Abstract
Abstract
Remedial students frequently experience difficulty understanding abstract physics concepts, which is often associated with low academic achievement and reduced confidence. This study examined the short-term effects of integrating interactive electronics laboratory activities with peer-assisted learning (PAL) on Grade 12 remedial students at Raya University, Ethiopia. A mixed-methods explanatory design was employed using two intact classes (experimental, n = 34; control, n = 37). The quantitative phase used a quasi-experimental pre-test-post-test control-group design, followed by focus-group discussions to explain the quantitative findings. Quantitative data were analyzed using descriptive statistics, paired-samples and independent-samples t-tests, and Cohen's d effect sizes, while qualitative data were analyzed thematically. Over a 16-week semester, the experimental group engaged in structured hands-on circuit construction and troubleshooting using electronics kits, while the control group received conventional lecture-based instruction covering the same curriculum content. Data were collected using an achievement test, an attitude toward physics scale, an electronics laboratory attitude scale (experimental group only), and focus group discussions. Results indicated that both groups improved significantly from pre- to post-test; however, the experimental group demonstrated larger gains in physics achievement. Improvements in attitudes toward physics were statistically significant and greater in the experimental group than in the control group. However, qualitative findings indicated that students' most substantial gains were related to laboratory-specific engagement, confidence, and motivation rather than to broad changes in their overall perceptions of physics. Students in the experimental group reported positive perceptions of the electronics laboratory experience, particularly regarding engagement, confidence, and perceived problem-solving skills. Qualitative findings supported these results, suggesting that hands-on circuit construction enabled students to connect theoretical concepts with observable applications. While the findings suggest that interactive electronics laboratory activities may enhance short-term academic performance and task-specific motivation among remedial students, the results should be interpreted cautiously due to the non-random assignment of intact classes, the single-institution context, and the semester-long duration of the intervention. Further research across multiple institutions and longer timeframes is needed to examine sustainability and generalizability.