ietcpresentation
TRANSCRIPT
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
psta
m3@
redi
ffmai
l.com
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
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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.
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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.
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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 :
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
• 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
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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.
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
There is significant difference in the achievement of learning physics after using multimedia in the classroom
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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.
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com Thank YouThank YouThank YouThank You
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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
2011 Assessing the Effectiveness of Multimedia in Physics at Undergraduate LevelAssessing the Effectiveness of Multimedia in Physics at Undergraduate Level
psta
m3@
redi
ffmai
l.com
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