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A study on the effectiveness of demonstration teaching versus traditional teaching in physics
Author
Ning, Hwee Tiang
Supervisor
Subramaniam, R. (Ramanathan)
Abstract
The use of demonstrations in the teaching of Physics has debated merits. Though there are numerous demonstrations available for use, there have been very few studies in the research literature to explore their effectiveness in teaching. Although their cognitive gains are not assured yet, some of their affective attributes can help to arouse curiosity among students and engage their interest in the subject. These have implications in helping to shape students' attitudes towards science.
This study looked into (I) the effect of demonstration teaching on students' conceptual understanding of selected topics in Physics as compared to traditional teaching and (2) the views of students about traditional teaching versus demonstration teaching. A secondary objective was to develop new demonstrations for use.
About 110 upper secondary students participated in three sessions of demonstration teaching on the topics of Pressure, Electrostatics and Electromagnetic Induction. Their prior cognitive ability was ascertained via a common Physics examination. Three evaluation instruments were used: (a) a cognitive test comprising of about 10 multiplechoice questions, to obtain a quantitative assessment of the students' conceptual understanding of each topic; (b) a survey form, to obtain the students' views on issues related to the teaching session; and (c) a reflective journal, to obtain feedback on students' feelings/experiences about the demonstration teaching sessions. These evaluation instruments have permitted a good perspective of the various issues to be obtained.
Cognitive test scores showed equivalent gainS for the control and test groups. The comparison of the test scores via a t-test showed no significant difference between the test and control groups, and subsequent ANCOVA (with the students' achievement scores in the common examination as covariate) gave similar results. In other words, the control group has not given a significantly better performance as compared to the test group. Analysis of the survey forms and reflective journals have provided support for the observation that the demonstration teaching session has promoted a climate conducive for learning and attaining further conceptual understanding. The reflective journal entries have echoed similar feedback, and proved to be a good channel for data gathering.
The implications of these results are discussed, and it is suggested that there is a need for Physics teachers to incorporate demonstrations in their teaching on a regular basis.
The significance of this study is that this is the first time that demonstration teaching sessions were compared with traditional teaching sessions on any topic - in fact, three topics were explored. It is also the first time that a survey instrument with good psychometric properties was developed to ascertain the effectiveness of demonstration teaching.
This study looked into (I) the effect of demonstration teaching on students' conceptual understanding of selected topics in Physics as compared to traditional teaching and (2) the views of students about traditional teaching versus demonstration teaching. A secondary objective was to develop new demonstrations for use.
About 110 upper secondary students participated in three sessions of demonstration teaching on the topics of Pressure, Electrostatics and Electromagnetic Induction. Their prior cognitive ability was ascertained via a common Physics examination. Three evaluation instruments were used: (a) a cognitive test comprising of about 10 multiplechoice questions, to obtain a quantitative assessment of the students' conceptual understanding of each topic; (b) a survey form, to obtain the students' views on issues related to the teaching session; and (c) a reflective journal, to obtain feedback on students' feelings/experiences about the demonstration teaching sessions. These evaluation instruments have permitted a good perspective of the various issues to be obtained.
Cognitive test scores showed equivalent gainS for the control and test groups. The comparison of the test scores via a t-test showed no significant difference between the test and control groups, and subsequent ANCOVA (with the students' achievement scores in the common examination as covariate) gave similar results. In other words, the control group has not given a significantly better performance as compared to the test group. Analysis of the survey forms and reflective journals have provided support for the observation that the demonstration teaching session has promoted a climate conducive for learning and attaining further conceptual understanding. The reflective journal entries have echoed similar feedback, and proved to be a good channel for data gathering.
The implications of these results are discussed, and it is suggested that there is a need for Physics teachers to incorporate demonstrations in their teaching on a regular basis.
The significance of this study is that this is the first time that demonstration teaching sessions were compared with traditional teaching sessions on any topic - in fact, three topics were explored. It is also the first time that a survey instrument with good psychometric properties was developed to ascertain the effectiveness of demonstration teaching.
Date Issued
2008
Call Number
QC30 Nin
Date Submitted
2008