The impact of mobile computer-based physics laboratory in learning forces and motion

• Main Author: Zakaria, Nur Hazwani
• Format: Thesis
• Language: English
• Published: 2017
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.utm.my/id/eprint/79459/1/NurHazwaniZakariaPFP2017.pdf; http://eprints.utm.my/id/eprint/79459/
• Institution: Universiti Teknologi Malaysia

Forces and Motion is a topic in Physics that requires students to relate to real life applications, but most students have difficulties in connecting a physical concept to its corresponding representation and connecting the representation to the real world, contributing to poor conceptual understanding. Conventional teaching approaches whereby teachers use lectures more than experiments also create low interest in studying Physics. Some school laboratories are also not equipped sufficiently and some of the apparatus are outdated, malfunctioning or absent. Meanwhile, international assessments such as TIMSS and PISA have ranked Malaysia below the international average score, indicating low thinking skills among school students. Therefore, a mobile science laboratory (MSL) is used in the research to provide a well functioning laboratory and the use of a microcomputer-based laboratory (MBL) to provide up-to-date apparatus in data acquisition and real time data. This research investigates the impact of the Mobile Computer-based Physics Laboratory (MCPL) which is a combination of the use of MSL and MBL, in teaching and learning Forces and Motion. This research is important in increasing students’ interest in Physics, giving insight and experience in doing computer-based experiments, and immersing the students in a university-level laboratory experience. In the study, teachers explored computer-based experiments and used experiments in developing Physics concepts during teaching and learning. The theory underpinning this research was Experiential Learning Theory in which the students learn MCPL through the experiential learning cycle. This research used a sequential explanatory mixed method design with one group pre-test and post-test in six weeks of intervention. 94 Form 4 students were involved in this research, and 13 interviews were carried out. The variables investigated included students’ interest, physics achievement at higher order thinking skills (HOTS), students’ and teachers’ perception and learning using MCPL. A significant and positive impact on students’ achievement in the topic was found (M = 15.564, SD = 3.336) and Z = -2.357, p = 0.018. Achievement at HOTS has significantly improved (M = 7.011, SD = 1.909). Impact on students’ interest was also significant with med = 62, Z = -5.629, p = .000. Students’ and teachers’ perceptions were positive towards MCPL experiments in the module. The qualitative findings were used to develop a framework that helps teachers to implement MCPL teaching and learning of Forces and Motion. The framework can be used effectively in integrating experience and computer based experiments which saves time, allows meaningful science exploration, development of conceptual understanding as well as nurturing students’ HOTS.