PERCEPTIONS OF INTEGRATED HIGH SCHOOL STUDENTS REGARDING THE USE OF LEARNING OBJECTS IN THE TEACHING OF ELECTRODYNAMICS

Abstract

Teaching electrodynamics at the high school level presents challenges due to the abstract nature of its concepts. This study aimed to investigate the perceptions and performance of students in an Integrated High School program specializing in Environment regarding the use of physical and digital Learning Objects (LOs) in physics instruction. To this end, a mixed-methods action research design was adopted; the study involved 42 students from two classes at the Federal Institute of Triângulo Mineiro (IFTM), Uberaba Campus. Qualitative data were collected via perception questionnaires, while quantitative data compared student grades obtained before and after the implementation of the LOs (simulations, animations, and hands-on workshops on breadboard-based electric circuits). The results indicated that 93% of the students felt the LOs improved their understanding of electric current and resistors, 88% valued the hands-on circuit workshops, and 93% highlighted the benefits of linking physics concepts with topics related to energy sustainability. Furthermore, quantitative performance improved significantly in both classes, with average grade gains of 9.78 and 8.98 percentage points following the intervention. Therefore, it is concluded that the integration of LOs effectively bridges abstract physical models and practical understanding, enhancing cognitive engagement, contextualized learning, and academic performance within integrated vocational education.