Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students
This study develops, validates and tests the relative effectiveness of a computer-assisted instruction (CAI) in Heat and Thermodynamics for science/or engineering students. It also seeks to find out the differences in students' achievement in Physics and students' attitude towards computer...
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oai:animorepository.dlsu.edu.ph:etd_doctoral-18322021-05-17T07:46:29Z Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students Belgira, Nelson Maquiling This study develops, validates and tests the relative effectiveness of a computer-assisted instruction (CAI) in Heat and Thermodynamics for science/or engineering students. It also seeks to find out the differences in students' achievement in Physics and students' attitude towards computers and Physics after exposure to CAI.The CAI modules were developed by the researcher using a licensed authoring software (Authorware). Before the implementation, these modules were evaluated by Physics professors/instructors, computer science instructors, and students.The study made use of pretest-posttest non-equivalent control group design with pretest as covariate. One intact class of forty-three (43) engineering students enrolled in Physics II at the University of Southern Mindanao (USM), Kabacan, Cotabato, composed the experimental group. The control group was composed of thirty-three (33) students from the Notre Dame University (NDU), Cotabato City. The students in each class were categorized as either above or below average group based on the administered Raven Progressive Matrices Test. Pretest and posttest instruments on achievement and attitude were administered to both groups. The t-test, ANCOVA, and the Levenes' Test of Equality of Variance were used to analyze the data. Data analysis revealed the following findings: (1) the developed CAI modules in Heat and Thermodynamics were rated as highly favorable by Physics professors/instructors, computer science instructors, and student evaluators (2) students taught under CAI method significantly obtained higher total mean posttest score in the Achievement Test in Physics (ATP) as compared to students taught under the Lecture/Chalk-Board method (3) performance of students grouped as above and below average did not differ significantly in both teaching methods. However, students considered as below average performers benefited more when they used the CAI method (4) no significant interaction existed between teaching methods and group of students (5) positive attitude towards Physics and computers was observed among students taught under the CAI method (6) female students exhibited more positive attitudes towards computers as compared to male students however, there was no significant difference in students' attitude towards Physics in terms of sex (7) the intervention of the CAI did not significantly change students' attitude towards computers and Physics - students' attitudes remained positive. These findings made the researcher conclude that the developed CAI modules would be appropriate in teaching Physics. 1999-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_doctoral/833 Dissertations English Animo Repository Computer-assisted instruction Heat Engineering students Thermodynamics Physics--Study and teaching Effective teaching Curriculum enrichment Physics Thermodynamics |
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Computer-assisted instruction Heat Engineering students Thermodynamics Physics--Study and teaching Effective teaching Curriculum enrichment Physics Thermodynamics Belgira, Nelson Maquiling Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students |
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This study develops, validates and tests the relative effectiveness of a computer-assisted instruction (CAI) in Heat and Thermodynamics for science/or engineering students. It also seeks to find out the differences in students' achievement in Physics and students' attitude towards computers and Physics after exposure to CAI.The CAI modules were developed by the researcher using a licensed authoring software (Authorware). Before the implementation, these modules were evaluated by Physics professors/instructors, computer science instructors, and students.The study made use of pretest-posttest non-equivalent control group design with pretest as covariate. One intact class of forty-three (43) engineering students enrolled in Physics II at the University of Southern Mindanao (USM), Kabacan, Cotabato, composed the experimental group. The control group was composed of thirty-three (33) students from the Notre Dame University (NDU), Cotabato City. The students in each class were categorized as either above or below average group based on the administered Raven Progressive Matrices Test. Pretest and posttest instruments on achievement and attitude were administered to both groups. The t-test, ANCOVA, and the Levenes' Test of Equality of Variance were used to analyze the data.
Data analysis revealed the following findings: (1) the developed CAI modules in Heat and Thermodynamics were rated as highly favorable by Physics professors/instructors, computer science instructors, and student evaluators (2) students taught under CAI method significantly obtained higher total mean posttest score in the Achievement Test in Physics (ATP) as compared to students taught under the Lecture/Chalk-Board method (3) performance of students grouped as above and below average did not differ significantly in both teaching methods. However, students considered as below average performers benefited more when they used the CAI method (4) no significant interaction existed between teaching methods and group of students (5) positive attitude towards Physics and computers was observed among students taught under the CAI method (6) female students exhibited more positive attitudes towards computers as compared to male students however, there was no significant difference in students' attitude towards Physics in terms of sex (7) the intervention of the CAI did not significantly change students' attitude towards computers and Physics - students' attitudes remained positive. These findings made the researcher conclude that the developed CAI modules would be appropriate in teaching Physics. |
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Belgira, Nelson Maquiling |
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Belgira, Nelson Maquiling |
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Belgira, Nelson Maquiling |
title |
Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students |
title_short |
Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students |
title_full |
Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students |
title_fullStr |
Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students |
title_full_unstemmed |
Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students |
title_sort |
development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students |
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Animo Repository |
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1999 |
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https://animorepository.dlsu.edu.ph/etd_doctoral/833 |
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