The functioning of context-based physics instruction in higher education

Findings from the Achievement Test

The general physics achievement results of the control and experimental groups before application (Table 4) were determined with the two independent-sample t-test. The t-test results are interpreted according to the 5% significance level.

**Table 4. The General Physics Achievement Results of the Control and Experimental Groups**
Groups	N	Mean	St. Deviation	t	p
Control	54	28,35	12,81	0,792	0,430
Experimental	56	26,21	15,34

The achievement results for the control and experimental groups before application are (t=0,792; p=0,430; p>0,05). Thus, before application classes were equal to each other in terms of general physics achievement.

After the application two independent-sample t-test was applied to determine whether a significant difference in terms of achievement between control and experimental groups existed. The achievement results for the control and experimental groups after application are provided in Table 5.

**Table 5. The Achievement Results of Control and Experimental Groups After Application**
Groups	N	Mean	St. Deviation	t	p
Control	54	28,41	19,47	0,087	0,931
Experimental	56	28,73	19,70

As seen from the results (t= 0,087; p= 0,931; p>0,05); there is no significant difference between the control and experimental groups in terms of achievement in potential energy, kinetic energy, and rotational kinetic energy topics.

Findings from the Interviews

At the end of the application, two questions in a structured interview with fifteen students randomly selected from the experimental group were asked about the effects of context-based physics application. The codes and themes (Tables 6 and 7) provide the students’responses. Also, excerpts from students’ statements are presented below.

Q1. Did the lessons based on context-based approach change your attitude towards physics? Please explain.

**Table 6. The Codes and Themes from Students’ Responses to the First Question**
Theme	Code
Positive change of attitude	Curiosity and interest in issues of physics (S1, S2, S3, S4, S9) Busy with physics (S1) Enjoy physics course (S2, S7, S8, S10, S13) Warm-up physics course (S5) Willingness to practice the new knowledge (S6) Awareness of the contribution of physics to everyday life (S7, S11, S15) *To start seeing physics as funny (S7, S8, S9, S14) Get away from prejudices against physics (S10, S14) Awareness of the necessity of learning physics (S11)
No change of attitude	Cannot get away from prejudices against difficulty of physics (S12, S15)

The context-based instruction created no difference in academic achievement on physics topics studied in the present study. However, examination of Table 6 showed, positive thoughts of students to the physics course after application. Most thoughts were expressed by students as follows: After application, “curiosity and interest in issues of physics,” “enjoy with physics course,” and “to start seeing physics as funny.” The excerpts from some of the students refer to these expressions:

To start the lessons with events from daily life increased my interest and curiosity to the physics course. (S2)

Executing the lessons over the news, movies, and sports made the lessons funny. We learned on one hand and the on other hand we had fun. We understood better as we enjoyed the lesson. (S8)

In the lesson using such materials changed my perspective to the physics course. The physics course stopped being boring and turned out to be fun. (S14)

Two students stated that with this application their prejudices against physics disappeared, but another two students said they could not get away from their prejudices. They still see physics as a difficult science. Excerpts from the expressions of these students are as follows:

The physics lesson with this approach is not boring anymore. Having physics lessons in this way destroyed all my prejudices. (S14)

Having physics lessons taught in this way helped us get away from our prejudices against physics. (S10)

My prejudice against physics comes from my high school years, causing the most important obstacle for me to learn physics science. All of these materials have remained poor to learn physics because of my prejudice. Einstein said: “It is more difficult to break down a prejudice than an atom.” If I had no prejudice, learning physics with these materials would be more enjoyable and instructive. (S12)

The materials used in the physics course did not change my opinions about difficulty of the physics. But, of course, they had a positive effect. (S15)

Q2. What do you think you gained from the lessons conducted with the context-based approach?

**Table 7. The Codes and Themes from Answers of Students to Second Question**
Theme	Code
Cognitive outcomes	Establish a relationship between physics and daily life (S1, S2,S4, S5, S7, S8, S10, S11, S12, S13, S14, S15) Permanent learning of the issues (S1, S3, S4, S6, S9, S10, S14) Learning the issues without memorization (S5,S6) Can transfer knowledge learned from the lesson (S7)
Enter behavior for course	*A better focus to the lesson (S2, S3, S4, S13)

Examining Table 7, it is seen that students mostly state the cognitive outcomes as “establish a relationship between physics and daily life” and “permanent learning of the issues” they gained. Excerpts from the students are as follows:

Learning issues with this approach provided us to look at daily life through a physics window. For example, while watching a football match. I think whether the free kick will be a goal or not, and I think about the angled shot. (S8)

In the past, I had been seeing the physics as a whole of complicated processes, but now I can establish a relationship between physics and daily life. (S4)

The lessons with this approach provided permanent learning to me. I am sure I will not forget the ice skating in the movie, the trebuchet in the film (The Lord of the Rings-The Two Towers), the events on the news, and the physics related issues for a long time. (S9)

….For example, I have noticed many things related to physics that I will not forget and I have not noticed before in the movie section of “The Lord of the Rings-The Two Towers.” (S14)

The students state their focus on physics lessons is better with the context-based approach. The excerpts from the students’ statements referring to this opinion are as follows: My attention is distributed too quickly, so such an application attracted me to the lesson. (S3)

The approach helped me to intensify my attention to the lesson. (S4)