The Impact of Computer Simulations as Interactive Demonstration Tools on the Performance of Grade 11 Learners in Electromagnetism

Autor/inn/en	Kotoka, Jonas; Kriek, Jeanne
Titel	The Impact of Computer Simulations as Interactive Demonstration Tools on the Performance of Grade 11 Learners in Electromagnetism
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 18 (2014) 1, S.100-110 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2014.884263
Schlagwörter	Foreign Countries; Computer Simulation; Grade 11; High School Students; Energy; Magnets; Teaching Methods; Educational Technology; Technology Uses in Education; Control Groups; Experimental Groups; Comparative Analysis; Concept Formation; Rural Schools; Pretests Posttests; Scores; Multiple Choice Tests; Science Instruction; Scientific Concepts; Secondary School Science; Statistical Analysis; Intervention; South Africa + Suchen Sie Ihr Suchwort? Ausland; Computergrafik; Computersimulation; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Energie; Stabmagnet; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mpumalanga province is investigated. Learners did not use the simulations individually, but teachers used them as an interactive demonstration tool. Basic concepts in electromagnetism are difficult to understand owing to their abstract nature. A non-equivalent control group design was followed. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post-test than the control group (t-statistic = 3.58, degrees of freedom = 63, p < 0.05). In the analysis of the test questions by topic, the experimental group also outperformed the control group consistently. The ability of computer simulations to aid learners' conceptual understanding was confirmed. Although the performance of the learners was established, the role of the teachers when selecting the most effective instructional designs to enable learners to understand the fundamental ideas in electromagnetism could not be overlooked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01