Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

Research Article

Perceptions and Anxiety Level of Eight Grade Students Engaged in Guided Inquiry Physics Experiment

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  • @INPROCEEDINGS{10.4108/eai.19-12-2020.2309255,
        author={L D  Oraa and V M  Mistades},
        title={Perceptions and Anxiety Level of Eight Grade Students Engaged in Guided Inquiry Physics Experiment},
        proceedings={Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia},
        publisher={EAI},
        proceedings_a={AECON},
        year={2021},
        month={8},
        keywords={perceptions anxiety guided inquiry},
        doi={10.4108/eai.19-12-2020.2309255}
    }
    
  • L D Oraa
    V M Mistades
    Year: 2021
    Perceptions and Anxiety Level of Eight Grade Students Engaged in Guided Inquiry Physics Experiment
    AECON
    EAI
    DOI: 10.4108/eai.19-12-2020.2309255
L D Oraa1,*, V M Mistades2
  • 1: Bina Bangsa School - Semarang, Indonesia
  • 2: De La Salle University, Manila
*Contact email: oraa@gmail.com

Abstract

Research on inquiry-based laboratory experiments have shown its effectivity in developing student’s science process skills, critical thinking, problem solving ability, and understanding of the nature of science. In the Philippines, however, information regarding the performance of high school learners doing a guided inquiry Physics experiment (GIPE) is limited. Using a mixed-method approach, the study looked into the perceptions and anxiety level of Grade 8 learners while engaged in a guided inquiry Physics experiment. An adapted scientific ability rubric was used to rate the level of laboratory performance of the students. Their performance was correlated with their anxiety level, which was measured using the Physics Laboratory Anxiety Assessment Scale. The over-all anxiety level of the students was rated as intermediate and there is no clear indication that their laboratory performance is correlated with their anxiety level. Data from the students’ reflective journals and interviews were analyzed qualitatively to reveal categories that emerged from the content of the individual reflections. The following factors are relevant to the students’ laboratory performance: working as a team, supportive behavior, science process skills, use of language, time constraint, and readiness to high level of inquiry.