Blended Learning and Geometrical Optics: Examining the Interplay of Conceptual Understanding, Motivation, and Science Process Skills

Abstract

This study to examine the Interplay of Conceptual Understanding, Motivation, and Science Process Skills in geometric optics. Utilizing a quasi-experimental design, 117 Grade 10 students from Woldia Preparatory and Secondary Schools were divided into four groups: one control group (traditional teaching method) and three experimental group (blended lab, virtual lab, and traditional lab). The research employed pre- and post-intervention exams to the relationship among the variable. Results indicated that weak and statistically insignificant correlations between conceptual understanding, science process skills, and motivation. Specifically, the Spearman's rho correlations showed minimal relationships among these variables. However, a logical regression revealed that while conceptual understanding did not significantly influence science process skills, motivation had a positive and statistically significant effect on these skills. This suggests that enhanced motivation is linked to improved science process skills, while conceptual understanding alone does not have a strong impact. The findings highlight the need for further research to explore these relationships in greater depth and to refine educational strategies for teaching geometric optics. Recommendations include a balanced instructional focus, contextualized learning, diverse instructional strategies, and continuous formative assessments to better address the needs of students and enhance their learning outcomes.

Keywords: Geometric optics, Blended learning, Science process skills, Student motivation