Enhancing lyceum physics education with LAB Disc technology: a comparative study

Abstract

Abstract The present study explores the impact of LAB Disc technology on enhancing physics education among gifted ninth-grade students in lyceums. The study employed a quasi-experimental design to examine students’ academic performance and engagement levels in two groups: an experimental group that utilised LAB Discs and a control group that received conventional physics education. To ensure comparability in baseline understanding of the subject, each group consisted of 30 ninth-grade students who were selected based on their academic prowess and enthusiasm for physics. The utilisation of LAB Discs, versatile devices equipped with diverse sensors for instantaneous data gathering and examination, was designed to offer a more engaging and experiential learning encounter. The study’s methodology employed a combination of quantitative and qualitative data collection techniques, including tests, surveys, interviews, and classroom observations. The impact of LAB Disc technology on students’ learning outcomes was assessed using an independent t-test and boxplot visualisation. The results demonstrated a statistically significant enhancement in ninth-grade students’ comprehension and involvement when utilising LAB Disc technology, as evidenced by a t-statistic of 6.522 and a p-value of less than 0.001. The boxplot analysis validated that students in the experimental group exhibited a superior median score and demonstrated greater consistency in their performance. The results emphasise the capacity of interactive educational tools, like LAB Discs, to enhance cognitive abilities and establish a more captivating learning atmosphere in physics classes at the lyceum level.