Effects of Computer-Assisted Multiple-representations on Problem Solving and Experimentation Abilities in Learning General Physics at Arba Minch University

Abstract

This study was designed to test the effectiveness of Computer-Assisted Multiple Representations (CAMR) in tutorial and laboratory classes. The experimental group consisted of 34 physics students, and the control group contained 45 chemistry students for design one (i.e. pre-test and post-test control group design) targeting the problem-solving ability as one dependent variable. In addition, the same 34 physics students were selected for design two (one group only pretest and posttest design) targeting experimentation ability as the other dependent variable. The result in design one showed a statistically significant mean difference in favor of the experimental group that was obtained based on a performance test. The result was also indicated that male students performed better than the female students. Design two indicated a significant mean difference between the simulation performed by CAMR, and conventional physical experiments that were obtained based on the practical test. However, no significant difference was observed between male and female students with respect to CAMR and conventional physical experiments. With regard to correlation, performance tests and assessment scores were significantly correlated under design one, but not under design two. The quantitative results were also supported by the evidence from qualitative analysis. The study finding implies that teaching organized knowledge assisted by computers is essential for the effective performance of problem-solving and experimentation tasks and activities.