SUPPORTING CONCEPTUAL AND COGNITIVE PROGRESSION: INTEGRATING FLIPPED DESIGN AND PEER INSTRUCTION INTO AN UPPER-SECONDARY PHYSICS TUTORIAL MODEL
SUPPORTING CONCEPTUAL AND COGNITIVE PROGRESSION: INTEGRATING FLIPPED DESIGN AND PEER INSTRUCTION INTO AN UPPER-SECONDARY PHYSICS TUTORIAL MODEL

Summary/Abstract: A tutorial model for upper-secondary physics that combines peer instruction and a flipped design was developed to replace a lecture-based teaching approach. Implemented in two upper-secondary schools (N = 149), the intervention integrated pre-class preparation, structured worksheets, demonstrations, peer discussions, and mini-laboratories. Learning outcomes were evaluated through pre/post-tests, SOLO taxonomy coding, and semi-structured interviews, with test and interview protocols thoroughly examined for content validity (IOC = 0.73) and reliability (KR-20 = 0.78). A paired-samples t-test indicated significant improvements in students' conceptual understanding and problem-solving skills (p < .001, Cohen’s d = 3.72 and 5.21), alongside substantial normalized gains (g = 0.76 and 0.77). Consistent with these quantitative results, SOLO analysis revealed a progression from prestructural and unistructural reasoning toward predominantly relational reasoning across the three physics topics. Thematic analysis of interview data (n = 34) further suggested that scaffolded worksheets and collaborative sense-making appeared to help students overcome cognitive bottlenecks, while also showing positive links to their engagement and confidence. Together, these findings suggest that a tutorial model integrating peer instruction and a flipped design can offer a viable pedagogical strategy for supporting conceptual and cognitive progression in physics.

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