Ietcpresentation

Assessing the Effectiveness of Multimedia in Assessing the Effectiveness of Multimedia in

Physics at Undergraduate LevelPhysics at Undergraduate Level

Assessing the Effectiveness of Multimedia in Assessing the Effectiveness of Multimedia in

Physics at Undergraduate LevelPhysics at Undergraduate Level

By

Dr. Popat S. Tambade

Presented in

International Educational Technology Conference 2011

Istanbul

Department of Physics, Prof. Ramkrishna More Arts, Commerce and

Science College, Akurdi, PuneIndia

Associate Professor

2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level

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Process of learning ……..Expectation from students …….

Have ability to solve standard physics problems

Integrate them into conceptual framework

Develop the reasoning ability

Relate the formalism of physics to objects and events in the real world

Develop functional understanding


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Classroom Scenario Write down every equation or the law that the teacher puts on

the blackboard.

Memorize these, together with the list of formulae at the end

of each chapter.

Do enough rote homework and end-of-the chapter problems

to recognize which formula to be applied to which problem.

Pass the examinations by selecting the correct formulas for

the problems on the examination

Erase all information from the brain after the exam to make

the room for the next set of the materials.


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Objectives To develop and evaluate an interactive

computer based animation and simulation package on Oscillations

To provide second year undergraduate students of University of Pune with an interactive means of self-learning and evaluation.


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Research Questions

• Student’s ability to interpret equations

• Student’s ability to interpret graphical

representations

• Student’s response to the questions posed in

different representations

• Consistency in conceptual understanding.

• Student’s ability to interpret equations

• Student’s ability to interpret graphical

representations

• Student’s response to the questions posed in

different representations

• Consistency in conceptual understanding.

To identify students’ difficulties following points were set for this study :


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Research Work Method

•SampleStudents from second year

undergraduate physics affiliated to Pune University.

Two Groups

Control Group N = 23

Experimental Group N = 23

Experimental Research work method is used


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• Instruments : Oscillations Concept Test (OCT) : 20 items of multiple choices

Average difficulty Index : 0.40

Average discrimination Index : 0.498

Reliability Coefficient : 0.924

Test is moderately difficult

Excellent discriminator

High and sufficient for measurement of

individual


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Flow chart of design of studyFlow chart of design of study

Traditional lectures

Pretest

Control Group

Experimental Group

Special sessions using computer simulations and

Group discussions

Posttest

Dataanalysis

Revision by traditional method


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Pretest-Posttest ResultsOscillationsOscillations

second year undergraduate sciencesecond year undergraduate science

Table shows that the two groups are equivalent.

[ tcritical =2.41 for df = 44 ]

Posttest

<g>(s.d.

)

t –value(0.01)

p d

23

0.253(0.093)

7.597.84 10–

10 2.29

55.33%

11.57

23

0.604(0.201)

75.00%

14.88

Significant difference between control and experimental group


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Results• Analysis of diagnostic tests showed that the students have

conceptual difficulties in understanding physics concepts

• The experimental and control group were equivalent at the

pretest.

• After treatment the normalized gain in the case of

experimental group is significantly high as compared to the

control group. The t- value of the comparison of results of

control group and experimental groups in each case is high

and significant at 0.01 levels.


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There is significant difference in the achievement of learning physics after using multimedia in the classroom


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Conclusions

1. Students have profound conceptual

difficulties in Oscillations particular and

physics in general.

2. Present study has shown that computer-

aided instructions are an excellent way to

focus students’ understanding of principles

of oscillations.

3. The use of CAI improved the students ability

to make acceptable predictions and

explanations of the phenomena of physics.


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Pretest and Posttest20multiple choice questions on Oscillations20multiple choice questions on Oscillations

Test content

• Mathematical skills

• Interpretation of the equations

• Interpretation of graphical representations

• Interpretation of verbal and vector representations

• Interpretation of the physics (what happens)

• Checking the consistency of conceptual understanding

Student had to choose correct answer as well as give proper reasoning for each question R


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Analysis of Data

R

Actual gain for each student

G = %posttest – %pretest

Maximum possible gain for each student

Gmax = 100 – %pretest

Normalized gain for each student

g =%posttest – %pretest

100 – %pretest

Find class average normalized gain <g> with standard deviation

t – test over average normalized gain at 0.01 level