dc.description.abstract | The aim of this study is to investigate relationship between learning behaviors and learning achievement on vocational students who use our developed system, Ubiquitous-Physics (U-Physics), to learn simple pendulum in the experiment. U-Physics can facilitate collecting experimental data and drawing the corresponding graphs during experiment, thereby students can focus on how to interpret graphs and solve problems through applying formula. Participants were first and second grade female vocational high school students who are less interested in physics, while hopefully by using, U-Physics in physical experiment can motivate their interests and help their learning in physics. Learning behaviors included hypothesis-making, interpreting graphs, applying formula, conclusion making, pair coherence and conceptual understanding. In pilot, we involved one class participant and two class participants for main study. Results of pilot study showed significant positive correlation between interpreting graphs and applying formula. This finding indicated that the ability to interpret graphs has an important role in scientific learning. Therefore, we strongly recommend that physics teachers use graphs to enrich students’ information content and understanding. In addition, negative correlation between pair coherence and interpreting graphs. It may be that most of the participants (vocational high school students) have limited skill or confidence in physics problem solving, so they often seek help from teachers or their high-achieving peers. In addition, the findings also indicated that U-Physics could enhance students’ learning achievement during a three-week time. However, pilot results showed that there were no significant correlations between learning behaviors and learning achievement. This might be due to the content of the pretest and posttest were designed based on the school curriculum and no questions related to the experiments, such as interpreting graphs and applying formula, were included. Therefore, we conducted the main study to follow up this pilot study. The findings of the main study were that positively significant correlations existed between learning behaviors (making hypothesis, interpreting graphs, applying formula, making conclusion, conceptual understanding) and learning achievement (posttest). After deep investigation, we found that interpreting graphs and conceptual understanding were the two most important factors to affect learning achievement. Additionally, students perceived that U-Physics was easy to use and useful for learning physics. Therefore, in both studies we strongly recommend that physics teachers use graphs to enrich students’ information content and understanding. Teachers and researchers also should design physics learning activities to improve students’ multiple representation skills supported by U-Physics and utilize advanced features of mobile devices such as acceleration sensors, gyroscope, light sensors and GPS for learning physics. | en_US |