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STUDENT PERFORMANCE ON COGNITIVE AND CONTENT TESTS: A COMPARISON OF OPTICAL VIDEODISC TO LABORATORY LEARNING IN COLLEGE PHYSICS
Abstract
The intent of this experimental study was to compare the use of a videodisc to the use of hands-on equipment on student achievement in the learning of specific physics concepts in an introductory physics laboratory when students study the physics of standing waves, specifically the dependence of the standing wave frequencies of a vibrating rope on the variables of length, tension, and linear density of the rope. The review of related literature included (1) a discussion of the role of the laboratory in the science classroom, (2) a discussion of the role of the videodisc in the classroom, and (3) a discussion of the role of the videodisc in the science laboratory. The information for this study was gathered by using an experimental design with the pretest-posttest control group format with matching of the subjects. A series of pretests were administered to the sample of 36 students enrolled in the 198G Physics course at the University of Nebraska-Lincoln to determine cognitive style, cognitive level, previous physics experience, and other demographic data. The subjects were randomly placed into the control and experimental groups and were matched according to cognitive style and cognitive level. Then the students were given the Wave Motion Pretest containing questions regarding specific physics concepts. The students then performed the laboratory exercise in groups of two or three depending on treatment group assignment. The experimental group performed a surrogate laboratory experiment using the videodisc and the control group performed the laboratory experiment using the physics equipment. The subjects tooks a posttest to ascertain a mastery in the standing waves physics laboratory. Test score differences were obtained and statistical analyses were conducted. It was found that the students using the videodisc and students using the hands-on equipment made similar advances on the posttest. Yet, based on students' comments and observations by the researcher, the videodisc appeared to be a stimulating, safe, quiet, mobile instructional tool.
Subject Area
Curricula|Teaching|Science education
Recommended Citation
WANKEL, MARY JANE (MOLLY), "STUDENT PERFORMANCE ON COGNITIVE AND CONTENT TESTS: A COMPARISON OF OPTICAL VIDEODISC TO LABORATORY LEARNING IN COLLEGE PHYSICS" (1984). ETD collection for University of Nebraska-Lincoln. AAI8427916.
https://digitalcommons.unl.edu/dissertations/AAI8427916