Comparison of Learning Effects in Modeling Method (Discarded Objects) with Blended-Teaching Method in Learning Physics

The present study aimed to compare the effect of education on the modeling method (discarded objects) with combined-teaching method in physics of students in Tehran in the year of 2022-2023. The research method is semi-experimental with pre-test and post-test design. The statistical population consisted of all male and female students of high school, selected by multi-stage cluster sampling, 120 students (60 girls and 60 boys) were divided into 30 classes. Two classes of 30 (separately) of the girls and boys were tested as an experimental group in a modeling method, and two classes of thirty as a second experimental group in a combined manner. The data gathering tool was a standardized researcher-made test, whose validity was confirmed by its experts and using the reliability of correctors. The correlation coefficients, the coefficient of difficulty, and the coefficient of differentiation of the individual questions were calculated and some questions were deleted. The final test was conducted with 20 questions. Descriptive and statistics were used to analyze the data and test the hypothesis. After taking the pretest, the subjects and 8 sessions of teaching in physics, and with the implementation of the post-test, test variables were measured. The findings of the study showed that modeling and combined teaching method have a positive and meaningful effect on students learning. In both methods of modeling and combined-teaching method, the learning performance of male students is better than females. Finally, there is no significant difference between the modeling and combined teaching method in student`s learning.