A Study on Science Achievement and Motivation Using Computer-based Simulations Compared to Traditional Hands-on Manipulation

Authors

Stacey L. Hannel, University of North GeorgiaFollow
Joshua Cuevas, University of North GeorgiaFollow

Abstract

This study was conducted to investigate whether or not computer-based simulations had a greater impact on science achievement compared to traditional hands-on methods for middle school students in an on-level science course. The study also sought to determine if either method had an impact on retention as well as motivation. The participants in the study were 6^th grade students attending a public middle school in suburban metro-Atlanta. A variety of statistical analyses were utilized to measure science achievement, retention, and motivation. Results indicated that there was no significant difference on science achievement between the traditional hands-on method and the computer-based simulation method. While the control group and the experimental group both had academic gains, the control group experienced a statistically significant difference in gains on the density concept. There was no significant difference for the greenhouse effect concept in academic gains. Results further indicated statistically significant correlations between self-efficacy and science learning value, self-efficacy and active learning strategies, self-efficacy and achievement goal, and self-efficacy and performance goal.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Hannel, Stacey L. and Cuevas, Joshua (2018) "A Study on Science Achievement and Motivation Using Computer-based Simulations Compared to Traditional Hands-on Manipulation," Georgia Educational Researcher: Vol. 15: Iss. 1, Article 3.
DOI: 10.20429/ger.2018.15103
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol15/iss1/3