The effectiveness of the modified action-process-object-schema learning approach on learning levels of static electricity concepts

Abstract This study examines the effectiveness of the modified action-process -object-schema (M-APOS) approach in enhancing students’ understanding of static electricity concepts. A quasi-experimental design involved pre-test and post-test assessments with 23 male 11th-grade students at Mahvalat High School in Iran, selected through convenience sampling. Initially, a pre-test assessed students’ understanding and misconceptions, using a validated researcher-made test with a Cronbach’s alpha of 0.798. The M-APOS approach, integrating activities, discussions, and extracurricular exercises, was implemented over 20 sessions of 45 min each. Data analysis revealed that students primarily operated at basic levels of understanding, struggling with analytical problem-solving. Post-intervention results showed significant improvements in conceptual understanding, especially regarding electric charge and force, alongside a reduction in misconceptions. The M-APOS approach effectively enhanced learning and addressed misconceptions, demonstrating better outcomes at the schema level. Overall, the findings suggest that the M-APOS approach fosters deeper learning and enhances students’ ability to apply theoretical concepts in practical scenarios, promoting meaningful engagement with physics education.