Face-to-face and online physics instruction: A comparative study of learners views at Zengeza 2 High School

Author

Mpape, L.M.

Title

Face-to-face and online physics instruction: A comparative study of learners views at
Zengeza 2 High School

Abstract

The increasing integration of technology in education has led to a growing interest in understanding the comparative advantages and challenges of face-to face and online instructional approaches. This research study aimed to explore and compare O level learners' views on face to-face and online physics instruction. A mixed-methods research design was employed, incorporating both quantitative and qualitative data collection and analysis. A questionnaire was administered to a sample of fifty form four physics students to gather their perceptions and preferences regarding the two instructional modalities. Additionally, individual interviews were conducted to gain a deeper understanding of the learners' experiences and to uncover the underlying factors shaping their views. The findings of the study revealed both advantages and limitations of face-to-face and online physics instruction. While face-to-face learning was perceived as more engaging and interactive, online instruction was valued for its flexibility and accessibility. Learners also highlighted the importance of instructor presence, peer collaboration, and personalized support in both instructional settings. Based on the research findings, the study presents a set of recommendations to enhance the overall quality and effectiveness of physics education. The insights gained from this comparative study can inform the decision-making processes of educators, instructional designers, and policymakers as they strive to create more inclusive, engaging, and effective physics education programs, tailored to the diverse needs and preferences of learners in both traditional and technology- enhanced learning environments.

Date

2024

Publisher

BUSE

Keywords

physics instruction

learners

Face-to-face

online

Supervisor

Dr. E. Mudzamiri