Research Article
Lea Dela Cruz Kabigting
European Journal of Interactive Multimedia and Education, Volume 2, Issue 2, Article No: e02108
ABSTRACT
This study was conducted to evaluate the effects of computer simulations and conventional teaching in Physics concept learning on high school students.
The descriptive-experimental design was used in this study. The teacher-made test and evaluation questionnaire were used for gathering data. The data gathered were statistically treated and analyzed using SPSS software.
Findings of the study revealed that there were 40 or 50% male student respondents and 40 or 50% female. The pre-test score of the experimental and control groups did not differ significantly, while pre-test and posttest of the experimental and control groups were found to be significantly different. The evaluation of the teachers and students on lecture with computer simulation and conventional lecture methods did not differ significantly in terms of effectiveness/appropriateness, students’ participation/interaction, influence on cognitive skills and influence on content knowledge. There was a significant relationship between the sex and performance of the student respondents who were exposed to lecture with computer simulation method while the performance of the male and female student respondents exposed in conventional lecture method did not differ.
Based on the findings of this research, the use of computer simulation as instructional material in teaching Physics is recommended. This may be used to improve the performance of the students. It may be tried in other schools and respondents. Further studies may be undertaken in other Science subjects to establish the validity of the effectiveness of Lecture with Computer Simulation in teaching-learning process. Developers of instructional materials may improvise other teaching aids that may suit the needs and interest of the students.
Keywords: computer simulation, physics, teaching method
Research Article
Vusumuzi Maphosa
European Journal of Interactive Multimedia and Education, Volume 2, Issue 2, Article No: e02109
ABSTRACT
After the coronavirus outbreak, face-to-face teaching was interrupted partially or entirely, and several universities adopted a variety of remote-based learning approaches. Most institutions in the developing world were not ready for such an abrupt change. Access to appropriate devices that facilitate students’ effective learning in developing countries remains a challenge. This study evaluates university students’ perceptions regarding e-learning deployment during COVID-19 and the factors that affected usage. The quantitative study employed an adapted Unified Theory of Acceptance and Use of Technology model to guide the research process. The model has five exogenous and two endogenous variables. The survey research was administered to randomly selected undergraduate University students, with 314 completing the online questionnaire. The results show that performance expectancy, effort expectancy, and the facilitating conditions positively influenced the students’ behavioural intentions to use Moodle. Thus, the students had a positive perception of online learning. Results indicate a significant loss of learning due to the unavailability of technology and the cost of data; nevertheless, students agreed that online learning represents the future of teaching and learning. The findings also show that subsidised access to resources and materials is critical for the effective adoption of e-learning. This study’s output provides valuable information to policymakers and researchers regarding students’ perceptions and the state of e-learning at institutions of higher learning.
Keywords: COVID-19 pandemic, face-to-face learning, blended learning, UTAUT, Moodle