Abstract
ABSTRACT Background Since the early 20th century, research has been conducted on how to ensure optimal learning. With the developing and changing technology, different teaching methodologies and environments such as simulation, virtual lab, and interactive video have created the opportunity for educators to use them for this purpose. Nowadays, these are applied alone or in combination with different methods according to the student’s needs, subject, and environment. Purpose This study investigated the effect of using predict-observe-explain (POE) tasks enriched with computer simulations for the explanation part on 9th graders’ physics achievement. Additionally, the possible role of gender in this effect was examined. Sample The study was conducted with 107 9th graders (53 males and 54 females) from a high school in Turkey. The experimental group (n = 49) received POE tasks enriched with computer simulations, while the control group (n = 58) received traditional POE tasks. Design and Method A quasi-experimental design with a pretest-posttest control group was used for his purpose. Result The results showed that the experimental group outperformed the control group regarding physics achievement. Furthermore, the effect of the intervention was found to be equally effective for both females and males. These findings suggest that the use of POE tasks enriched with computer simulations can be an effective instructional strategy to enhance students’ physics achievement.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.