Enhancing Communication and Learning Effectiveness in Physics Via Peer Instruction Integrated with CloudClassRoom (CCR): A Case Study in Vietnam
DOI:
https://doi.org/10.15294/jpii.v15i3.32957Keywords:
Peer Instruction , CloudClassRoom (CCR) , communication , physics education , high schoolAbstract
This quasi-experimental study integrates Peer Instruction (PI) method with the CloudClassRoom (CCR) platform to improve learning outcomes in teaching a lesson titled “Work, Energy, and Power” to 10th-grade physics students. The intervention took place over two 45-minute classes with 41 students at a high school in Vietnam, selected through convenience sampling. The primary aim was to improve students’ communication competence while enhancing learning engagement. The study used a mixed-methods design, combining pre- and post-intervention Likert scale self-assessment questionnaires with analysis of student discussions and comprehension questions on the CCR platform. Self-assessment results showed that PI with CCR significantly enhanced students’ ability to identify problems and engage in meaningful discussions through verbal and non-verbal interactions. Two communication indicators showed significant improvements with medium to large effect sizes. Furthermore, the analysis of knowledge acquisition demonstrated that the structured series of inquiry-based questions in the lesson substantially improved the accuracy of students’ answers, with correctness rising from less than 30% to over 70%. Despite limitations such as a small sample size, limited generalizability, and a short intervention (two class periods), the study offers empirical support for integrating PI and CCR as a viable strategy for enhancing physics education in Vietnamese high schools.
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