Effect of computer-based instruction on performance in physics

Abstract

This case study investigated the effects of a computer-based instruction (CBI) in teaching Physics at senior secondary level in a Botswana context. The purpose was to determine how effective the CBI or the use of the computer as an instructional technology would be in enhancing academic achievement and attitude towards the classroom integration of computer technology. It also examined the effect of gender on these outcomes. An experimental design was used. The sample consisted of 66 Form 5 students of Naledi Senior Secondary School, 34 boys and 32 girls. The experimental group was taught certain topics from electricity and basic electronics in the Botswana General Certificate of Secondary Education (BGCSE) syllabus for pure physics for six weeks using CBI and traditional instructional (TI) methods while the control group was taught the same content for the same period by the same teacher using TI methods only. Both groups were pretested and posttested using the same instrument. An analysis of covariance (ANCOVA) revealed significantly higher performance for the experimental group than the control group. No significant difference was found in performance between boys and girls. Descriptive analysis showed that on average, 67% of the experimental group indicated a highly positive attitude while 33% a moderate attitude and none of them indicated a poor attitude toward the CBI approach. Thus, the use of combined CBI and TI approach enhanced academic performance in physics and was viewed as a positive experience by the majority of students. The study has therefore provided some empirical evidence of CBI's effectiveness in the affective and cognitive gains of students in physics. Research with larger samples is recommended before large-scale implementation of the approach.