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Effects of use of robotic activities in the teaching of kinematics on students’ attitude towards physics and academic achievement in physics
Author
Ting, Hock Cheh
Supervisor
Yap, Kueh Chin
Abstract
This study aims to investigate whether the use of robotic activities in teaching a unit of physics will have an effect on students’ attitude towards physics as well as academic performance in physics for different gender groups.
The research is based on a quasi-experimental design involving 89 Pre University One science students. Six sets of robots were used in this exploratory study to teach a unit of physics to see if the new approach will have an effect on students’ attitude and academic achievement.
The instrument used to measure attitudinal change in students was adapted from established survey instruments to meet the needs of measuring desirable attitudes identified as crucial to the science department. Semestral examination results were used to determine students’ academic performance.
The statistical results showed that the new approach of incorporating robots in physics lessons did not result in any statistically significant difference in students’ academic performance between the experimental group and control group. However, students’ performance in selected questions related to the topic taught using robot was higher. There was also no statistically significant difference in attitude towards physics between the two groups. Even though no significant gender-related differences were observed in attitudinal change and academic performance, the use of robot in the lesson did not shift students’ attitude towards the subject negatively.
The research is based on a quasi-experimental design involving 89 Pre University One science students. Six sets of robots were used in this exploratory study to teach a unit of physics to see if the new approach will have an effect on students’ attitude and academic achievement.
The instrument used to measure attitudinal change in students was adapted from established survey instruments to meet the needs of measuring desirable attitudes identified as crucial to the science department. Semestral examination results were used to determine students’ academic performance.
The statistical results showed that the new approach of incorporating robots in physics lessons did not result in any statistically significant difference in students’ academic performance between the experimental group and control group. However, students’ performance in selected questions related to the topic taught using robot was higher. There was also no statistically significant difference in attitude towards physics between the two groups. Even though no significant gender-related differences were observed in attitudinal change and academic performance, the use of robot in the lesson did not shift students’ attitude towards the subject negatively.
Date Issued
2009
Call Number
QC231 Tin
Date Submitted
2009