Computer-Assisted and Laboratory-Assisted Teaching Methods in Physics Teaching: The Effect on Student Physics Achievement and Attitude towards Physics

Ali Azar; Özlem Aydın Şengüleç

doi:10.51724/ijpce.v3iSI.121

Authors

Ali Azar Zonguldak Karaelmas University
Özlem Aydın Şengüleç Zonguldak Karaelmas University https://orcid.org/0000-0002-8278-2127

DOI:

https://doi.org/10.51724/ijpce.v3iSI.121

Keywords:

Computer-Assisted Teaching, Laboratory-Assisted Teaching, Physics Achievement, Attitude

Abstract

Does the computer-assisted teaching method as effective as the laboratory-assisted teaching method on student physics achievement and attitude towards physics? To seek for answering this question is the aim of the present study. The computer-assisted teaching method of the study includes the programs of Crocodile Physics and Edison 4.0 in the subject of “simple electric circuits” on 9th grade level. By using the experimental pre-test/post-test, experimental-control group design, “Physics Achievement Test” and “Physics Laboratory Attitude Scale” administered two times as pre-test and post-test were used as the data collection tools and they were administered to 50 9th grade students. The data were then analyzed by using SPSS 16.0 statistical analysis program and statistics such as mean, Standard Deviation were calculated and independent t-test statistical techniques were used. According to the data analysis, there is a significant difference on students’ physics achievements in favor of the computer-assisted teaching method and also both for two different teaching methods there is a significant difference on students’ attitudes towards physics. Thus, it can be said that to develop students’ physics achievements and attitudes towards physics using the computer-assisted teaching method can be more effective than the laboratory-assisted teaching method.

Downloads

Download data is not yet available.

Author Biography

Özlem Aydın Şengüleç, Zonguldak Karaelmas University

Currently @ Bülen Ecevit University

References

Bayrak, B., Kanlı, U & Kandil İngeç, Ş. (2007). To Compare The Effects Of Computer Based Learning And The Laboratory Based Learning On Students’ Achievement Regarding Electric Circuits. The Turkish Online Journal of Educational Technology, 6(1), 15-24.

Bennett, R. (1986). The Effect of Computer Assisted Instruction and Reinforcement Schedules on Physics Achievement and Attitudes toward Physics of High School Students. Dissertation Abstracts International, 46(2), 3670A.

Bozkurt, E. & Sarıkoç, A. (2008). Fizik Eğitiminde Sanal Laboratuar Geleneksel Laboratuarın Yerini Tutabilir mi? S.Ü. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 89 -100.

Choi, B. & Gennaro, E. (1987). The Effectiveness of Using Computer Simulated Experiments on Junior High Students’ Understanding of The Volume Displacement Concept. Journal of Research in Science Teaching, 24, 539-552.

Francis-Pelton, L. & Pelton, T.W. (1996). Building attitudes: How a technology course affects preservice teachers attitudes about technology. Technology and Teacher Education Annual. http://web.uvic.ca/~tpelton/attitudesite.htm [retrieved date 27 Feb 2006].

Fraenkel, J.R., & Wallen, N.E. (2003). How to design and evaluate research in education. McGraw-Hill, Inc.

Geban, Ö., Askar, P. & Özkan, A. (1992). Effects of Computer Simulations and Problem Solving Approaches on High School Students. Journal of Educational Research, 86(1), 5-10.

Gökdaş, İ. (2003). Bilgisayar ve sınıf ortamında durumlu öğrenmenin öğrenci başarısı, tutum ve transfere etkisi. Unpublished Master Thesis. Ankara University, Ankara.

Görpeli, T. (2003). Biyoloji öğretiminde BDÖ ile Geleneksel öğretim yöntemlerinin öğrenci başarısına etkisi. Unpublished Master's Thesis. Gazi University, Ankara.

Güneş, N. (1991). Bilgisayarla öğretimde değişik yaklaşımların öğrenme üzerindeki Etkileri. Unpublished Master's Thesis. Ankara University, Ankara.

Jimoyiannis, A. & Komis, V. (2000). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers & Education, 36, 183-204.

Hofstein, A. (1988). Practical Work and Science Education. Development and Dilemmas in Science Education. New York: Falmer Press.

Kurt, Ş. (2002). Bütünleştirici Öğrenme Kuramı’na Uygun Çalışma Yapraklarının Geliştirilmesi. Unpublished Master Thesis. Karadeniz Teknik University, Trabzon.

Meyveci, N. (1997). Bilgisayar Destekli Fizik Öğretiminin Öğrenci Başarısına ve Öğrencinin Bilgisayara Yönelik Tutumuna Etkisi. Unpublished Master Thesis. Ankara University, Ankara.

Miller, D.G. (1986). The Integration of Computer Simulation into the Community College General Biology Laboratory. Dissertation Abstract International, 47(6), 2106-2115.

McInerney, V., McInerney, D.M., & Sinclair, K.E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research, 11(1), 27-50.

Nuhoğlu, H. & Yalçın, N. (2004). Fizik Laboratuvarına Yönelik Bir Tutum Ölçeğinin Geliştirilmesi ve Öğretmen Adaylarının Fizik Laboratuvarına Yönelik Tutumlarının Değerlendirilmesi. Gazi Üniversitesi Kırşehir Eğitim Fakültesi, 5(2), 317-327.

Okebukola, P.A. (1993). The gender factor in computer anxiety and interest among some Australian high school students. Educational Research, 35, 181-189.

Redish, E.F., Saul, J.M., & Steinberg, R.N. (1997). On the Effectiveness of Active-Engagement Microcomputer-Based Laboratories. Amer. J. of Phys., 65, 45-54.

Renner, J. W. (1986). Rediscovering the Lab. The Science Teacher (January), 44-45.

Rohmer, D.J. & Simonson, M.R. (1981). Development of an index of computer anxiety. Paper presented at the annual convention of the Association of Educational Communications and Technology, Philadelphia, PA.

Roth, W.M. (1994). Experimenting in a Constructivist High School Physics Laboratory. Journal of Research in Science Teaching, 31(2): 197-223.

Şengel, E., Özden, M.Y., & Geban, Ö. (2002). The Influence of the simulated experiments supported with computer on high school students comprehending the Replacement and Velocity concepts. V. National Science and Mathematics Education Symposium, Proceding Book II. 1424-1429, Ankara: METU.

Svec, M.T. & Anderson, H. (1995). Effect of Microcomputer-Based Laboratory on Students Graphing Interpretation Skills and Conceptual Understanding of Motion. Dissertation Abstracts International, 55(8), 23-38.

Tamir, P. (1977). "How are the Laboratories Used?" Journal of Research in Science Teaching, 14(4), 311-316.

Yager, R.E., Engen, H.B., & Snider, B.C. (1969). Effects of the laboratory and demonstration methods upon the outcomes of instruction in secondary biology. Journal of Research in Science Teaching, 6(5), 76-86.

Yiğit, N. & Akdeniz, A.R. (2003). Fizik öğretiminde bilgisayar destekli etkinliklerin öğrenci kazanımları üzerine etkisi: Elektrik devreleri örneği. GÜ Gazi Eğitim Fakültesi Dergisi, 23(3), 99-113.