Improving Graphing Intrepretation Skills and Understanding of Motion Using Microcomputer Based Laboratories

Abstract

The purpose of this study is to examine the relative effectiveness of the traditional lab method and the microcomputer-based laboratory (MBL) for improving student understanding. Three areas of achievement were examined: graphing interpretation skills, interpreting motion graphs and understanding of motion The nonequivalent control-group design was selected with the treatment group conducting using MBL activities and the control group employing traditional laboratories. All the students were enrolled in introductory college physics classes. Item analysis revealed both control and treatment groups confused position, velocity, acceleration, and distance, velocity, and acceleration-time graphs on the pre-test. On the post-test, the control group scores improved only slightly. The treatment group demonstrated a less thorough understanding than the control on the pre-test, but the treatment group outperformed the control group on the post-test. Effect sizes were 0.78, 1.71 and 0.88 for graphing interpretation skills, interpreting motion graphs and conceptual understanding of motion respectfully. Results indicate that MBL laboratories are more effective than traditional lab for improving students' graphing interpretation skills, interpreting motion graphs and their understanding of motion. MBL is an effective tool for challenging students' naive beliefs.