Development and Evaluation of Computer-Based Lectures in Kinematics

Abstract

Introduction

Instructional materials play an important role in the teaching and learning process. They aid teachers in transmitting knowledge, skills, and attitude to achieve desired to learn outcomes especially on areas found difficult by students. To ensure that the instructional materials attend to the needs of students and meet the standards, the materials must be subjected to evaluation. However few studies have been done on this aspect. In this study, the researcher developed a computer-based lecture in kinematics and subjected it to evaluation by science teachers and students and test its effectiveness to students.

Methods

The descriptive-experimental method of research was employed in this study to determine the evaluation of the developed Computer-Based Lecture in Kinematics. One hundred students and ten Physics teachers responded to needs assessment analysis. The ten Physics teachers and thirty-eight students also evaluated the developed instructional material using the adapted evaluation sheet for instructional materials. Pre-test and post-test were administered to the experimental and control group to test the effectiveness of the material.

Results

Findings of the study revealed that the top four most difficult topics in Kinematics as perceived by students and teachers respondents included the Projectile Motion with a mean of 3.37, Falling Bodies with a mean 2.99, Circular Motion with a mean of 2.97, and Graphing Motion with a mean of 2.91. The lectures were highly recommended for obtaining a grand mean of 3.70. The evaluation of the students and teachers on the computer-based lectures in kinematics do not differ significantly in terms of Goal Centered Criteria, Learner-Centered Criteria, Learning-Centered Criteria, Content Centered Criteria, and Presentation. The pre-test scores of experimental and control groups do not differ significantly, while pre-test vs post-test of the experimental and control groups was found to be significantly different. Moreover, post-test vs post-test of experimental and control group was also found highly significant in favor of the experimental group.

Discussions

Based on the findings of this research, the use of computer-based lectures as instructional material in teaching the four areas of difficulty in kinematics is recommended and found effective in improving students' achievement in kinematics.