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The purposes of the present study were to investigate students’ conceptual understanding, learning progress, and motivation towards physics learning on topic of simple harmonic motion of spring in participating computer-base interactive lecture demonstration. 139 of Grade 10 students from Nonghanwittaya School, Udon Thani, were placed into three different classroom learning environment: interactive lecture demonstration with microcomputer-based laboratory; interactive lecture demonstration with computer simulation; interactive lecture demonstration with integration of microcomputer-based laboratory and computer simulation. For conducting the study, multiple-groups pretest posttest design was used to investigate impact of the learning environments. To collect data, a test of multiple-choices question items and a Likert-scale questionnaire were administered to students. In order to describe and compare the effect, frequency, percentage, arithmetic mean, and standard deviation were calculated and also Mann-Whitney U test, Wilcoxon signed-ranks test, and Kruskal-Wallis test were used to compare its significantly difference. The findings could be reported as followings:
1. The result on investigating students’ conceptual understanding indicated that their post-test conceptual understanding score was higher significantly than the pre-test for students who undertake all kinds of learning environment. The highest impact on enhancing students’ conceptual learning was found in the learning environment of combination between microcomputer-based laboratory and computer simulation.
2. The result on comparing students’ learning progress showed that they gain the highest learning progression in the learning environment of combination between microcomputer-based laboratory and computer simulation, the learning environment of microcomputer-based laboratory only, and the learning environment of computer simulation, respectively.
3. The result on studying students’ motivation towards physics learning in five constructs, such as intrinsic motivation, career motivation, self motivation, grade motivation, and self efficacy showed that their motivation was significant difference in self efficacy construct only on three different learning environments.
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ข้อมูลการเผยแพร่ผลงาน
การเผยแพร่ในรูปของบทความวารสารทางวิชาการ
English