Effects of Computer Simulations on Senior Secondary School Students' Achievements in Practical Physics in Educational District III, Lagos State, Nigeria

Table of contents

1.

Graphical illustrations were used to further explain the interaction effect. The study revealed that the students in the experimental group (Computer Simulations) instructional strategies had a higher mean in both the achievement and acquisition of practical skills than their counterparts did in the control group (Conventional) instructional strategy. Attitude had no significant main effect however; there were significant interaction effect of treatment and attitude on the Senior Secondary Students' achievement in Physics practical. Hence, this study suggested the need for physics teachers to lay less emphasis on Conventional laboratory method, which was expository in nature.

Keywords: computer simulations, practical skills, practical achievement, learning.

2. I.

Background to the Study hysics is the backbone of technological innovations. It has empowered the new millennium students' acquisition of relevant skills such as Collaborative Learning Skills. Therefore, every child should be given the opportunity to acquire at least the basic knowledge and the concept of Physics as a science subject (Adeyemo, 2011). Physics, being a science subject, constitutes two aspects: the theoretical aspect and the practical aspect. Besides, practical work plays a positive role in science teaching and learning by making it comparatively easier to understand; and can strengthen students' content knowledge (Banu, 2011) (Abimbola, 1994;Aladejana & Aderibigbe, 2007) or delay in the conduct of practical activities until the final external examinations are near (Abakpa, Achor & Odoh, 2016;Akinbobola, 2015;Babajide, 2010 ;Stephen & Mboto, 2010). This delay might enable students to follow the instructions given in practical Physics question paper finishing one-step after another; however, it is not necessary that they develop deeper understanding of the experiment (Logar & Savec, 2011). Another reason might be teachers' demonstration, which makes students passive (Omorogbe & Celistine, 2013) or lack of functional Physics laboratory and inadequate equipment for practical Physics in most Nigerian secondary schools (Adegoke & Chukwunenye, 2013). In addition to all other reasons, the fact that the students were taught with conventional methods instead of using laboratoryassisted instructional strategies (Abungu, Okere & Wachanga, 2014) could also contribute to the list of reasons. That is, students are not exposed to efficient pedagogies and presenting of information to learners (Buabeng, Ossei-Anto & Ampiah, 2014).

Physics, as a practically-oriented subject, requires continuous demonstrations with laboratory activities to explain some seemingly abstract concepts and to instill appropriate scientific skills needed for higher study and, consequently, technological advancement of the nation (Tamunoiyowuna & James, 2016). In order to tackle the problems highlighted so far, the study integrated practical instructional strategies with Computer Simulations against the conventional method of teaching Practical Physics in the laboratory. During the practical Physics sessions, the teacher demonstrates the experiment using Computer Simulation in the experimental group. The strategies would help the students to acquire more content knowledge and better knowledge retention as against the conventional method of demonstration.

Computer Simulations: are done by the use of the computer to predict the outcome of a real life situation by using a model of that situation. Simulations allow students to model the process of developing hypothesis, changing variables and observing the results, accumulating the data, resetting the value of variables, then running the simulation to test the hypothesis (Nesbit-Hawes, 2005).

Moreover, simulation speeds up teachers' educational potential and students' learning thereby allowing students to learn by discovery methods (Hughes & Overton, 2009;Hursen & Asiksoy, 2015). Hursen and Asiksoy (2015) and Taskin and Kandermir (2010) in their studies found out that students who were taught using simulations were more successful than the students who were taught by the traditional approach in Physics. Besides, there is evidence that Simulations had shown a greater impact on students' achievement in other science subjects.

Huppert, Lomask and Lazarowitz (2002) investigated the impact of a Biology simulation on high school students' academic achievement and the findings indicate that the achievement of students using the simulation was higher than those not using the simulation.

Plass, Milne, Homer, Schwartz, Hayward, Jordan, Verkuilen, Ng, Wang and Barrientos (2012) investigated the use of a sequence of simulations for Chemistry learning and their findings, supported the effectiveness of simulations as a teaching tool in a classroom context.

3. Conventional Laboratory Method:

The Conventional Laboratory Method which is teacher centered is also expository in nature (Pyatt &Sims, 2007). The learner has to follow the teacher's instructions or the procedure given. The outcome is predetermined by the teacher and may be already known to the learner. This method does not promote the development of students' thinking skills: its 'cookbook' nature emphasizes the mechanical following of stipulated procedures that include collection of data in order to verify or demonstrate principles described in textbooks.

Alongside the different practical instructional strategies, the study also investigated the moderating effects of Attitude on the two dependant measures (achievement and acquisition of practical skills). Attitudes are general dispositions that stand behind people's evaluations and emotions (Zeidan & Jayosi, 2015).

Musasia, Abacha and Biyoyo (2012) in their study proved that, the girls who carried out practical investigations had developed better attitudes because of practical based instruction in Physics. Kaya and Boyuk (2011) in their findings stated that Physics lessons being held in the classroom on the sole theoretical basis is one of the factors that influence attitude of the students toward these lessons in a negative manner. Ye?ilyurt (2004) in his study developed an attitude questionnaire and applied to identify student teachers' interests and attitudes for basic Physics laboratory. The outcome of the study was that students were successful in undertaking basic Physics laboratory experiments, but they exhibited unfavorable attitudes towards laboratory experiments.

The teaching of Practical Physics is the backbone of Physics as a science subject. This is because practical work assists in arousing and sustaining the students' interest as well as cultivating scientific attitude to Physics and its related phenomena (Musasia, Abacha & Biyoyo, 2012; Ojediran, Oludipe & Ehindero, 2014). Besides, for a Physics student to be successful, the student needs to perform very well in the practical aspect as much as the theoretical aspect (Godwin, Adrian & Johnbull, 2015). If this is the case, there is an urgent need to tackle the present precarious performance situation regarding the decline in students' achievement in WAEC Practical Physics examination (Akani, 2015). In the aforementioned exam, the WAEC Chief Examiners Report of 2013, 2014 and 2015 averred that several factors were attributed to the students' poor achievement in practical Physics, one of such is the tediousness of conventional strategy of demonstration of Physics experiment, as this strategy makes lab exercises not necessarily contribute to the enhancement of practical abilities or content knowledge, rather it leads to just "task completion" or "manipulating equipment" (Haagen-Schuetzenhoefer, 2012).

This calls for Computer Simulations that will help the students to be suitably prepared for West African Senior Secondary School Certificate Practical Examination to improve their achievement in practical Physics as well as acquire practical skills. The following null hypotheses were tested in the study:

H 02 : There is no significant main effect of attitude on students' (a) achievement in practical Physics (b) acquisition of skills in practical Physics.

H 03 : There are no significant interaction effects of treatment and attitude on students' (a) achievements in practical Physics (b) acquisition of skills in practical Physics.

III.

4. Methodology

This study adopted a non-randomized pre-test, post-test control group of quasi-experimental research design using a 3 * 2 * 2 factorial representation. The independent variables of this study are the different laboratory instructional strategies: Simulation strategy and Conventional method. The Moderator variables that intervene with independent variable are Attitude at two levels (positive and negative).These variables are dependent on the dependent variable, which are the Achievement scores and acquisition of Practical skills. Lagos is a cosmopolitan city; a former capital of Nigeria that is divided into six education districts. The study was conducted in Educational district III of Lagos State. The Educational district III covers four (4) zones namely Epe, Eti-Osa, Ibeju-Lekki and Lagos Island. The population of this study comprised of all the public co-educational Senior Secondary schools in six educational districts of Lagos state. Senior Secondary Class II (SSII) students of the participating schools were used for the study. This is because the bulk of the Physics content is covered in SS2, thereby making the class more attractive to research. The sample used for the study consisted of 219 Senior Secondary Two (SSII) students who offer Physics from six co-educational schools in Educational district III. Multistage sampling method was adopted for this study. First simple random sampling was used to select Educational District III out of six educational districts because all Educational districts have schools following NERDC curriculum. Out of the four Zones in Educational District III, two zones, that is, zone two (Eti-Osa) and zone four (Lagos Island) were randomly selected. From each zone, two schools were purposively selected. The selection is motivated by decision to choose such type of schools that have qualified Physics teachers with equipped laboratories, presenting students for WAEC examination, ready to assist the researcher in carrying out the treatment and have generator installed for power supply or constant power supply during teaching hours. Simple random sampling technique was used to assign the selected schools to various strategies (balloting) as the selected schools satisfy the requirements by the researcher. In experimental group, SS group had 116 students and the control group that is CM strategy had 103 students. Four research instruments were used in this study for data collection: Instructional procedural steps (Lesson plans), Practical Physics Achievement Test (PPAT), Practical Skills Rating Scale (PSRS) and Students' Attitude Inventory Scale (SAIS).Practical Physics Achievement Test (PPAT) was adapted from WAEC Practical Physics examination which was used to measure the students' achievement and their acquisition of higher order Practical skills. The reliability coefficient of the PPAT items was determined using Kuder and Richardson Formula 20 (KR-20) as 0.71. Practical Skills Rating Scale (PSRS) adapted from Babajide (2010) was revalidated by the researcher and the reliability coefficient for each of the skills determined using the Scott Pi statistical tool was-Manipulative skills=0.81, Measurement skills=0.79, Observation skills=0.72, Mathematical Skills=0.76, Drawing Skills = 0.71, Graphing Skills=1.0 and Inferring and Generalization skills= 0.83.The reliability coefficient of Students' Attitude Inventory Scale (SAIS) determined by the researcher using Cronbach's Alpha was 0.76.

5. IV.

6. Development of Instructional Strategies Package

The instructional strategies package contains Simulations and Video footages of practical works in the contents of the curriculum that includes Hooke's law, Lenses and Ohm's law. The researcher prepared the Computer Simulation instructional strategy package as follows-Simulations for Hookes law experiment was adapted from Physics Educational Technology (PhET) which was developed by the Physics Education Research (PER) group of University of Colorado while Simulations for Lenses and Ohms law experiments were extracted from Board works IGCSE Triple Science software. Then the simulations were copied into CDs. The simulations were performed using the CD, a computer and projector by the teacher in front of the students.

H 01 : There is no significant main effect of treatment (Computer simulation strategy) on students' (a) achievement in practical Physics (b) acquisition of skills in practical Physics.

V.

7. Data Analysis and Presentation of Results

8. Research Question 1(a):

To what extent does the treatment (Computer simulation strategy) affect students' achievement in Practical Physics? 4.6 shows that overall mean score of 81.37and standard deviation as 6.67 for positive attitude and while negative attitude has mean score of 77.29 and standard deviation as 9.17. Overall, there is a considerable difference between the mean scores of positive and negative attitude; this means there is interaction effect between treatment and attitude on students' acquisition of practical skills.

9. Hypothesis Testing H 01 (a):

There is no significant main effect of treatment on Students' Achievements in Practical Physics. Figure1 shows that there is no significant difference in attitude when SS method is used, but comparatively when CM is used, there is a slight significant difference in their attitude, that is more of positive attitude than negative attitude.

10. H 03 (b):

There are no significant interaction effects of treatment and attitude on students' acquisition of practical skills. Table 4.9 showed that two-way interaction effect of treatment and attitude is not significan [F (2, 219) =2.225; P < 0.05], it then means that the treatment does not depend on attitude to be effective. Hence, H 05 (b) was accepted.

VI.

11. Discussion of Findings

The findings of the study in table 4.1 and 4.2 show significant main effects of treatment on students' achievements and acquisition of practical skills in Practical Physics. The result of the findings in Table 4.7 and 4.9 showed that out of the two strategies, Computer Simulation had greater effect on both achievement and acquisition of Practical skills in Practical Physics. This is because Simulation creates game like environment and with animations, it helps the students to visualize abstract helping interactive and reflective. Simulations help the learners to demonstrate a clear understanding of the concept by giving the learner opportunity to repeat the entire process. The findings of this study are consistent with other previous findings which shows that simulated instructional approach fostered higher achievement than the conventional approach (Huppert, Mengistu & Kahsay, 2015). This study proved that SS method enhances students' acquisition of skills in practical Physics while Kaheru (2014) conducted a study where no significant effect was found in the acquisition of the skill when computer simulations were used. Table 4.3 and 4.4 shows that attitude may influence on students achievements and acquisition of Practical Skills in Practical Physics. However, Table 4.7 and 4.9 using ANCOVA revealed that there is no significant main effect attitude on students' achievement and acquisition of skills in Practical Physics. Hence, the results revealed in Table 4.5 and 4.6 were due to chance factor. Furthermore, ANCOVA Table 4.7 established that there is interaction effect of attitude and treatment on student's achievements while Table 4.9 showed that there is no interaction effect of attitude and treatment on students 'acquisition of practical skills in practical Physics.

VII.

12. Conclusion

This study has concluded that Computer Simulation strategy proved superior to conventional strategy in enhancing the students' achievement in practical Physics and acquisition of skills in practical Physics. It has shown that there is no main effect of attitude while there is interaction effect of treatment and attitude on students' achievement in Practical Physics.

13. VIII.

14. Recommendations

Based on the findings, the following recommendations were forwarded

Figure 1. -
Effects of Computer Simulations on Senior Secondary School Students' Achievements in Practical Physics in Educational District III, Lagos State, NigeriaHence, this study investigated the effects of Computer Simulation strategies on students' achievement and acquisition of skills in practical Physics.II. Statement of the Problem a) Research Questions The following research questions guided the study -1. To what extent does the treatment (Computer simulation strategy) affect students' (a) achievement in practical Physics (b) acquisition of skills in practical Physics? 2. To what extent does attitude affects students' (a) achievement in practical Physics (b) acquisition of skills in practical Physics? 3. What is the interaction effect between treatment and attitude on students' (a) achievement in practical Physics (b) acquisition of skills in practical Physics? b) Research Hypotheses
Figure 2.
Figure 3.
Table 1.1: Mean and standard deviation scores of
students' achievement in WAEC Practical Physics
examination
Year Mean (out of 50) Standard Deviation
2006 24 9.54
2007 26 10.00
2008 23 11.49
2009 21 10.69
2010 23 9.90
2011 24 10.58
2012 30 9.95
2013 24 8.89
2014 24 10.00
2015 24 9.59
Source: http://waeconline.org.ng/elearning/Physics/physmain
html
Students' weaknesses in Practical aspect might
be due to inadequate integration of laboratory activities
with theory classes
Figure 4. Table 4 . 1 :
41
Research Question 1(b): To what extent does the
treatment (Computer simulation and strategy) affect
students' acquisition of skills in Practical Physics?
Figure 5. Table 4 . 2 :
42
mean and the conventional method has the
least.
Research Question 2 (a): To what extent does attitude
affects students' achievements in Practical Physics?
Figure 6. Table 4 . 3 :
43
Attitude N Pre-test Mean Std.Dev Mean Std.Dev Post-test Mean Diff.
Positive 198 1.46 .932 85.81 11.72 84.35
Negative 21 1.43 .926 75.62 13.65 74.19
Table 4.3 shows that positive attitude obtained Therefore, attitude has influence on achievement in
a mean difference score of 84.35 while the negative practical Physics.
attitude had a mean difference score of 74.19. It is evident that there is a considerable mean difference shown in positive and negative attitude of students. Research Question 3(b): To what extent does attitude affects students' acquisition of practical skills?
Figure 7. Table 4 . 4 :
44
Physics According to Attitude
Attitude N Pre-test Mean Std.Dev Mean Std.Dev Mean Diff. Post-test
Positive 292 8.24 .606 81.37 6.67 73.13
Negative 23 8.14 .655 77.29 9.17 69.15
Figure 8. Table 4 .
4
Research Question 4(a): What is the interaction effect
between treatment and attitude on students'
achievements in Practical Physics?
Figure 9. Table 4 . 5 :
45
Treatment Attitu de Mean N Std. Deviation
Negative 96.60 5 2.608
SS Positiv e 94.77 111 4.300
Total 94.84 116 4.250
Negative 69.06 16 7.344
CM Positiv e 74.39 87 7.457
Total 73.56 103 7.654
Negative 75.62 21 13.647
Total Positiv e 85.81 198 11.721
Total 84.84 219 12.259
Table 4.5 shows that overall mean score of interaction effect between treatment and attitude on
85.81 and standard deviation as 11.72 for positive students' achievements in Practical Physics.
attitude and while negative attitude has mean score of 75.62 and standard deviation as 13.65. Overall, there is a considerable difference between the mean scores of positive and negative attitude; this means there is Research Question 5(b): What is the interaction effect between treatment and attitude on students' acquisition of practical skills?
Figure 10. Table 4 . 6 :
46
Treatment Attitu de Mean N Std. Deviation
Negative 87.60 5 3.435
SS Positiv e 85.41 111 3.584
Total 85.50 116 3.591
Negative 74.06 16 7.903
CM Positiv e 76.23 87 6.130
Total 75.89 103 6.441
Negative 77.29 21 9.171
Total Positiv e 81.37 198 6.665
Total 80.98 219 7.022
Table
Figure 11. Table 4 . 7 :
47
Year 2018
Volume XVIII Issue VIII Version I
G )
(
Global Journal of Human Social Science -
Note: *Significant at P < 0.05.
Figure 12. Table 4 . 8 :
48
Estimates
Treatment Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound
SS 95.801 a 1.375 93.092 98.511
CM 71.656 a .818 70.043 73.268
It is evident from Table 4.8 that students who The order of magnitude of the Physics achievement
were subjected to SS method obtained the highest scores of the group is represented as SS>CM.
Year 2018 Volume XVIII Issue VIII Version I ( G ) achievement score (M=95.801) while the CM method obtained the lowest achievement score (M=71.656). Summary of 3 X 2X 2 *Significant at P < 0.05 H 01 (b): There is no significant main effect of treatment on of practical skills. The table 4.9 shows significant main effects of treatment on students' acquisition of practical skills in Physics, [F (2,219) =63.049; P < 0.05]. Furthermore, that the acquisition of practical skills in Practical Physics was associated with the instructional strategy used by teacher. Furthermore, Estimated Marginal Means (Table
Global Journal of Human Social Science - the greater eta value of 0.228 signifies the main effect of treatment. Hence, H 01 (b) was not accepted. This implies Table4.10: Estimated Marginal Means of students' acquisition of skills in Practical Physics by Treatment 4.10) of the output gives the adjusted means (controlling for the covariate 'pre-test ') for each treatment group. Estimates Treatment Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound 86.275 a 1.174 8 3.960 88.590 75.319 a .702 73.935 76.702 H 02 (b): There is no significant main effect of attitude on students' acquisition of practical skills. Table 4.9 shows there is no significant main effects of attitude on students' acquisition of skill in Practical Physics [F (1, 219) = 63.049; P > 0.05]. Hence, H 03 (b) was accepted.
H 03 (a): There are no significant interaction effects of
treatment and attitude on students' achievements in
Practical Physics.
Table 4.7 showed that two-way interaction effect
of treatment and attitude has effect on achievements in
Practical Physics [F (2, 219) =5.235; P < 0.05]. In other
words, treatment with attitude is dependant. Hence, H 03
(a) was not accepted.
Figure 13. Table 4 . 9 :
49
Source of Squares Type III Sum df Mean Square F Sig. Squared Partial Eta
Corrected Model 5186.328 a 4 1296.582 49.872 .000 .482
Intercep t 5853.290 1 5853.290 225.143 .000 .513
Pretest acqu isition skills 64.698 1 64.698 2.489 .116 .011
TR EATMENT 1639.146 1 1639.146 63.049 .000* .228
Attitud e .042 1 .042 .002 .968 .000
TR EATMENT * Attitude 57.839 1 57.839 2.225 .137 .010
Error 5563.599 214 25.998
Total 1446961.000 219
SS
CM
It is evident from Table 4.10 that students who
were subjected to SS method obtained the highest
acquisition of practical skills score (M=86.275 while the
CLM method obtained the lowest acquisition of practical
skills score (M=75.319).This explains why SS was more
effective than CM. The order of magnitude of the
Physics acquisition of practical skills scores of the group
is represented as SS>CM.
H 02 (a): There is no significant main effect of attitude on
students' achievements in Practical Physics.
Table 4.7 reveals that there is no significant
main effect of attitude on students' achievements in
Practical Physics, [F (1, 219) = 1.124; P > 0.05]. Hence,
H 03 (a) was accepted.
Figure 14.
Figure 15.
1

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Notes
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Date: 2018-01-15