Effect of shock wave flash interactive simulations on students’ performances and attitudes toward physics

By Ryan Castillo Ramos, MAEd Physics (Contributor)

Introduction

In the realm of Science Education, students are envisioned to become informed citizens who have acquired the necessary scientific and technological knowledge and skills to function responsibly in the global community of the 21st century. It is essential that everyone involved in Science education can provide an opportunity for all students to become scientifically literate and reflective of the inherent nature of scientific knowledge, methods and processes. The Philosophy of Science Education (2007) asserted that scientific knowledge should be constructed through a hands-on/minds-on approach with overarching concepts that connect Science and other disciplines. Methodology and teaching strategies should be inquiry-based that include hands-on/minds-on activities and Information and Communication Technology (ICT)-based.

One of the core subjects of the K to 12 Curriculum is Science and it is a fact that one of the problems in teaching Science, particularly Physics in the Senior High School is the lack of materials for teaching and learning. There is a dearth of materials in the Science Laboratory and teachers are taking much time spreading their linkages just to source out materials that they need. This is the reason why, the Department of Education initiated innovations to address these concerns. One of these innovations is the integration of ICT in the curriculum.

It is also claimed that one of the most challenging genres of Science is Physics. Physics as a Science- oriented course or discipline is known for its abstract nature and it is perceived as a difficult subject. Sometimes the Physics teacher does not have adequate knowledge, but have to fall on ideas which lead to contradictions with what the Physics theory says or means. Students are left on their own and even when they are to read on their own, they find no material to read. If there are materials like textbooks, journals, research publications and newspapers, most of them are difficult to comprehend, obsolete or out of date. Thus, these materials lack the essence to enhance the interest, motivation and passion of students. In some cases, students develop a negative attitude towards learning the subject and frustration sets in and they tend to abandon Physics for another subject which they can cope with.

With the foregoing issues and concerns, the researcher’s interest was kindled to use interactive simulations in teaching Physics to increase the performance of students and to address the concern on lack of materials in teaching and learning Science in the Senior High School. It is in this context that this study was conceptualized. The study aimed to find the effect of Shock Wave Flash Interactive Simulations or SWFIS on students’ performance and attitudes toward Physics, particularly on Mechanics concepts.

 

Methods

This study determined the effect of Shock Wave Flash (SWF) Interactive Simulations or SWFIS on the performance and attitudes toward Physics utilizing the two group pretest-posttest experimental design of the purposively selected Grade 11 students under the Technical Vocational and Livelihood (TVL) Track of City of Batac National High School Payao- Senior High School, City of Batac. for School Year 2018-2019. There were 20 students in the experimental group, and 20 students from the control group and they were taught with same topics but the control group was taught through the traditional model of instruction inside the classroom while the experimental group was through the SWFIS in the computer laboratory. To gather the needed data, the study utilized a Physics Achievement Test as pretest and posttest, an Attitude Rating Scale that was administered before and after they were exposed to the treatments, and a Structured Students’ Journal. Frequency counts, percentages, means, standard deviation, t-test for dependent samples, and t-test for independent samples were used to analyze the data.

 

Results

Results showed that students in the control and the experimental groups were of equal level in performance during the pretest. However, a significant difference between the students’ pretest and posttest mean scores in both groups was obtained. In addition, there was an existed significant difference between the posttest mean scores of the students from the experimental and control groups. Hence, the Shock Wave Flash (SWF) Interactive Simulations is found effective in improving the performance of students in Physics. The level of attitude of the students in the control and experimental groups before exposure to treatments are equal. However, a significant difference of the mean attitude of the students from the control and experimental groups before and after exposed to treatments was obtained. Considerably, there was an existed significant difference between the mean attitude of the students from the control and experimental groups after being exposed to treatments which only means that the students from the experimental had greater mean attitude than those students from the control group. Thus, Shock Wave Flash (SWF) interactive simulations is found effective in increasing the students’ attitude level toward learning Physics, particularly Mechanics.

 

Conclusion

Based on the findings of the study, the researcher concluded that the use of the Shock Wave Flash Interactive Simulations (SWFIS) in teaching Physics to Grade 11 students significantly improved their performance and their attitudes toward Physics. When students are exposed to SWFIS, their performance improved because it improves their critical thinking and analyzing skills in Physics, makes them actively engaged in the learning process, and enhances their technological skills in learning Physics. Students’ attitudes towards Physics is also improved because the use of SWFIS makes learning Physics enjoyable and fun, more interesting and motivating, and it enhances their appreciation of the practical uses of Physics.

(Mr. Ramos has a MAEd in Physics and is currently an education program specialist II at the Schools Division of the City of Batac)