Development and evaluation of a computer-assisted instruction on projectile motion

• Main Author: Morales, Ramon S.
• Format: text
• Language: English
• Published: Animo Repository 1989
• Subjects: Motion > Computer-assisted instruction; Physics > Computer-assisted instruction; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1294; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=8132&context=etd_masteral
• Institution: De La Salle University

Statement of the Problem: Main Problem: This study aimed to develop a computer-assisted instruction (CAI) on projectile motion end to evaluate and test the effectiveness of the CAI in the classroom. Sub-Problem: The correlation and joint effect of the mental ability, previous Math and Physics grades and pretest on the achievement test on projectile motion were also determined. Significant differences on the posttest of the experimental and control groups were also tested. Procedure: The first phase of this study was the development of the CAI on projectile motion. The researcher used NEC microcomputers which were the available computers at the Technological University of the Philippines. The programs were written in BASIC. The developed CAI was then presented to a group of Physics teachers for evaluation. Their evaluation and suggestions were taken into consideration for a better CAI package. The second phase of the study was testing the effectiveness of the developed CAI on projectile motion in the classroom. Four intact sections were used for the study, two of which were assigned to the experimental group while the other two to the control group. The experimental group was taught with the CAI on projectile motion. The control group was taught with the traditional method. Because random selection and assignment were not possible during the course of the study, the quasi-experimental design was used. To describe and compare the groups, several data were gathered, namely: the previous Math grade, previous Physics grade, mental ability and pretest. When the lessons on projectile motion were finished a posttest was administered to all sections. Scores in the posttest for both the experimental and control groups were then compared and analyzed. Treatment of Data: Pearson product moment correlation was used to correlate students' score in the posttest with the previous Math grade, previous Physics grade, mental ability and pretest. t-test for dependent sample means was used to determine if there was a significant change in the means of the pretest and posttest scores. t-test for independent sample means was used to determine the significance of the gains of the two means with unequal n's. Findings: Analysis of the gathered data showed that: 1. The developed computer-assisted instruction on projectile motion was rated favorably by the evaluators. 2. All of the four sections (2 EST and 2 MT sections) showed significant gains in their pretest and posttest scores. 3. There is a significant difference in the gain in scores for the EST experimental and control sections. 4. There is a difference in the gain in scores for the MT experimental and control sections but the difference was not statistically significant. 5. For the experimental group, 61.46 percent of the variation in the posttest was explained by the joint action of pretest, mental ability and previous Math grade. 6. For the control group, 53.47 percent of the variation in the posttest was explained by the joint action of the pretest and previous Math grade.