Effectiveness of simulation and computer assisted instruction (CAI) on the performance of students under semi regimental training on selected topics in Physics II

Abstract

This study investigated the effectiveness of simulation and computer assisted instructions (CAI) on the performance of students under semi regimental training on multiple choice question and problem solving on selected topics in Physics II. Experimental research design was employed to determine the effectiveness of simulation and CAI on the performance of the learner. Computer assisted instruction’s module was made based on the subject manual prescribed by the Maritime Academy of Asia and the Pacific (MAAP). The contents of the module were validated by Physics instructors and subject matter experts of MAAP from the College of Marine Engineering. It was validated in terms of specific learning outcomes and objectives, contents in terms of discussions, example problems, activities and user friendly factor of the software.

A pretest and posttest assessment was used to determine the effectiveness of the program. Ten (10) intact sections, one hundred thirteen (113) for traditional group and one hundred twenty six (126) for the experimental group, taking Physics II (Engineering Physics) during the second semester were used as the respondents to the study. Two groups were compared on the study: (1) the experimental group or those midshipmen who utilized the simulation and CAI during classroom instruction and the (2) control group, those undergone the traditional - face to face lecture method of teaching. 20-item multiple choice questions and 2 – problem solving was administered to both groups to compare the performance of the respondents in different types of assessments. The mean, gain score analysis, t-test and standard deviations were analyzed using the computer software Statistical Package for Social Sciences (SPSS).

Based on the results of the study, the performance of both groups, students’ scores increased significantly from the pretest to the posttest, in both multiple-choice questions and problem solving regardless of methods used. Hence, both traditional and experimental method, individually, are effective in teaching the students.