Effectiveness of an Open Educational Resources Module on Work, Energy, and Power in Enhancing Physics Teachers' Pedagogical Content Knowledge

Abstract

This study examined the effectiveness of an Open Educational Resources (OER) Module on Work, Energy, and Power in enhancing physics teachers’ Pedagogical Content Knowledge (PCK). A mixed-methods approach involving pre- and post-tests, lesson plans, and reflections was used. A total of 36 teachers from 32 schools participated. Data were analysed using Cohen’s d, paired-samples t-test, means, and standard deviations. The findings indicated that the OER module significantly improved teachers’ PCK. In the Learner category, the module was effective in helping teachers recognise students’ prior misconceptions but had limited impact on identifying students’ specific difficulties. In the Content category, the module helped teachers explain teaching goals, although it had a smaller effect on deepening their understanding of the nature of science and connecting ideas across grades. For Teaching and Learning, the module enhanced teachers’ ability to select instructional strategies that supported students in diverse ways, but had less effect on improving teachers’ assessment strategies. Analysis of lesson plans and reflections showed that the module helped teachers build on students’ prior knowledge, fostering higher-order thinking, and implement active learning strategies. However, it was less effective in addressing misconceptions and promoting inclusion and equity.