Effects of School Type on NCE Physics Students' Academic Achievement On Abstract Concepts When Exposed To Computer Simulation-Based Learning

Abstract

The study assessed the influence of school type on NCE physics students' academic achievement on abstract concepts when exposed to computer simulation-based learning. Two research questions and two hypotheses were raised for the study. Since the population was small a sample of 91 NCE II and III physics students which comprised the total population was used for the study. Instrument for data collection was a validated 50 multiple choice items of Physics Achievement Test on Abstract Concepts (PATAC). Reliability coefficient of 0.84 was obtained for PATAC using Kuder-Richardson formular 20 (K-R20). Students were given pre-test before exposing them to computer simulation-based learning. After the treatment, a post-test was administered. Data obtained were analyzed using mean, standard deviation and t-test. The findings revealed that computer simulation-based learning significantly enhanced NCE physics students' academic achievement on abstract concepts. The findings further showed that there was no significant influence of school type (federal or state) on the mean achievement scores of students on abstract concepts in physics. The findings imply that computer simulation-based learning is effective in teaching abstract concepts in physics and also in enhancing students' academic achievement in physics. Based on the findings, it was recommended, among others, that curriculum planners should include in subsequent review of NCE physics curriculum the use of computer simulation-based learning in teach abstract and complex physics concepts.