Dr. Muhammad Riaz

Dr.Elsa Sofia Morote,

PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCE

Purpose of the Study

Student performance

Use of simulations

Critical Thinking

Student Engagement

Cooperative Learning

Simulations in Physics classJimoyiannis and Komis(2001)

• Computer simulations are effective for teaching and learning physics because they give students the opportunity to observe a real world experience and interactions among teachers and students.

Wieman, Adams, Loeblein and Perkins(2010)

• The simulations can be used to improve teaching in high school physics teaching, especially in classroom activities, but simulations cannot replace teachers.

Student Engagement

Wells, Hestenes and Swackhmer (1995)

• If teachers use the scientific model to describe, explain, predict and control physical phenomena, they engage students actively in understanding the physical world.

Rotgans and Schmidt (2011)

• Students’ engagement is an important factor to motivate students in learning experiences and willingness to endeavor continuous effort.

Woodward and Gersten (1988)

• A combination of effective teaching and strategic instructional processes in combination with computer simulations increase factual and higher order thinking skill of students.

Browne( 2010)

• Students’ engagement is an important factor to motivate students in learning experiences and willingness to endeavor continuous effort.

Critical Thinking

Cooperative Learning

Heller, Keith, and Anderson (1992)

• Problem solutions can be done create in groups work than by individuals working alone. In group , students can share their ideas and make better understanding of scientific concepts.

Nembhard (2005)

• Cooperative learning can reduce lecture time with approaches structured to get students actively participating during the class period.

Use of Simulations Zietsman and Hewson (1986)

• Science instruction that employs conceptual change strategies is effective, especially when provided by computer simulation.

Gabon and Ozkan (1992)

• The computer simulated experiment approach and the problem solving approach produced significantly greater achievement in science process skills than the conventional approach did.

Student achievement/Performance

Wells, Hestenes and Swackhmer (1995)

• Computer simulations create images in students' brains of complex scientific phenomenon and provide an interactive, engaging and visual environment that promotes and supports conceptual understandings. These deeper conceptual understandings enable the students to form connections and relationships between ideas and concepts and improve their performance in real life .

Sherwood and Hasselbring (1985)

• Student interest and some gender preferences also influence performance in the simulation and affect measurement results.

Significance of the Study

The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.

This study was limited to secondary school physics teachers who were Members of American Modeling Teachers Association (AMTA) and use simulations in their Science, Technology, Engineering and Mathematics (STEM) teaching practice from 2013 to 2014.

Limitations

Eighty four subjects for this study were chosen from male and female high school physics teachers who were members of the American Modeling Teachers Association (AMTA ). The chosen teachers had participated in Science, Technology, Engineering and Mathematics (STEM) teaching practice workshops and had used simulations in their teaching practice from 2013 to 2014.

Selection of Subjects

This study was conducted with the secondary school physics teachers of American Modeling Teachers Association (AMTA ), who used simulations in their physics teaching practices located in these the united states from 2013 to 2014.

Setting

The survey was constructed based on the literature review by the researcher. A six-point Likert scale was used to evaluate the response on simulations in physics class, classroom management, laboratory practice, student engagement, critical thinking, cooperative learning, teacher self-efficacy. Student performance was determined by the teacher self reported percentage of students achieving a grade of 85 or higher in physics.

Instrumentation

Content Validity• The survey jury process was included five

professionals within the field of physics education

• The jury asked to match each survey item to the corresponding variable definition

• Items that did not receive 60 percent agreement among the jurors were either discarded or reworded to better fit the corresponding variable.

Student Engagement

Critical Thinking

Cooperative Learning

Simulations in Physics Class

Student Academic

Performance

Use of Simulations

β=.40

β=.48

β=.67

β=.11

β=.22

r=.67

r=.19

r=.08

r=.24

r=.48

r=.26

R=.58

R=.55

Structural Equation Model That Predicts Student Academic Performance

Questions and Comments