University of Colombo e-Repository

UCER (University of Colombo Electronic Repository) is a collection of scientific research publications by researchers at the University of Colombo, Sri Lanka. This e-Repository serves to manage, preserve and make available the academic works of the faculty, postgraduate students, and research groups. The collection includes faculty publications, master's and doctoral theses abstracts. This repository is updated regularly, and new works are added to collections on a continuous basis

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Authors are responsible for obtaining copyright permission from the publisher and submitting the signed declaration to ir@lib.cmb.ac.lk.

Recent Submissions

Implementation of new strategies to enhance Self-Directed Learning among grade 10 science students
(Department of Science and Technology Education, University of Colombo, 2026) Herath, A.H.M.I.E.; Chandrajith, U.G.
This study investigated how to enhance the self-directed learning (SDL) among grade 10 students in a Sri Lankan school using various instructional strategies. Despite the increasing priority on student centered learning, usual teaching learning process continue to be heavily dependent on the teacher making teacher centered classroom. The study was led by the Kemmis and McTaggart action research approach and took place in two cycles spanning one and a half months during the third school term. A mixed-methods approach was used to investigate changes in students' SDL behaviors, including quantitative and qualitative methodologies. Thirty students were selected from grade 10 studying science as participants using a purposive sampling technique. The intervention comprised of eight scientific sessions prepared utilizing four SDL oriented strategies: goal-setting, inquiry-based learning, problem-based learning, and flipped classroom teaching. Lessons were designed using the National Institute of Education's (NIE) model and Zimmerman's Self-Regulated Learning framework, with an emphasis on preparation, performance, and reflective practice. Data were gathered via pre- and post-SDL surveys, observation checklists, structured interviews, and student reflection sheets, which were then analyzed using descriptive statistics and thematic analysis. The findings revealed that students initially displayed low SDL levels, which were characterized by significant teacher reliance and low self-monitoring abilities. Following the intervention, there were considerable gains in motivation, goal-setting, reflection, and autonomous learning practices. The study shows that using structured SDL techniques efficiently enhances student autonomy and suggests their implementation in secondary scientific teaching.
Enhancing Science Terminology among Low-Achieving Bilingual Grade 8 Students through a Multicomponent Intervention: An Action Research Study
(Department of Science and Technology Education, University of Colombo, 2026) Pemarathna, A.N.S.; Priyadarshani, N.V.D.P.
This article presents the findings of an action research study that investigated the feasibility of using a structured pedagogical approach to enhance Grade 8 low-achieving bilingual students’ knowledge of English scientific technical terms (STTs) in a rural secondary school in Sri Lanka. A mixed-methods action research design was employed with ten purposively selected students over six intervention sessions focusing on Grade 8 Biology content. A multimodal, multicomponent intervention was implemented, integrating bilingual glossary support, visual representations, short video segments, guided collaborative learning, Frayer Model-based activities, and gamified learning to address language barriers and promote conceptual understanding. Data were collected through pre-tests, formative assessments, post-tests, student feedback forms, classroom observation notes, and a reflective teaching journal. The quantitative findings demonstrated a substantial improvement in students’ knowledge of scientific technical terminology. The mean score increased from 28.20 (SD = 4.04) in the pre-test to 64.20 (SD = 5.77) in the post-test. A paired-samples t-test confirmed that this improvement was statistically significant, t(9) = 15.02, p < .001, with a Cohen’s d of 4.74, indicating an extremely large effect size. Formative assessment results also demonstrated a progressive improvement in students’ performance across the six intervention sessions. Qualitative findings complemented the quantitative results, revealing increased student engagement, confidence, willingness to participate, and use of scientific technical terminology. However, some students continued to experience difficulties with abstract and complex biological concepts, suggesting that vocabulary development alone may not be sufficient to ensure deeper conceptual understanding. The study concludes that explicit, linguistically responsive, multimodal, and collaborative instruction of scientific technical terminology can help bilingual learners overcome an important linguistic barrier to science learning. The findings further demonstrate the potential of classroom-based action research to generate practical, context-sensitive pedagogical solutions for supporting low achieving bilingual learners in science education.
Enhancing Advanced Level Students’ Achievement in Motion Concepts in Physics through the Integration of Digital Simulations
(Department of Science and Technology Education, University of Colombo, 2026) Perera, M.A.N.C.; Siriwardena, M.G.D.A.
This study investigated the effect of integrating digital simulations on students’ achievement in motion concepts in Advanced Level Physics. The main research question was "Does using digital simulation improve the understanding of motion concepts in Advanced Level students?" The objectives of the study were to assess students’ existing achievement levels, design and implement simulation-integrated lesson activities, and evaluate their effectiveness in improving conceptual understanding. A Design-Based Research (DBR) approach was used throughout four cycles. Six Advanced Level Physics students were chosen using census sampling. PhET simulations were integrated into lessons, along with teacher guidance and worksheets. Each DBR cycle lasted 80 minutes, which included post-tests, feedback collection, and semi-structured student interviews. Quantitative data were analyzed using descriptive statistics, normalized gain scores, and the Wilcoxon Signed-Rank Test (p = 0.05), while qualitative insights from researcher reflection journals, senior teacher observations, and student feedback were analyzed thematically. Results showed significant improvement between cycles 2 and 3 with all students reaching at least 80% competency by the fourth cycle. Students made notable progress in areas they initially found challenging, including graph interpretation and multi-stage motion comparisons. Qualitative evidence showed increased engagement, confidence, and independent use of simulations. The findings suggest that revising simulation-based lessons along with scaffolding and reflective assessment, can improve understanding in complex physics topics. The study concludes that structured integration of digital simulations can sustainably improve learning outcomes in motion concepts in Advanced Level Physics. Future research should explore long-term retention, application to other physics concepts, and generalizability across larger student samples.
The Impact of Enhanced Visual Aids on the Academic Performance and Retention of Grade 10 Science Students in Sri Lanka
(Department of Science and Technology Education, University of Colombo, 2026) Amarawansha, D.U.; Seneviratne, D.V.K.P.
Science learning at the secondary level often requires students to understand abstract concepts, technical terms, and processes that are difficult to observe directly. This study investigated the impact of enhanced visual aids on the academic performance and retention of Grade 10 students in science. A single-group pre-test, post-test, and retention-test design was used with 30 Grade 10 students from a government school in the North-Western Province of Sri Lanka. The intervention consisted of six Science lessons in Biology, Chemistry, and Physics taught over four weeks using diagrams, charts, videos, animations, models, and multimedia presentations. Data were collected through a teacher- made Science achievement test, a delayed retention test, and structured questionnaires administered to students and teachers. Descriptive statistics, frequency analysis, and paired-samples t-tests were used to analyze the data. The findings showed that due to visual-aid-based instructional intervention, students’ overall mean score increased from 51.57 in the pre-test to 53.93 in the post-test, and the difference was statistically significant, t (29) = 6.75, p < .001. Improvements were also observed across Biology, Chemistry, and Physics. The retention-test results indicated that students maintained the learning gains after the intervention period. Questionnaire responses further showed positive student and teacher perceptions of visual aids, particularly videos, experiments, and models. The study concludes that the systematic use of visual aids can support comprehension, engagement, academic performance, and retention in Grade 10 Science. However, the small single-school sample and absence of a control group limit the generalizability and causal strength of the findings.
Perceptions of Teachers and Students on Interactive Smartboards in Science Education: A Mixed-Methods Study from Sri Lanka
(Department of Science and Technology Education, University of Colombo, 2026) Sankalpa, K.M.L.; Nonis, P.K.J.E.
The integration of Interactive Smartboards (ISBs) has emerged as a pivotal component of technology-enhanced teaching and learning in secondary science education, particularly for subjects involving abstract and complex concepts. This study investigates the perceptions of teachers and students regarding the use of Interactive Smartboards in science education in selected national schools in the Matara District, Sri Lanka. The research aims to explore how ISBs influence teaching practices, student engagement, conceptual understanding, and overall learning experiences, while also identifying challenges related to technical infrastructure and professional development. A sequential explanatory mixed-methods design was employed. Quantitative data were collected through structured questionnaires administered to 125 science teachers and 372 Grade 10 and 11 students, while qualitative data were gathered through semi- structured interviews with five teachers and five students. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative data were examined through thematic analysis. Findings reveal that both teachers and students hold generally positive perceptions of ISBs, particularly regarding increased student engagement, improved visualization of scientific concepts, and enhanced classroom interaction. Teachers reported that ISBs supported multimedia resources, simulations, and interactive activities, making science lessons more dynamic and learner-centered. However, technical malfunctions, inconsistent internet connectivity, limited access to technical support, and insufficient professional training were identified as significant challenges, more evident in resource-limited and rural settings. Regression analysis indicates that professional development is the strongest predictor of teacher perceptions (β = 0.999, R² = 0.893), while technical support (β = 0.741) and pedagogical practices (β = 0.242) are key predictors for students. The study concludes that while ISBs have significant potential to enhance science education, their effectiveness depends on appropriate pedagogical integration, reliable technical infrastructure, and continuous professional development.