Abstract
This study was conducted to evaluate the effects of computer simulations and conventional teaching in Physics concept learning on high school students. The descriptive-experimental design was used in this study. The teacher-made test and evaluation questionnaire were used for gathering data. The data gathered were statistically treated and analyzed using SPSS software. Findings of the study revealed that there were 40 or 50% male student respondents and 40 or 50% female. The pre-test score of the experimental and control groups did not differ significantly, while pre-test and posttest of the experimental and control groups were found to be significantly different. The evaluation of the teachers and students on lecture with computer simulation and conventional lecture methods did not differ significantly in terms of effectiveness/appropriateness, students’ participation/interaction, influence on cognitive skills and influence on content knowledge. There was a significant relationship between the sex and performance of the student respondents who were exposed to lecture with computer simulation method while the performance of the male and female student respondents exposed in conventional lecture method did not differ. Based on the findings of this research, the use of computer simulation as instructional material in teaching Physics is recommended. This may be used to improve the performance of the students. It may be tried in other schools and respondents. Further studies may be undertaken in other Science subjects to establish the validity of the effectiveness of Lecture with Computer Simulation in teaching-learning process. Developers of instructional materials may improvise other teaching aids that may suit the needs and interest of the students.
Highlights
Specialists on teaching Physics have developed strategies and tools to help increase the desire of students in learning Physics and strengthen their attitudes towards it
This is consistent with the results presented by Jimoyiannis et al (2000) where he showed that computer simulation could be used complementary or alternative to other instructional tools in order to facilitate students’ learning
There is no significant difference between the pre-test scores of the experimental and control groups, highly significant difference between the post-test scores of the two groups, and highly significant difference between the pre-test and post-test of the two groups
Summary
Specialists on teaching Physics have developed strategies and tools to help increase the desire of students in learning Physics and strengthen their attitudes towards it. Gains in student understanding and achievement have been reported in general science process skills and across specific subject areas, including Physics, Chemistry, Biology, and Earth and Space Science (Kulik, 2002) With this background, the researcher of this study sought to establish the use of computer simulations in Physics education. In the paradigm of the study, the input box shows students’ profile in terms of sex, the two methods of teaching – lecture with computer simulation and conventional lecture method, and pre- test/post-test scores of experimental and control group. The output box determines the significant relationship between the respondents’ sex and their performance in Physics, effect of lecture with computer simulations as compared with conventional lecture method on teaching and learning on selected topics in Physics, the level of assessment of the two teaching methods as perceived by the teacher and student respondents. There is no significant relationship between the respondents’ sex and their performance in lecture with computer simulation method and conventional lecture method
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