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| Format: | Recurso digital |
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| Veröffentlicht: |
Zenodo
2026
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| Online-Zugang: | https://doi.org/10.5281/zenodo.18330965 |
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Inhaltsangabe:
- <p><span>This study investigated the effectiveness of mobile-assisted, hands-on experiments in enhancing students’ interest and performance in learning projectile motion. Specifically, it examined the relationship between students’ level of interest in mobile-assisted experiments and their academic performance. A descriptive-correlational research design was employed, involving 34 first-year Industrial Engineering students enrolled in Physics for Engineers at Foundation University during the second semester of the 2024–2025 school year. Students performed projectile motion experiments using mobile applications, a self-made experiment guide, and a projectile launcher. Data were gathered through a validated 40-item performance test (Acabal et al., 2023) and an adapted interest questionnaire (Piñero et al., 2018), both of which demonstrated strong reliability (0.814 and 0.813, respectively). Findings revealed that students showed very high interest in the mobile-assisted experiments, with an overall mean rating of 4.53, indicating strong agreement that the approach made physics more engaging, enjoyable, and relevant. However, academic performance outcomes were generally low, with a mean score of 72.6, falling under the “Did Not Meet Expectations” category; nearly half of the students (47.06%) scored below the passing mark. Correlation analysis further indicated a very weak relationship (r<sub>s</sub> = 0.041) between interest and performance. The results highlight that while mobile-assisted experiments can significantly increase student engagement and motivation, interest alone does not guarantee academic success. Effective learning requires pairing engaging strategies with strong instructional scaffolding to deepen conceptual understanding.</span></p>