Investigating the effect of combined education with the laboratory rotation model on students' learning in the concept of balance: The case study of technical and vocational branch

Document Type : Original research

Authors

1 Assistant Professor, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Undergraduate's Student in Chemistry Education, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

Abstract

The purpose of this research is to investigate the effect of combined teaching with the laboratory rotation model on students' learning in the concept of balance. The study used a quasi-experimental method with two control and experimental groups. The population included all students of the technical and vocational branches of Najafabad are studying during the academic year of 2023-2024. A total number of 35 students were selected through convenience sampling and were trained in two groups of 15 and 20 students using combined and traditional teaching methods. In the experimental group, the combined method with the laboratory rotation approach was implemented to teach the concept of balance, and the control group was trained in the usual way. To measure the learning rate of the two groups, a researcher-made test was administered. The reliability of this tool in Cronbach's alpha was 0.75, and its validity was checked using the content validity method. After ensuring the homogeneity of the variances and the normality of the scores, one-variable covariance analysis method was used to test the research hypothesis. The results of this research showed that combined teaching with the laboratory rotation approach has a positive and significant effect (P<0.05) on students' learning in four aspects of the concept of balance, including the calculation of the ratio of coefficients (with the effect of 0.187), the coefficient (with the effect of 0.172), the law of mass conservation (with the effect of 0.266), and the using of natural numbers (with the effect of 0.350). Considering that combined education with laboratory rotation approach brings special possibilities in some cases such as access to resources, communication between teacher and learner, doing and presenting assignments for students, this type of learning leads to higher learning. Therefore, it is recommended for teachers to use the features of this educational approach to teaching-learning experiences to enhance students' learning.

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