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Advances in Social Sciences Research Journal – Vol. 8, No. 4
Publication Date: April 25, 2021
DOI:10.14738/assrj.84.10060.
Unsi, A. L., Cauring, A. M., Camua, A., & Dalgan-Marandang, N. (2021). Station Rotation Model With Ict Integration Enhances
Students’ Problem Solving Skill in Physics. Advances in Social Sciences Research Journal, 8(4). 619-640.
Services for Science and Education – United Kingdom
Station Rotation Model With Ict Integration Enhances Students’
Problem Solving Skill in Physics
Alibai L. Unsi
Alnoury M. Cauring
Amour Camua
Norma Dalgan-Marandang
ABSTRACT
Station rotation model has recently become a promising innovation in education in
which learners lead to deeper learning and problem-solving development (Jones,
2018). The study determined the effectiveness of station rotation model with ICT
integration to enhance the problem-solving skill of ninth grade students of ARMM
Regional Science High School during five weeks of intervention. The data of this
study were obtained from the pre-test and post-test with open-ended questions
from Control and Experimental Groups. These tests were administered before and
after the intervention and scored using rubric. Moreover, attitude test was
answered by the students to provide feedbacks on the use of station rotation model
with ICT integration. Results revealed that there is no significant difference in the
post-test performances under the Control Group (K-12 teaching instruction) and
the Experimental Group (SRM with ICT Integration), t (25) =-1.324, p=.197. At the
end of the study, experimental group under station rotation model with ICT
integration does not significantly enhance students’ problem-solving skill in
Physics.
INTRODUCTION
Rationale
Problem solving skill is one of the skills that have emerged as a requirement of the 21st century.
Teaching problem solving is the most important topics in Physics, it also field where students
have the most problems (Ince, 2018). Consequently, there is a need of appropriate teaching
model that can enable teachers to teach Physics to enhance problem solving skills among
learners.
Other way to attain problem solving success is through the application of Station Rotation
Model (SRM) of blended learning in Physics classroom. In a classroom that applies SRM, this
allows students rotate through all of the stations, not only those on their custom schedules
(Maxwell & White, 2017). Students rotate from one station to another completing all the tasks
in the various stations within the time specified by the teacher. This engaging process makes
learning more meaningful and promotes higher order thinking skills including solving
problems.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 4, April-2021
Services for Science and Education – United Kingdom
Moreover, technology integration is one of the essential approaches to develop students’ higher
order thinking skills (Mavinkurve & Patil, 2016). SRM incorporates educational technology
tools which allow students to learn at their own pace and receives real time feedback in
improving their understanding (Staker & Horn, 2012). Each station is designated with a
different task with requiring students to use educational technology tools to complete the task.
In addition, teachers can raise levels of students’ attainment when they use ICT to support their
teaching especially in numeracy. Thus, technology based learning environments have been
referred in various forms as tools and systems for understanding concepts, develop thinking
skills and for effective communication and collaboration (Conole & Dyke, 2004).
Most students may have mastered the physics concepts but struggle when they trying to solve
physics problems. Students often express that they understand the questions, they know the
laws of physics on which the problem is based they have solved many similar problems, but the
new problem is different from the previous problems therefore they hardly solve the problem.
Since the real importance of learning physics is application, the ability to solve a wide variety
of problems in physics needs a thorough analysis and critical thinking. For that reason, the
researcher decided to carry out a study to provide teachers another way to teach students to
enhance their problem solving skills in Physics especially in specific topic such Linear
momentum.
Statement of the Problem
This study aims to determine the effectiveness of station rotation model with ICT integration
to enhance students’ problem solving skill in Physics. Specifically, it attempted to answer the
following questions:
1. What are the pre-test and posttest performances of the control group?
2. What are the pretest and posttest performances of the experimental group?
3. Is there significant difference between the pretest and posttest performance of the
experimental group?
4. Is there significant difference in the posttest performances between the control and
experimental groups?
5. What is the attitude of students under the experimental group using the Station Rotation
Model with ICT integration in solving physics problem?
Statement of Hypotheses
1. There is no significant difference in the pretest and posttest performance of
experimental group.
2. There is no significant difference in the posttest performances of control and
experimental group.
Significance of the Study
The findings of this study significant to the following:
For the curriculum planner, the result of this study may provide with a modern strategy to teach
science, and useful in K-12 environment and employ them in the planning and development of
science curricula.
To the science (physics) teachers, the result of this study will give the creativity of teacher’s
pedagogy to motivate students in learning mastery on science solving problems by
2
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Unsi, A. L., Cauring, A. M., Camua, A., & Dalgan-Marandang, N. (2021). Station Rotation Model With Ict Integration Enhances Students’ Problem
Solving Skill in Physics. Advances in Social Sciences Research Journal, 8(4). 619-640.
URL: http://dx.doi.org/10.14738/assrj.84.10060
accommodating students’ interest through the learning engagement. This is a great option
when a teacher has limited classroom technology or limited access to a school laptop cart. It
addresses many issues caused by large class sizes and can be used in classroom of all ages. The
grouping can be also dynamic, as student achievement level or needs change. Further, this will
benefit the teachers to allow flexibility in grouping and instructional practice in which teachers
have time to work with students in small groups. This will benefit also to teachers with teacher
exhaustion from lecturing all day and overwhelming teaching loads.
To the Students, the findings of this study allow students to engage through a variety of learning
activities that addressing rich opportunities in different learning styles and approaches. This
also allows them to learn easily and to have fun while doing so, while improving their
motivation. This also develops students’ social emotional skill of self-management by
consulting and collaborating with the teacher and peers/classmates that having students work
together is likely to lead to deeper learning and problem-solving development. This also covers
any gaps or misunderstandings that students have throughout their day. The use of digital
device will be benefit for students to be literate in using them and helps them to have face-to- face conversations, or interactions with physical objects or instruments. Further, it allows
students to be more creative by using different technology applications, and have independent
time to master content.
Finally, the findings can give insights to the future researchers to enrich their researches related
to station rotation model on the students’ problem solving performance.
Scope of the Study
This study is limited on the use of station rotation model with ICT integration to enhance
problem solving skill in Physics among Grade 9 students of ARMM Regional Science High School
in the school year 2019-2020. The teaching model used has only three stations for 20 minutes
each time allotment for computer, teacher, and collaborative learning stations. It consists of
three groups under experimental group. In computer station, an aid that is used is the
computer-aided instruction such as momentum videos, simulation, and video games; in
collaborative learning station, an aid that is used is google forms for answering laboratory
experiment questions, and the teacher-led station, an aid that is used is Kahoot! App and Quick
Response (QR) code for direct teaching with pre assessment or formative assessment.
Operational Definition of Terms
Collaborative learning station refers to a station in which students work in groups and they
required answering few questions from Google forms as serve as their evaluation sheet.
Computer station refers to a station under the computer-based instruction in which the
students watch short videos, play educational video games and simulation individually in
solving momentum problems in different schedule.
Enhancement of Problem Solving Skill refers to the improvement of problem solving
performance of students using SRM with ICT Integration.