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University of Education, Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA THE INFLUENCE OF VIRTUAL PHYSICS LABORATORY ON STUDENTS’ PERFORMANCE IN MOTION: A CASE STUDY AT BISHOP HERMAN COLLEGE, KPANDO BY ALEXANDER HERO YAWO ASARE (7110130016) A dissertation submitted to the Department of Science Education, Faculty of Science and the School of Graduate Studies, University of Education, Winneba, in partial fulfillment of the requirements for the award of a Master of Education (Science) September, 2014 University of Education, Winneba http://ir.uew.edu.gh ACKNOWLEDGEMENT I wish to express my heartfelt appreciation to my supervisor, Dr. E. K. Oppong, a Senior Lecturer in the Department of Science Education, University of Education, Winneba, for his technical guidance and encouragement throughout the supervisory work on the dissertation. I also wish to render my sincerest gratitude to Mr.Ayikue Ambrose and Ras Kumabia who willingly opted to help me. I am supremely grateful to you and your family. Again, I extend special thanks to all other lecturers in UEW especially Dr. Young, Dr. E. Ngman-Wara and Dr.Taale. Finally, I would like to say thank you to, Mrs. Mary Aguti Asare,Boati Evelyn and all my siblings University of Education, Winneba http://ir.uew.edu.gh DECLARATION Candidate’s Declaration I hereby declare that this dissertation, with the exception of quotations and references contained in published works which have all been identified and duly acknowledged, is entirely my own original work, and it has not been presented for another degree in this university or elsewhere. Signature………………………………… Date:……………………………… Alexander Hero Yawo Asare Supervisors’ Declaration I hereby declare that the preparation and presentation of this dissertation was supervised in accordance with the guidelines on supervision of dissertation as laid down by the University of Education, Winneba. Signature………………………………… Date:……………………………… Dr. E. K. Oppong University of Education, Winneba http://ir.uew.edu.gh DEDICATION Dedicated to my children, Asare James Harold, Asare Mary Viewu and my lovely wife Linda Abla Priku. University of Education, Winneba http://ir.uew.edu.gh TABLE OF CONTENT PAGE DECLARATION ii ACKNOWLEDGEMENTS iii DEDICATION iv TABLE OF CONTENT v LIST OF TABLES ix LIST OF FIGURES x ABSTRACT xi CHAPTER ONE - INTRODUCTION Overview 1 Background to the study 1 Statement of the problem 3 Objectives 3 Research questions 4 Null hypothesis 4 Educational Significance of the study 4 Delimitation 5 Limitation 6 Organisation of the report 6 University of Education, Winneba http://ir.uew.edu.gh CHAPTER TWO - REVIEW OF RELATED LITERATURE Overview 7 Educational Technology: origin and definition of terms 7 The technological revolution 8 Importance of technology in education 11 Information communication technology as a change agent in Education 13 The spectrum of learning theories 22 Behaviourism 23 A description of Behaviourism 23 Constructivism 25 A description of constructivism 25 Implications for learning theory 28 Implication for multimedia 30 The ICT policy content 31 Background on ICTs in Education in Ghana 33 ICT integration in teaching and learning of physics 34 Factors that affect students‟ performance in motion 35 The importance of student‟s perception on motion 36 Description of the Virtual Physics Lab (VPLAB) 37 University of Education, Winneba http://ir.uew.edu.gh CHAPTER THREE - METHODOLOGY Overview 39 Research Design 39 Population 40 Sample and Sampling Procedures 40 Instrumentation 40 Test 41 Opinionnaire 41 Questionnaire 42 Validation of Instruments 42 Reliability 42 Pre- Intervention 43 Intervention 43 Post-Intervention 44 Data Collecting Procedures 44 Data Analysis 44 CHAPTER FOUR - RESULTS, FINDINGS AND DISCUSSIONS Overview 46 Presentation of results, Analysis and Discussion 46 Research Question 1 46 Research Question 2 48 Testing Of Null Hypothesis One 50 University of Education, Winneba http://ir.uew.edu.gh Research Question 3 51 Testing Of Null Hypothesis Two 52 Research Question 4 52 Discussion 55 CHAPTER FIVE - SUMMARY OF FINDINGS AND CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR FUTURE RESEARCH Overview 60 Summary of Major Findings 60 Conclusion 61 Recommendation 61 Suggestions for further research 62 References 63 APPENDICES Appendix A Pre-test 77 Appendix B Post-test 79 Appendix C Questionnaire 81 Appendix D Opinionnaire 83 Appendix E Reliability Statistics on Questionnaire 86 Appendix F Reliability Statistics on Opinionnaire 87 University of Education, Winneba http://ir.uew.edu.gh LIST OF TABLES PAGE Table 1 Spectrum Summary 29 Table 2 Factors Affecting Students‟ Participation and Performance in The Teaching of motion 46 Table 3 Frequency Distribution of Pre-test Scores of Students in the Experimental Group 48 Table 4 Frequency Distribution of Post-test Scores of Students in the Experimental Group 49 Table 5 T-test Results of Pre-test and Post-test Scores of the Experimental Group 50 Table 6 Frequency Distribution of Pre-test and Post-test Scores of Students in the Control Group 51 Table 7 Frequency Distribution of Pre-test and Post-test Scores of the Experimental Group 51 Table 8 Frequency Distribution of Pre-test and Post-test Scores of the Experimental Group and the Control Groups 52 Table 9 Students‟ Perceptions on the use of the Computer Program (VPLAB) 53 University of Education, Winneba http://ir.uew.edu.gh LIST OF FIGURES PAGE Figure 1 Distribution of Pre-test scores of Student‟s in the Experimental Group 49 Figure 2 Distribution of Post-test scores of Student‟s in the Experimental Group 50 University of Education, Winneba http://ir.uew.edu.gh ABSTRACT The main objective of this study was to find out the influence of virtual physics laboratory on students‟ performance in motion. The total population for the study was 63 second year science students of Bishop Herman College, Kpando; 42 in the control group and 21 in the experimental. Quasi-experimental design was adopted in this study. Questionnaire, test and opinionnaire were the researched instrument used. The data were analyzed by using SPSS 16.0 statistical analysis program. Descriptive statistics such as mean, Standard Deviation were calculated and inferential statistics of paired sample t-test was used to test if significant differences exist in the understanding of motion between the experimental and control groups after the intervention. Alpha level of 0.05 was used as a criterion of either accepting or rejecting the null hypotheses. The mean test score of the experimental group (22.2) was higher than their control group (13.6) counterparts in the post-test. The t- test analysis of the mean score on the post-test shows a significant difference between the 2 groups (t = 5.465; p < 0.05). Therefore the null hypothesis which states “There isno significant difference in the understanding of motion between the experimental and control groups after the intervention was rejected”.The result also revealed that,for teaching and learning to take place effectively in physics lessons, interest of students in physics lessons specifically, motion, and motivation during motion lessons need to be considered. The study further revealed that students learned concept of motion effect through virtual physics lab in a better way as compared to teaching in abstract. University of Education, Winneba http://ir.uew.edu.gh CHAPTER ONE INTRODUCTION Overview This chapter covers the background to the study, statement of the problem, objectives of the research, significance of the study, research questions, hypothesis, delimitation, limitations and organization of the research report. Background to the Study Students perceive information in different ways. That is why teachers use variety of teaching strategies to improve students‟ learning. Educational systems around the world are under pressure to use information and communication technologies (ICTs) to enhance teaching and learning. There are many ways to present new and challenging information in teaching and learning. Computer programmes allow the incorporation of pictures, sounds and animation into teaching and learning which extends the teachers capacity to present lessons that encourage students‟ interaction with the subject matter. It is evident that the students at the second cycle schools are becoming more advanced in the use of technology. Integration of technology in education will offer the following benefits to the educational community and the society (Delannoy, 2000): - An enhanced learning environment for learners. University of Education, Winneba http://ir.uew.edu.gh - A powerful tool to supplement teacher‟s instruction in classroom. - Administrative tool for teachers and administrators. - Increase access to education and inclusive education in the school. - Provide communication platform The students are supposed to be equipped with the above advantages so as to function properly and effectively in academia. Scientific literacy is important for individuals to make advanced decisions and rational judgments about issues of public interest. Unfortunately, science seems to be one of the academic subjects students appear to dislike most. This dislike of the subject is either due to one or a combination of factors such as teacher‟s poor pedagogical skill, learners‟ background in science or misconceptions of students about the subject (Shulman, 1987). Physics is one of the major aspects of science which students in Ghana dislike. Research conducted by Wanbugu and Changeiywo (2008) classified physics as a difficult