The relative effectiveness of calculus-based college physics instruction on student achievement

This experimental study evaluates the effectiveness of the Calculus-Based College Physics Instruction in enhancing the Physics conceptual achievement in electromagnetism among Engineering and Computer Science students. The respondents of the study were from the Pamantasan ng Lungsod ng Maynila enrol...

Full description

Saved in:
Bibliographic Details
Main Author: Orleans, Antriman Vipinosa
Format: text
Language:English
Published: Animo Repository 1994
Subjects:
Online Access:https://animorepository.dlsu.edu.ph/etd_masteral/1631
Tags: Add Tag
No Tags, Be the first to tag this record!
Institution: De La Salle University
Language: English
id oai:animorepository.dlsu.edu.ph:etd_masteral-8469
record_format eprints
spelling oai:animorepository.dlsu.edu.ph:etd_masteral-84692021-05-08T10:53:03Z The relative effectiveness of calculus-based college physics instruction on student achievement Orleans, Antriman Vipinosa This experimental study evaluates the effectiveness of the Calculus-Based College Physics Instruction in enhancing the Physics conceptual achievement in electromagnetism among Engineering and Computer Science students. The respondents of the study were from the Pamantasan ng Lungsod ng Maynila enrolled in SY 1993-94. The study utilized the four-by-four factorial quasi-experimental research design. Since no randomization was done, four academic student variables were considered to ensure that the mental aptitude of the participants did not intervene with the results. These academic variables were the (1) College English grade point average (GPA), (2) College Mathematics GPA, (3) high school GPA, and (4) NCEE percentiles. The data showed that the participants were parallel in terms of all the student variables, except the College Mathematics GPA. This implied that the participants had unequal mathematical ability. Thus, it was necessary that this variable be partialled out to determine the true effect of the treatment considered. In the absence of the inequality in mathematical ability, the participants in the Calculus-Based physics groups performed significantly better than those in the Algebra-Based groups. It was concluded that the Calculus-Based College Physics Instruction enhances the Physics conceptual achievement of Engineering and Computer Science students with above average NCEE ratings. The study recommended that the aforementioned physics instruction be adopted in teaching electromagnetism in the tertiary level. This research made the following recommendations:1. Teachers should be trained in the laboratory aspect of Physics because they were found to be only satisfactory in that aspect. This could be done through an in-service training among teachers and through activities of the Physics Teachers Association and,2. The Science process skills tests should be administered to teachers of other disciplines like Chemistry and Biology in order to compare their performance to that of the Physics teachers. 1994-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_masteral/1631 Master's Theses English Animo Repository Teaching effectiveness Physics -- Study and teaching Academic achievement Calculus Physics
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Teaching effectiveness
Physics -- Study and teaching
Academic achievement
Calculus
Physics
spellingShingle Teaching effectiveness
Physics -- Study and teaching
Academic achievement
Calculus
Physics
Orleans, Antriman Vipinosa
The relative effectiveness of calculus-based college physics instruction on student achievement
description This experimental study evaluates the effectiveness of the Calculus-Based College Physics Instruction in enhancing the Physics conceptual achievement in electromagnetism among Engineering and Computer Science students. The respondents of the study were from the Pamantasan ng Lungsod ng Maynila enrolled in SY 1993-94. The study utilized the four-by-four factorial quasi-experimental research design. Since no randomization was done, four academic student variables were considered to ensure that the mental aptitude of the participants did not intervene with the results. These academic variables were the (1) College English grade point average (GPA), (2) College Mathematics GPA, (3) high school GPA, and (4) NCEE percentiles. The data showed that the participants were parallel in terms of all the student variables, except the College Mathematics GPA. This implied that the participants had unequal mathematical ability. Thus, it was necessary that this variable be partialled out to determine the true effect of the treatment considered. In the absence of the inequality in mathematical ability, the participants in the Calculus-Based physics groups performed significantly better than those in the Algebra-Based groups. It was concluded that the Calculus-Based College Physics Instruction enhances the Physics conceptual achievement of Engineering and Computer Science students with above average NCEE ratings. The study recommended that the aforementioned physics instruction be adopted in teaching electromagnetism in the tertiary level. This research made the following recommendations:1. Teachers should be trained in the laboratory aspect of Physics because they were found to be only satisfactory in that aspect. This could be done through an in-service training among teachers and through activities of the Physics Teachers Association and,2. The Science process skills tests should be administered to teachers of other disciplines like Chemistry and Biology in order to compare their performance to that of the Physics teachers.
format text
author Orleans, Antriman Vipinosa
author_facet Orleans, Antriman Vipinosa
author_sort Orleans, Antriman Vipinosa
title The relative effectiveness of calculus-based college physics instruction on student achievement
title_short The relative effectiveness of calculus-based college physics instruction on student achievement
title_full The relative effectiveness of calculus-based college physics instruction on student achievement
title_fullStr The relative effectiveness of calculus-based college physics instruction on student achievement
title_full_unstemmed The relative effectiveness of calculus-based college physics instruction on student achievement
title_sort relative effectiveness of calculus-based college physics instruction on student achievement
publisher Animo Repository
publishDate 1994
url https://animorepository.dlsu.edu.ph/etd_masteral/1631
_version_ 1712574960452501504