Development and evaluation of computer-aided instruction on selected topics in mechanical wave phenomena

• Main Author: Caleon, Imelda S.
• Format: text
• Language: English
• Published: Animo Repository 1996
• Subjects: Computer-assisted instruction > Computer programs; Physics > Computer-assisted instruction; Educational technology; Programmed instruction; Wave mechanics; Education; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1721
• Institution: De La Salle University

The development and evaluation of a computer-aided instruction (CAI) on selected topics in mechanical wave phenomena for fourth year high school students are conducted in this study. The development of the CAI programs was based on the linear and branching models set by Hughes, and the problem-solving model suggested by Gagne. The use of guided simulation and graphics was emphasized in the design of the programs. The evaluation of the CAI programs involved two phases. The first phase was the editorial evaluation done by four Physics teachers, and then later, by the students who used the CAI programs. The editorial evaluation determined the strengths and weaknesses of the learning package. The result of the evaluation of the teachers, along with the suggestions, was considered in modifying the CAI programs before they were introduced to the students. The teachers gave a highly-favorable rating to the CAI programs while the students rated them favorably. The second phase of the evaluation dealt with an internal empirical evaluation in order to determine the effectiveness of the CAI programs. The study used the quasi-experimental pretest-posttest control group design. The subjects of the study were two intact sections composed of homogeneously grouped students with mental abilities ranging from average to above-average level. The experimental group studied selected topics on mechanical wave phenomena using the CAI programs while the control group studied the same lesson using the traditional teaching method. Results of the study revealed that all the students in the experimental group passed the posttest while two students failed in the control group. The analysis of the pretest and posttest scores showed that learning took place for both the experimental group and the control groups. However, no significant difference existed between the mean gain scores of the experimental group and the control group. The developed CAI package was found to be an effective learning tool that could be used as a substitute for traditional instruction. When traditional instruction was used, the (1)pretest scores, (2) previous Physics grade, and (3) mental ability of the students did not yield a significant relationship with the posttest scores. On the other hand, the previous Physics grades of students yielded a moderate positive correlation with their posttest scores after they underwent CAI. Students who were doing well in Physics fared well when CAI was used. Thirty-seven percent of the variance in the posttest was due to the combined effect of the pretest, previous Physics grade, and mental ability for the group that used CAI. Sixty-three percent of the variance in the posttest could be attributed to other factors not included in the study.