Students' performance, attitude, and classroom observation data to assess the effect of problem-based learning approach supplemented by YouTube videos in Ugandan classroom.

In response to global demands, Uganda's Vision 2040 seeks to transform the country into a modern and prosperous nation by implementing Sustainable Development Goal (SDG) 4, focusing on equitable and quality education. The 21st-century workforce requires individuals who can effectively navigate complex workplace challenges. This dataset was gathered from Form-2 Ugandan secondary school students (aged 12 to 15) across 12 schools in the Sheema District. The dataset comprises three types of data: students' performance in a physics topic (simple machines), their attitudes toward problem-solving and critical thinking when learning physics using Problem-Based Learning (PBL) supplemented by YouTube videos, and classroom observations documented with the reformed teaching observational protocol (RTOP). The intervention of teaching using PBL was executed in 2022, collecting data from 973 lower secondary school students. The intervention involved three approaches: one group (144 students) received PBL along with YouTube videos, another group of 482 students received PBL alone, and a third group (347 students) was taught using the traditional method. This data article explains the study's data creation, collection, and analysis process. The dataset holds significance for secondary school teachers, policymakers, and researchers, offering insights into the impact of PBL with and without ICT resources on learning physics and students' attitudes toward these learner-centered approaches.

The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students.

The study investigated the impact of PhET simulation-based learning on students' motivation and academic achievement in learning oscillations and waves among Malawian secondary students. The following research questions guided the study: (i) What were students' motivation and academic achievement levels at the beginning of the study in oscillation and waves? (ii) To what levels do PhET interactive simulation-based learning impact students' motivation and achievement in oscillations and waves? (iii) Is the change in post-test scores due to the students' characteristics in non-randomized settings or the PhET interactive simulation-based learning? A sample of 280 (44.6% females) form three secondary school students with a mean age of 17.5 (SD = 1.424) from four schools in Blantyre urban district in Malawi was used in a quasi-experimental design of non-equivalent groups. The experimental group was exposed to PhET simulation-based learning, while the conventional teaching methods were used in the control group. Pre- and post-tests were used to collect data on academic achievement, and questionnaires collected data on motivation. Independent samples t-test showed a statistical difference between the two groups on post-test of the academic achievement. Results from linear regression indicated that the differences between the two groups in the post-test were not due to students' characteristics but rather the intervention with p < 0.01. The ANCOVA test on motivation constructs showed a significant difference with a small effect size between the study groups on self-efficacy, active learning strategies, performance goals, achievement goals, learning environment stimulation, and attitudes towards learning with computer learning. The results from the study suggest that PhET simulation-based learning improved the learning of oscillations and waves. PhET simulation-based learning provides visualizations and teaching aids that help easily understand content knowledge, hence improving students' academic achievement and motivation levels. Supplementary Information: The online version contains supplementary material available at 10.1007/s10956-022-10010-3.

Top-Down Synthesis of Silicon/Carbon Composite Anode Materials for Lithium-Ion Batteries: Mechanical Milling and Etching.

Lithium-ion batteries (LIBs) providing high energy and power densities as well as long cycle life are in high demand for various applications. Benefitting from its high theoretical specific charge capacity of ≈4200 mAh g-1 and natural abundance, Si is nowadays considered as one of the most promising anode candidates for high-energy-density LIBs. However, its huge volume change during cycling prevents its widespread commercialization. Si/C-based electrodes, fabricated through top-down mechanical-milling technique and etching, could be particularly promising since they can adequately accommodate the Si volume expansion, buffer the mechanical stress, and ameliorate the interface/surface stability. In this Review, the current progresses in the top-down synthesis of Si/C anode materials for LIBs from inexpensive Si sources via the combination of low-cost, simple, scalable, and efficient ball-milling and etching processes are summarized. Various Si precursors as well as etching routes are highlighted in this Review. This review would be a guide for fabricating high-performance Si-based anodes.