The Impact of Using V-Shape Maps in Teaching Physics Laboratories on Undergraduate Students' Academic Attainment

Abstract

The current study uses a method termed "V-Shape maps" to investigate the influence of educating undergraduate students’ physics laboratories on their academic achievement. Some methods were used on a sample of 40 students from various colleges of science at Applied Science Private University in Amman to answer the study's questions and evaluate its hypotheses. Pupils were randomly selected and placed into two groups, each with twenty students. The first group, known as (the experimental group), was taught using the V-shape mapping technique, whereas the second group, known as (the controlled group), was taught using the usual method. The following two tools were utilized in the research:

1.Subjecting students to exam to measure their attainments in the practical physics once before and once after using each strategy.

2.Measuring the attitudes towards physics before and after applying each strategy.

The stability and honesty of these tools were assured. The study shows a statistical difference at the rate of 0.05 between scores' average and standard deviation of the students who have studied the practical physics by the map’s strategy of the V-shape maps (the experimental group) and the scores' average of the students who have studied by traditional ways. The study also displays statistical differences at a significant level of 0.05 on the students' average of the attitudes' measurement toward physics concerning the teaching-learning process and the differences were in favor of experimental groups.