College physics students' views of the demonstration strategy of teaching

Abstract

The study investigated college physics students' views on demonstration strategy at Benguet State University in the Cordillera Administrative Region. Respondents consisted of students of Bachelor of Secondary Education (major in Physical Science) and of Bachelor of Science in Agriculture. Data collection was through a questionnaire. Statistical treatment involved frequencies, weighted averages, and t-test. General results indicate that: a) students considered the strategy as appropriate for their physics lessons and thought that it should be used more frequently by their teachers; b) the use of the strategy showed very greatly that their physics teacher had, among other characteristics, mastery of subject matter, wanted to make the classroom environment more conducive to learning, and recognized that students were diverse; c) the use of the strategy very greatly stimulated students to ask more 'Why' and 'How' questions, motivated them to get higher grades and learn more about physics, and inspired them to become more independent learners, among others. However, for specific questions, there was a significant difference between the two groups, with the education students providing more weighty answers, possibly due to their greater familiarity with the strategy and to the relevance of the strategy to their future profession.