Effectiveness of Active Learning Strategy in Improving Students’ Conceptual Understanding in Light and Optics

Abstract

This study aimed to evaluate the effectiveness of the active learning strategy in improving students’ conceptual understanding of light and optics. The researcher used mixed methods of research, viz., qualitative and quantitative techniques. It utilized a modified multiple-choice test as the main instrument to obtain the data from the respondents. Analysis of the data shows that from the five subtopics considered, the students got the highest complete conceptual understanding percentage of 81% for the interference of light (WM = 2.73; SD = 055) and the lowest for light reflection (75%). Overall, the students have developed a complete conceptual understanding of light and optics (WM = 2.68; SD = 0.64). All the mean scores have significant differences, as shown by the computed t-values, which are greater than the test values for the entire topics. Thus, the active learning strategy was effective in enhancing the conceptual understanding of the students. The results reinforce the idea that engaging students in active learning can lead to the development of conceptual understanding. The results of the study may provide insights to science teachers about the need to constantly expose their students to lessons and laboratory activities focused on active learning to facilitate the development of conceptual understanding. The Active Learning Strategy can be used in science classes to help students learn more effectively.