The Effectiveness of Discovery Learning Integrated with Google Sites (DL-GS) to Enhance Students' Problem-Solving and Scientific Literacy Abilities

Abstract

Learning parabolic motion requires students to connect mathematical problem-solving with scientific explanations and evidence interpretation. These demands highlight the need for guided investigations supported by accessible digital resources that address problem-solving and scientific literacy together. This study investigated the effectiveness of Discovery Learning integrated with Google Sites (DL-GS) in enhancing these competencies in parabolic motion. A quasi-experimental study employed a non-equivalent control group design. Participants were 60 tenth-grade students from two intact classes selected through simple random sampling at the class level from four classes comprising 120 students. The experimental group received DL-GS instruction incorporating 3D animations, PhET virtual laboratories, and interactive quizzes, whereas the control group received conventional PowerPoint-supported instruction. The intervention comprised two sessions over two weeks. Data were collected using five essay items scored with separate rubrics for problem-solving and scientific literacy and analyzed using MANOVA, normalized gains, and effect sizes. The groups differed significantly in the combined outcomes (p < .001). The experimental group achieved higher normalized gains in problem-solving (0.78 versus 0.44) and scientific literacy (0.77 versus 0.46), with large effect sizes (Cohen’s f = 1.50 and 1.05, respectively). These findings support DL-GS as a promising instructional approach for developing both competencies in parabolic motion. However, the short intervention and single-topic focus limit conclusions about long-term retention and applicability to other physics topics.