Effectiveness of Real and Computer-Assisted Experimental Activities in Moroccan Secondary School Physics Education

Authors

  • Youssef Menchafou Higher School of Education and Training, Ibn Tofail University https://orcid.org/0009-0009-7900-6053
  • Morad Aaboud Higher School of Education and Training, Ibn Tofail University
  • Mohammed Chekour Higher School of Education and Training, Ibn Tofail University

DOI:

https://doi.org/10.3991/ijim.v17i16.39267

Keywords:

Real experimental approach, Computer-assisted experimental activities , Moroccan secondary education, Physics learning

Abstract


Experimental activities are widely recognized as an essential pedagogical tool in physics education that enables students to learn fundamental physical concepts. Experimentation sets physics apart from other disciplines by motivating learners to acquire knowledge, methods, scientific attitudes, and manipulative skills. Most current research focuses on the importance of conventional experimental work in the learning process or the contribution of new technologies to this process without pinpointing the experienced limitations hindering the two tools from achieving the pedagogical objectives for which they were originally designed. To gain a better understanding of what these issues are, we have performed the survey presented in this paper. First, the analysis investigated the challenges that impede the experimental approach from playing its vital role in the Moroccan education system and evaluated the efficiency of this approach in achieving its original pedagogical objectives. In doing so, the study indicates that the majority of Moroccan secondary physics teachers do not achieve the required rate of experimental activities due to several challenges, including the need for coaching and training, the lack of coordination between decision-makers and practitioners regarding the practical use of scientific laboratories, a shortage of necessary materials, and a lack of maintenance and repair of laboratory equipment. Thus, we conclude this paper by providing several solutions, implications, and limitations as potential directions for future research.

Author Biographies

Morad Aaboud, Higher School of Education and Training, Ibn Tofail University

Morad Aaboud received his PhD in theoretical and modeling physics from the University of Mohamed First of Oujda in Morocco in 2017. He had previously completed a Master's degree in Physics and Science of matter in 2011. Currently, he serves as a professor assistant at the Higher School of Education and Training, Ibn Tofail University, Morocco, a role he has held since 2019. Dr. Aaboud's research focuses on simulation and calibration in theoretical physics and the education science. His research interests also extend to artificial intelligence and educational technology. (email: morad.aaboud@uit.ac.ma)

Mohammed Chekour, Higher School of Education and Training, Ibn Tofail University

Mohammed chekour obtained a PhD in ICT and education sciences from the University of Abdelmalek Essaadi of Tetouan in Morocco in 2019. Prior to that, he had earned a Master's degree in Instructional Design Multimedia engineering in 2013, and a Master's degree in Telecommunication Systems in 2006. Currently, he works as a professor assistant at Higher School of Education and Training, Ibn Tofail University, Morocco, a position he has held since 2021. His research interests span across several areas, including artificial intelligence, educational technology, mobile learning, machine learning, and blended learning (email: mohamed.chekour@uit.ac.ma)

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Published

2023-08-21

How to Cite

Menchafou, Y., Aaboud, M. ., & Chekour, M. . (2023). Effectiveness of Real and Computer-Assisted Experimental Activities in Moroccan Secondary School Physics Education. International Journal of Interactive Mobile Technologies (iJIM), 17(16), pp. 16–29. https://doi.org/10.3991/ijim.v17i16.39267

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Papers