Effectiveness of Integrated E-Modules Combining Cooperative Learning and Videos in Enhancing Physics Teaching Skills of Pre-Service Teachers

Abstract

Pre-service teachers' low physics teaching skills indicate a persistent gap between the demands of professional teaching standards and actual teaching readiness. This research aimed to investigate the effectiveness of integrated e-modules combining cooperative learning and videos in enhancing physics teaching skills of pre-service teachers. The research design employed was a quasi-experimental design involving two groups with a pretest–posttest structure. A total of 42 pre-service physics teachers were selected using purposive sampling and equally assigned to experimental and control groups. The experimental group received instruction through integrated e-modules, while the control group followed conventional learning. Teaching skill data were collected using a performance assessment sheet and analyzed using the Wilcoxon test for within-group improvement and the Mann–Whitney test for between-group comparisons. The results of the Wilcoxon test (p < 0.05) showed an improvement in teaching skills in both groups. However, the Mann–Whitney test (p < 0.05) revealed a significantly greater improvement in the experimental group. These findings suggest that the integrated e-modules combining cooperative learning and videos are more effective than conventional learning, with an effect size of 2.33, categorized as very large. Therefore, the integrated e-modules combining cooperative learning and videos are recommended for instructors to optimize pedagogical training for pre-service teachers. This study was limited to pre-service physics teachers. Future research should include other science disciplines and explore additional factors such as students’ psychological characteristics and the integration of other innovative technologies.