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Correlates of Achievement with Online and Classroom-based MBL Physics Activities
Article

, James Madison University, United States ; , North Carolina State University, United States

JCMST Volume 25, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Students from five high schools participated in a two to four week microcomputer based laboratory (MBL) physics curriculum in two groups. One group completed the curriculum entirely online, and the other completed the same curriculum in a traditional classroom setting. Variables were collected to predict through correlations student success on a post-unit measure of physics ability. Traditional, literature suggested, variables such as math ability, physics aptitude and demographic information were combined with variables related to the mode of delivery of instruction. Several computer related variables, such as if students' had access to a computer at home and how often students' accessed the Internet were included in the models. Math ability and physics aptitude dominated the models regardless of the method of delivery of instruction. Computer related variables were included in the model for the online group, however, they were not significant.

Citation

Slykhuis, D. & Park, J. (2006). Correlates of Achievement with Online and Classroom-based MBL Physics Activities. Journal of Computers in Mathematics and Science Teaching, 25(2), 147-163. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2019 from .

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