Impact of the Self-Learning Module in Relativity (SLM-R) on students' conceptual understanding of Einstein’s theory

Abstract

The impact of Einstein’s theory of relativity has undeniably led to a surmountable advancement in today’s technology. Its abstract nature may limit teachers from developing learning materials that could equip students to improve their conceptual understanding. With this rarity of instructional material, a relativity self-learning module (SLM-R) was created, and its efficacy in this study was examined. Using an explanatory sequential research design that utilizes a quantitative approach supported afterward by qualitative data, a quasi-experimental method was employed for the control and experimental groups of third-year college students majoring in science, followed by descriptive content analysis from the feedback form. Based on pre-test and post-test results, the group with the SLM-R significantly improved their conceptual understanding compared to those without the module, as indicated in Cohen’s d measure (d = 0.85) and normalized gain (g = 0.30). These findings allow students to use this self-learning module as supplementary instructional material in modern physics.