An investigation on hybrid studio format applied in introductory calculus-based physics


Scientific Research and Essays, vol.6, no.17, pp.3794-3807, 2011 (SCI-Expanded) identifier

  • Publication Type: Article / Article
  • Volume: 6 Issue: 17
  • Publication Date: 2011
  • Doi Number: 10.5897/sre10.406
  • Journal Name: Scientific Research and Essays
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Scopus, CAB Abstracts, Veterinary Science Database
  • Page Numbers: pp.3794-3807
  • Keywords: Hybrid studio format, Learningonline network-computer-assisted personalized approach, Studio physics
  • Dokuz Eylül University Affiliated: Yes


The purpose of this study is to ascertain the performances and perceptions of the students in Hybrid Studio Format (HSF). This format retains the large lecture component but combines recitation and laboratory instruction into Studio Physics. In this research, 'problem solving strategy' and 'attitudes toward problem solving surveys' were administered by pre/post-test to evaluate students' problem solving strategies and attitudes in problem solving. The data on student performance and conceptual understanding was collected by comparing the grades of the students enrolled in Physics course for two semesters (Fall 2008/Spring 2009). Written survey and Likert scales about HSF and LON-CAPA (learningonline network-computer-assisted personalized approach) were used to collect students' opinions about the course. Also multiple interviews were performed with volunteer students about HSF during two semesters. The results of the performance data showed that students performed better on LON-CAPA problems and hands-on activities than on written assignments and exams. The outcome could be some technical features of LON-CAPA which could be easily modified. Open-ended questions, applets and demonstrations were recommended in the studio activities to increase the students' problem solving skills with better conceptual understanding. Student interviews showed that the students found the interactive-engagement method of learning physics to be a positive experience. They liked the integration of homework and laboratory activities, working in groups and having the opportunity to interact individually with instructors. In short, the teaching-learning method presented here, HSF had made a positive impact on the problem-solving skills of students and opinions about the Physics course. © 2011 Academic Journals.