From screen to classroom: student perceptions of asynchronous teaching and learning physics at foundation level

Usop @ Yusoff, Habibah and Mohd. Noor, Mazni and Mohd Noor, Adibah and Baharuddin, Naemah (2025) From screen to classroom: student perceptions of asynchronous teaching and learning physics at foundation level. In: 5TH VIRTUAL INTERNATIONAL CONFERENCE ON RESEARCH AND PRACTICES IN SCIENCE, TECHNOLOGY AND SOCIAL SCIENCES 2025, 13th September 2025, Virtual.

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Abstract

This study investigates the effectiveness of a blended learning which combined asynchronous video-based instruction and a remedial face-to-face class to improve a conceptual understanding among physics students in the Centre for Foundation Studies, International Islamic University Malaysia (CFS, IIUM). Beginning their physics class, the students were giving a briefing on blended learning to be conducted throughout their physics class. A survey has been also conducted with the purpose of knowing their readiness on learning the physics subject. Over a two-weeks of period, students engaged in self-paced asynchronous learning using YouTube pre-recorded video lectures and doing exercises from the textbook, which also served as attendance markers. The achievement of the students was assessed from a test namely Post Asynchronous Test which they have attempted after completing this online learning from YouTube pre-recorded video. The survey and test result were recorded. The students then attended a face-to-face remedial class with the lecturer on the same topics they have learnt previously from the YouTube pre-recorded video lectures and the exercises they have attempted. Another set of test, namely Post Face-to-face Test is given to see the student’s achievement after they engaged in the remedial face-to-face classes. Another set of survey items developed as online questionnaires is dispersed and responded by the students. Upon comparing to their result in a previous Post Asynchronous Test, the results of the Post Face-to-face Test has showed the notable increasement in student performance after their engagement with the lecturer in the face-to-face remedial classes. In addition to this, quantitative feedback from the survey was also collected to explore the student perceptions of both learning modes. Students enjoyed the flexibility and the chance to replay the videos, especially because the explanations were clear and helped them understand difficult topics. However, challenges included difficulty maintaining motivation learning alone, lack of real-time feedback, and surrounding distractions. In contrast, they found that face-to-face classes are more helpful because they could interact with lecturer and classmates, asked questions directly and stay focused. All the mean scores for the survey items after implementing face-to-face learning mode fall within the range of 3.15 to 3.82 which conform that students generally choose to agree and strongly agree that the face-to-face learning mode enhances their conceptual understanding, engagement and motivation, and perceived effectiveness in learning physics subject as compared to asynchronous learning mode. This study concluded that while the online learning is helpful, students improve more when it is followed by well-planned face-to-face remedial sessions.

Item Type:	Proceeding Paper (Invited Papers)
Uncontrolled Keywords:	Blended learning, Asynchronous Teaching and Learning, Remedial face-to-face classes, YouTube pre-recorded lecture videos.
Subjects:	L Education > L Education (General) Q Science > QC Physics
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Centre for Foundation Studies
Depositing User:	MADAM HABIBAH USOP @ YUSOFF
Date Deposited:	10 Jun 2026 16:46
Last Modified:	10 Jun 2026 16:46
Queue Number:	2026-05-Q3541
URI:	http://irep.iium.edu.my/id/eprint/125757

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