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Abstract

The purpose of this study is to explore the combined effect of teacher-centered and cooperative learning on students' self-efficacy and interest in Physics. The participants were 131 Senior High School students at the 11th grade (74 girls and 57 boys) divided into two groups (‘control’ and ‘experimental’). The duration of the study was about six months and quantitative data were collected with a closed type questionnaire. The combination of teacher-centered and cooperative learning seems to increase students’ both self-efficacy and interest in Physics. There was a similar increase in boys’ and girls’ self-efficacy and interest in Physics due to the combined effect of teacher-centered and cooperative learning. The students who stated that they will select study orientation that includes the Physics course showed higher self-efficacy and greater interest in Physics compared to the students who stated that they will select study orientation that does not include the Physics course. However, the combined effect of teacher-centered and cooperative learning has led to an increase in both self-efficacy and interest in Physics of students in both groups. Finally, students’ Physics self-efficacy showed a strong correlation with their interest in Physics.

Full text: pdfThe Combined effect of teacher-centered and cooperative learning on 11th Grade Senior High School Students’ Self-Efficacy and Interest in Physics. 739 KB