The Convergence of Mayer’s Model and Constructivist Model towards Problem solving in Physics

Abstract

This study investigated the convergence of the Mayer’s model and constructivist model towards problem solving in Physics. Twenty six students in Physics 1 (University Physics 1) enrolled in the third trimester, SY 2011 – 2012, were used as subjects of the study. An analysis of the students’ learning history in College Algebra and Trigonometry was conducted as basis of determining their mathematical abilities.  A pre-test was conducted to determine the initial learning schema of the respondents. The examination used as pre-test was formulated by the author as his output in his dissertation and was field tested to a group of students majoring in Science at Quirino State College, Philippines. The Mayer’s model was used as a default procedure followed by the four-stage constructivist model in problem solving. Students were engaged in active learning through direct instruction using the Mayer’s model from the teacher, small group discussion, peer mentoring and follow-up session/s by the teacher vis-à-vis with the four-stage constructivist model in problem solving. Analysis of transcripts was done to determine the extent of learning of the respondents and the remediation to be implemented.  After the execution of the lessons, the students were given a post-test. It was found out that the students who were exposed to the convergence of the Mayer’s model with the constructivist model developed better attitudes and performance in problem solving. A significant effect and a moderately high impact model of variability on the attitude and academic performance of the students: 85.2 % on the students’ attitude towards problem solving and 80.00 % on the students’ academic performance.

Keywords: Constructivist Model for Teaching Word Problem, Learning Attitudes, Learning Ability, Mathematical Discourse, Mayer’s Model in Problem Solving