INTERACTION EFFECTS OF TEACHER-PRESENCE AND STUDENTS’ ACHIEVEMENT LEVEL OF SCIENCE PHYSICS WITH COMPUTER-AIDED LEARNING

Year 2014, Volume: 1 , 37 - 42, 31.05.2014

Mohd Nor Jaafar Rafisah Osman Mustafa Ali Basyah Rozalina Khalid

Abstract

This research aims to identify the impact of
computer-aided learning (CAL) on the level of achievement in the subject of
science-physics among high school students. The findings of the research showed
the main effect of the CAL teacher-presence (no teacher and with teacher) and
performance level (low and high) is significant. CAL teacher-presence (no
teacher and with teacher) give different effects on performance in
science-physics. The mean post-test for students with teacher group (74.79) was
significantly higher than the mean for student with no teacher group (71.25).
Similarly, the mean for the upper level students (75.35) is higher than the
mean for the lower level students (71.67). Two-way ANOVA test showed the
presence of CAL teacher-interaction (no teacher and with teacher) and the level
of achievement (low and high) are not significant. Simple correlation test is
carried out to find out the relationship between learning skills and attitudes
towards learning in science-physics performance. The correlation analysis
achievement and learning skills were shown positive and significant at the 0.05
level. Similarly, the relationship between students' attitudes and their
performance shows a positive and significant at the 0.05 level. The findings of
this research also showed that students perceived CAL as
positive. Students also felt convenient and fun due to the effectiveness of
science-physics learning using CAL. Based on these research findings, CAL
should be promoted in science education, particularly for students with low
achievement. CAL can be done in the classroom with the teacher as facilitators
alone, or even at the high school open-learning organized by the students
themselves. CAL is claimed as effective towards learning among students either
with no teacher or with teacher.

 

Keywords

Computer-Aided Learning, science-physics, students’ attitudes, achievement performance

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