Effectiveness of Multi-Frames Video Recorded Experiments on Pre-University Students’ Achievement for Capacitor Topic
Keywords:
Multi-frames video recorded experiments (MFVREs), capacitor, pre-university students, achievementAbstract
The aim of this study is to determine the effectiveness of multi-frames video recorded experiments (MFVREs) on pre-university students’ achievement for capacitor topic. This study was carried out among 60 Diploma Science students of Universiti Pendidikan Sultan Idris, Malaysia. Students’ pre-test and post-test scores were analyzed using independent sample t-test. The effectiveness of MFVREs on students’ achievement were analyzed for four subtopics of capacitor: basic concept of capacitor (S1), series connection of capacitors (S2), parallel connection of capacitors (S3) and combination of series and parallel connection of capacitors (S4). Findings revealed that MFVREs give significant effects on students’ achievement for S2, S3 and S4 subtopics but no significant effect to students’ achievement for S1 subtopic compared to PowerPoint slides. Thus, MFVREs approach can be used either as a teaching aid in normal classroom or a student-centered learning video in order to improve the achievement of pre-university students for physics subject.
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References
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[Brown, R. (2003). Series and parallel resistors and capacitors. The Physics Teacher, 41(8), 483-485.
Voelkl, K. (1995). School warmth, student participation, and achievement. The Journal of Experimental Education, 63 (2), 127–138.
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Perveen, K. (2010). Effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. Contemporary Issues in Education Research, 3(3), 9–13.
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Harman, G., Cokelez, A., Dal, B., & Alper, U. (2016). Pre-service science teachers' views on laboratory applications in science education: the effect of a two-semester course. Universal Journal of Educational Research, 4(1), 12–25.
Idris Abdul Talib (2009). Tahap pelaksanaan amali Fizik Tingkatan 4 dan 5 di sekolah Daerah Kinta Utara [Implementation level of Form 4 and 5 Physics practical works at schools in Kinta Utara District] (Unpublished master’s thesis). Universiti Pendidikan Sultan Idris, Malaysia.
Tüysüz, C. (2010). The effect of the virtual laboratory on students’ achievement and attitude in chemistry.
International Online Journal of Educational Sciences, 2(1), 37–53.
Tesfamariam, G. M., Lykknes, A., & Kvittingen, L. (2015). `Named small but doing great’: an investigation
of small-scale chemistry experimentation for effective undergraduate practical work.
Bayrak, B., Kanli, U., & Ingec, S. (2007). To compare the effects of computer based learning and the laboratory based learning on students’ achievement regarding electric circuits. The Turkish Online Journal of Educational Technology, 6(1), 15–24.
Başer, M., & Durmuş, S. (2010). The effectiveness of computer supported versus real laboratory inquiry learning environments on the understanding of direct current electricity among pre-service elementary school teachers. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 47–61.
Tarekegn, G. (2009). Can computer simulations substitute real laboratory apparatus? Lat. Am. J. Phys. Educ.
3(3), 506–517.
Sever, S., Yurumezoglu, K., & Oguz-Unver, A. (2010). Comparison teaching strategies of videotaped and
demonstration experiments in inquiry-based science education. Procedia: Social and Behavioral Science, 2,
5619–5624.
Rosly, J., Shahrul Kadri, A., Roszairi, H., Shaharudin, A., Zul Adli, W. M., & Razak Samad, Y. (2012, July).
The utilization of a multi-frame video system in the teaching and learning of science. Paper presented at the
Proceedings of EDULEARN12 Conference, Barcelona, Spain.
Jaafar, R., Ramly, R., Ayop, S. K., Mohamed Safian, N. A., Mat Daud, A. N., Ali, S., Wan Mokhtar, W. A. Z., Yahya, R. A. S., & Haron, R. (2013, July). The study on the effectiveness of using Multi-Frame Assisted Teaching Approach-Based Module on pre-university students based on selected science topic. Paper presented at the Proceedings of EDULEARN13 Conference, Barcelona, Spain.
Li, J., & Singh, C. (2012). Students' difficulties with equations involving circuit elements. AIP Conf. Proc, 1413, 243–246.
[Brown, R. (2003). Series and parallel resistors and capacitors. The Physics Teacher, 41(8), 483-485.
Voelkl, K. (1995). School warmth, student participation, and achievement. The Journal of Experimental Education, 63 (2), 127–138.
Murray, H. G., & Lang, M. (1997). Does classroom participation improve student learning? Teaching and Learning in Higher Education, 20(1), 7–9.
Perveen, K. (2010). Effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. Contemporary Issues in Education Research, 3(3), 9–13.
Khayati Mwelese, J., & Wanjala, M. S. M. (2014). Effect of problem solving strategy on secondary school students’ achievement in circle geometry in Emuhaya District of Vihiga County. Journal of Education, Arts and Humanities, 2(2), 18–26.
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Published
2016-12-22
How to Cite
Ramly, R., Jaafar, R., Mat Daud, A. N., Ali, S., Wan Mokhtar, W. Z. A., Haron, R., & Moahmed Safian, N. A. (2016). Effectiveness of Multi-Frames Video Recorded Experiments on Pre-University Students’ Achievement for Capacitor Topic. EDUCATUM Journal of Science, Mathematics and Technology, 3(2), 38–43. Retrieved from https://ojs.upsi.edu.my/index.php/EJSMT/article/view/51
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