Evaluation on the Usability of Physics Module in a Secondary School in Malaysia: Students Retrospective

Volume 1 - Issue 1
Norlidah Alias Saedah Siraj Dorothy DeWitt Mohammad Attaran Abu Bakar Nordin
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The main objective of this study is to implement and evaluate the Physics module based on technology and learning style using students’ retrospective evaluation. Physics has always been thought of as the most difficult subject as it involves abstract concepts. Research has shown that technology has the potential to increase understanding of abstract concepts. Previous research shows that matching learning style strategy with certain technology will be able to increase students learning experience. ICT which has potential to display learning experience in variety of format is seen as one way to fulfill diversity of learning styles. This study is based on the Felder Silverman Model (1988) which comprises four dimensions (visual/verbal, active/reflective, sequential/global, sensing/intuitive). The design and development of the Physics modules comprising technology tools, teaching technique, activities and advance exercise comes from the modified Delphi technique. The researchers employed 14 Physics students to test the Physics module which comprises two lessons on `gas law’. Following this, the students were interviewed to seek insight in order to evaluate the Physics module according to teachers’ retrospective evaluation of the modules. This paper will discuss the strengths and weaknesses of the Physics module from the students’ retrospective evaluation. This paper will further discuss the implication of the research to practice. The modules help students to learn abstract Physics concepts according to technology and students’ learning style. Based on these findings, the researchers suggest that these Physics module which is based on technology and learning styles can be an effective teaching and learning instructional package.


  • Students’ retrospective evaluation
  • Physics module
  • technology
  • learning style
  • curriculum
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