The Impact of Integrating Computer Simulations and Videos on Senior Secondary School Learners’ Performance Achievement on Atomic Physics and Radioactivity Concepts

Chisha Eliphas¹ and Overson Shumba^1,

¹School of Mathematics and Natural Science, Copperbelt University, Kitwe, Zambia

Cite this paper:
Chisha Eliphas and Overson Shumba. The Impact of Integrating Computer Simulations and Videos on Senior Secondary School Learners’ Performance Achievement on Atomic Physics and Radioactivity Concepts. American Journal of Educational Research. 2019; 7(12):901-906. doi: 10.12691/education-7-12-2

Abstract

This study explored the impact of integrating computer simulations and videos in addition to lecture discussions on learner’s understanding of concepts on atomic physics and radioactivity. The study was a randomly assigned pre-test post-test counter balanced quasi-experimental design involving two grade 11 classes at a secondary school located in Kitwe on the Copperbelt Province of Zambia. One class was assigned to be the experimental group while the other was made the comparison group for six lessons. Post-test results were analysed following teaching using computer simulations, video and lecture method (experimental group) and using videos only and lecture method (comparison group). In the second half the groups were swapped for purposes of counterbalancing. Post-tests on achievement were analysed yielding a comparison of the groups under the different treatments. Results indicated that the mean of the experimental group (E_post-test = 66.60%) was significantly higher than the mean of the comparison group (C _post-test = 45.68%) (t = 4.179; df, 37; p = .000; α = .05). The results indicated a substantial effect size by Cohen's d of 1.34. Overall, the results suggest that integrating computer simulations and videos into teaching atomic physics and radioactivity significantly enhances learners' performance.

Keywords:
achievement atomic physics PhET radioactivity simulation video

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Jenkins, E. W. & Nelson, N. W. (2005). Important but not for me: Students attitudes towards secondary school science in England. Research in Science and Technological Education, 23(1), 41-57.
[2]	Aykutlu, I., Benen, S. & Bayrak, C. (2014). Teacher opinions about the conceptual challenges experienced in teaching physics curriculum topics. Procedia - Social and Behavioural Sciences, 174 (2015), 390-405.
[3]	Examination Council of Zambia (2015). 2014 Examination Performance Report: Natural Sciences. Examinations Council of Zambia, Lusaka.
[4]	Windschitl, M. (1998). The WWW and classroom research: What path should we take? Educational Researcher, 27(1), 28-33.
[5]	Bilan, B. J. (1992). Computer simulations: An integrated tool. Paper presented at the SAGE 6th Canadian Symposium, The University of Calgary, at https://files.eric.ed.gov/fulltext/ED371538.pdf.
[6]	Eckhardt, M., Urhahne, D., Conrad, O., & Harms, U. (2013). How effective is instructional support for learning with computer simulations? Instructional Science, 41, pp. 105-124.
[7]	Jimoyiannis, A. & Komis, V. (2001). Computer simulations in physics teaching and learning: A case study on students’ understanding of trajectory motion. Computers and Education, 36(2), 183-204.
[8]	Stern, L., Barnea, N. & Shauli, S. (2008). The effect of a computerized simulation on middle school students' understanding of the kinetic molecular theory. Journal of Science Education and Technology, 17(4), 305-315.
[9]	Gelbart, H., Brill, G. & Yarden, A. (2009). The impact of a web-based research simulation in bioinformatics on students' understanding of genetics. Research in Science Education, 39(5), pp. 725-751,
[10]	Kiboss, J. K., Ndirangu, M., & Wekesa, E. W. (2004). Effectiveness of a computer-mediated simulations program in school biology on pupils' learning outcomes in cell theory. Journal of Science Education and Technology, 13(2), 207-213.
[11]	Consortini, A. (2013). Advantages and disadvantages of using computer in education and research. At https://www.osapublishing.org/DirectPDFAccess/D49C3FB7- C5F2-BB49-3F7C4647C2CF2CDA_269194/ETOP-2013- EThB1.pdf?da=1&id=269194&uri=ETOP-2013- EThB1&seq=0&mobile=no.
[12]	Basri, W., Alandejani, J.A., & Almadani, F.M. (2018). ICT Adoption Impact on Students’ Academic Performance: Evidence from Saudi Universities. Education Research International, 2018.
[13]	Bozkurt, E. & Ilik, A. (2010). The effect of computer simulations over student’s belief and physics success. Procedia Social and Behavioural Sciences, 2(2010), 4587-4591.
[14]	Sentongo J., Kyakulaga, R. & Kibirge, I. (2013). The effect of using computer simulations in teaching chemical bonding: experiences with Ugandan learners. International Journal of Educational Sciences, 5(4), pp. 433-441.
[15]	Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108(6), 1017-1054.
[16]	Kalogiannakis, M. (2004). A virtual learning environment for the French physics teachers. Education and Information Technologies, 9(4), 345-353.