimed to explore how much students understand the RICE method in dealing with injuries during sports. This research applied descriptive, and a survey was used as the data collection technique. Data obtained from research results on 27 students' understanding of the RICE method in treating injuries was measured based on a questionnaire that had been distributed with 30 questions with a score range of 0-1. The results show that the class of 2020 Physical Education students need a predominantly better understanding of the RICE Method for treating sports injuries. Specifically, 0% of students fell into the very good, good, or sufficient categories, while 93% were classified as poor and 7% as very poor. This indicates that all students' comprehension level of the RICE method needs more improvement.

초등학생의 체육수업 정서와 교사감정 및 수업몰입의 구조관계

This study empirically investigates the impact of elementary students' emotions toward physical education classes on teacher likeability and class immersion via structural relationships. To accomplish the study’s goal, we collected and analyzed data from 355 fifth- and sixth-grade elementary students in City I. The conclusions drawn from the research are as follows: First, elementary students' physical education class emotions (i.e., happiness, competence, and obligation) statistically and significantly affected teacher likeability and class immersion. Happiness negatively affects negative responses but did not affect positive responses or immersion in class. Meanwhile, competence positively influenced positive responses and class immersion but did not affect negative responses. Obligation had an overall positive effect on positive responses, negative responses, and class immersion. Second, concerning the effect of the physical education class students' emotions, only obligation partially showed the indirect (mediating) effect on teacher likeability. Regarding class immersion, obligation was statistically significant in the total, direct, and indirect effects mediated by teacher likeability.

Innovative Combination of Dodgeball and Soccer Skills in Developing a Recreational Game

Today, traditional games are important because they hold cultural value, foster social interaction, require physical movement, and impart critical thinking skills needed in a multifaceted, interconnected world. This research focuses on creating a modified recreational game called Likyan-Bola, blending elements of dodgeball and soccer kicking skills to suit the needs and abilities of different groups. The study involved 200 participants from Mindanao State University- General Santos City, including varsity athletes, physical education students, and Bachelor of Physical Education students. The Input-Process-Output (IPO) Model was used for qualitative research design, employing the Successive Approximation Model (SAM). Feedback from participants highlighted the game's positive reception, with themes emerging around the modified game's development, gender inclusivity, and skill competence. Overall, Likyan-Bola was found to be playable, valid, and well-received, suggesting its potential for widespread adoption in physical education classes.

Clinical learning evaluation among undergraduate physical therapy students during rotations in teaching hospitals of Sialkot and Lahore.

To evaluate the clinical learning environment among undergraduate physical therapy students. The descriptive, cross-sectional study was conducted from Januar y 23 to May 25, 2023, after approval from the ethics revie w committe e of Imran Id rees Ins titute of Rehabilitation Sciences, Sial kot, Pak istan, an d comprised undergraduate physical therapy students of either gender aged 19-26 years in their 3rd to 5th academic year studying in different institutions in Lahore and Sialkot. Data was collected using the clinical learning evaluation questionnaire. Data was analysed using SPSS 22. Of the 295 students, 269(91.2%) were females and 26(8.8%) were males. The overall mean age was 22.03±1.14 years. There were 210(71.2%) stude nts enrol led in the semester system , w hile 85(28.8%) we re part of the an nual system. The overall mean score was 71.05±10.20. Super vision (76.02±11.80) and motivation (80.21±11.71) were the most satisfying part of clinical learning identified by the students. The clinical learning environment demonstrated high satisfac tion levels in supervision and motivation domains, while im provements were nee ded in the areas of cas es, authenticity and organisation of doctor-patient encounters.

The Learning Revolution: Investigating the Use of Technology to Explore Mathematical Physics Learning

This research aims to describe how future physics teachers study mathematical physics. Physics students must master the existing material in Mathematical Physics mathematics well, thoroughly, and collaboratively. Data collection is done with lifts, interviews, and observations. Research results show that the learning process needs to be more contextual, less applicative, and highly dominant in mathematics; less attractive teaching materials and lectures are not designed to equip students with the skills of the 21st century. Learning does not use technology to help students solve physical problems. It causes students difficulty learning mathematical methods in physics. In fact, in learning mathematical physics, students must master the concepts related to mathematics tools and their applications. The ability to mathematically solve problems of physical phenomena and give meaning to mathematical models is built into critical aspects of learning. The solution that can be applied is to apply technology using software applications like Maple.

Using Simulation-Based Mastery Learning to Achieve Excellent Learning Outcomes in Physical Therapist Education.

The 2 aims of this observational study are (a) to describe the implementation and feasibility of a bed mobility skills simulation-based mastery learning (SBML) curricular module for physical therapist students and (b) to measure learning outcomes and student perceptions of this module. Simulation-based mastery learning is an outcome-based educational approach that has been successful in other health professions but has not been explored in physical therapy education. Eighty-seven students in a single cohort of a Doctor of Physical Therapy program. The SBML module in this pretest-posttest study included a pretest, instruction, initial posttest, and additional rounds of instruction and assessment as needed for all learners to achieve the minimum passing standard (MPS) set using the Mastery Angoff and Patient Safety methods. Outcome measures were bed mobility assessment pass rates and scores, additional student and faculty time compared with a traditional approach, and student perceptions of their self-confidence and the module. All students achieved the MPS after 3 rounds of training and assessment beyond the initial posttest. Mean Total Scores improved from 67.6% (12.9%) at pretest to 91.4% (4.8%) at mastery posttest (P < .001, Cohen's d = 1.8, 95% CI [1.4-2.1]); mean Safety Scores improved from 75.2% (16.0%) at pretest to 100.0% (0.0%) at mastery posttest (P < .001, Cohen's d = 1.5, 95% CI [1.2-1.9]). Students who did not achieve the MPS at the initial posttest (n = 30) required a mean of 1.2 hours for additional instruction and assessment. Survey results revealed an increase in student confidence (P < .001) and positive student perceptions of the module. Implementation of this SBML module was feasible and resulted in uniformly high levels of bed mobility skill acquisition. Based on rigorous learning outcomes, feasible requirements for implementation, and increased student confidence, SBML offers a promising approach for wider implementation in physical therapy education.

Development of Flip Book-Based Learning Media for Sports Physiology in Physical Education Students at University

This study aimed to develop and validate flip book-based learning media for sports physiology at the Faculty of Sports Science, Medan State University, focusing on Recreational Health Physical Education students. The research utilized the ADDIE development model, encompassing Analyze, Design, Develop, Implement, and Evaluate stages. Data collection involved media expert validation questionnaires, materials, and trials with small and large student samples. Quantitative descriptive analysis was employed to present product development results, validate the tool, and assess its feasibility. Initial validation by a linguist resulted in a 76% suitability score, which improved to 89% after revisions, categorizing it as very feasible. Similarly, media experts rated the first stage at 76%, increasing to 89% post-revision. Small sample trials among students yielded a 76% suitability score, while large sample trials achieved 89%, both in the very feasible category. The findings indicate that flip book-based sports physiology learning media are highly suitable for use by physical education, health, and recreation students at Medan State University.

Analysis of Physics Students' Conceptual Understanding of Image Formation in Lenses

Purpose of the study: This research aims to analyze physics students' understanding of the concept of image formation in lenses. Methodology: This method uses qualitative methods with a research design, namely documentation studies, data collection instruments using interview sheets with data analysis techniques, namely the Miles and Huberman technique. Main Findings: Based on the research results, it can be seen that the level of students' conceptual understanding of image formation is increasing. This is shown by the number of student respondents who answered correctly during the written test, the number increased during the interview test and the average number of respondents who answered correctly was more than half of the total number of respondents. The increase in understanding of this concept occurred because the student respondents were better prepared when taking the interview test than when taking the written test. The respondent students were better prepared because the respondents' memories were revived after the written test. Novelty/Originality of this study: This innovative approach not only highlights the importance of active learning strategies in education but also underscores the potential of sequential testing to foster deeper conceptual understanding among students.