Abstract
The paper evaluated the impact of the interactive conceptual instruction in studying physics at the basic education high school level. The research used an experimental design through the pretest and posttest control group. The randomly selected samples were high schools students from Sagaing, Mandalay and Nay Pyi Taw regions. The ANCOVA results showed a statistical significant difference between the performance of the students who received interactive conceptual instruction and those who did not. Moreover, the qualitative data also supported the quantitative findings. The research findings proved that interactive conceptual model has positive contribution to the teaching of physics at the high school level. As the study explored effective ways to learn physics, the results were valuable inputs in the teaching and learning. It serves as a guide in constructing interactive conceptual instruction lessons in the effective teaching of physics.
Keywords: interactive conceptual instruction, physics, concept, interactive
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