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The effect of computer simulations on Grade 12 learners' understanding of concepts in the photoelectric effect

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dc.contributor.advisor Kriek, Jeanné
dc.contributor.author Kunnath, Bobby Joseph
dc.date.accessioned 2018-08-03T10:19:00Z
dc.date.available 2018-08-03T10:19:00Z
dc.date.issued 2017-12
dc.identifier.citation Kunnath, Bobby Joseph (2017) The effect of computer simulations on Grade 12 learners' understanding of concepts in the photoelectric effect, University of South Africa, Pretoria, <http://hdl.handle.net/10500/24547>
dc.identifier.uri http://hdl.handle.net/10500/24547
dc.description.abstract The study investigated the impact of computer simulations on the teaching and learning of photoelectric effect in Grade 12. The Grade 12 Physical Sciences curriculum has components of physics and chemistry. The photoelectric effect is a section in the physics curriculum and examination in the National Senior Certificate. In this case study, thirty learners were randomly divided into three groups in one rural school in the Frances Baard district in the Northern Cape Province. A randomised pre-test - post-test control group design was implemented. Data were collected through pre and post tests, by observation of the lessons and learner interviews. An analysis of variance performed showed that there was no significant difference on pre-test scores for the three groups. A paired -sample t-test on the post-test scores discovered that the Teacher-Centred Experimental Group (TCEG) performed better than the Learner-Centred Experimental Group (LCEG); (t statics, t (9) = -6.135, p < 0.05). In addition, the Control Group (CG) where the teacher used the traditional method of teaching performed even better than the Learner-Centred Experimental group. An analysis of covariance on the post-test scores with learners' pre-test scores as the covariate showed a significant effect on the instructional group favouring the TCEG (F (2,29) = 52.763, p < 0.05). The Hake's normalised gain, <g> was used to measure the effectiveness of the intervention. The normalised gain showed a high-g (0.794) for the TCEG, a medium-g (0.405) for the CG and a low-g (0.134) for the LCEG. The interview data also confirms that the TCEG learners benefited more than the LCEG learners. It is, therefore, suggested that the TCEG approach is a better method for the effective teaching of photoelectric effect. en
dc.format.extent 1 online resource (178 leaves) : illustrations (chiefly color) en
dc.language.iso en en
dc.subject Computer simulation en
dc.subject Quantum mechanics en
dc.subject Grade 12 Physical sciences en
dc.subject Inquiry-based learning en
dc.subject Constructivist theory en
dc.subject Photoelectric effect en
dc.subject Frequency en
dc.subject Intensity en
dc.subject Work function en
dc.subject Threshold frequency en
dc.subject Stopping potential en
dc.subject Einstein's photoelectric equation en
dc.subject.ddc 537.54071268714
dc.subject.lcsh Photoemission – Study and teaching (Secondary) – South Africa -- Frances Baard District Municipality -- Case studies en
dc.subject.lcsh Photoemission – Study and teaching (Secondary) – Computer simulation -- Case studies en
dc.subject.lcsh Photoemission -- Computer-assisted instruction -- Case studies en
dc.subject.lcsh Computer simulation – South Africa -- Frances Baard District Municipality -- Case studies en
dc.title The effect of computer simulations on Grade 12 learners' understanding of concepts in the photoelectric effect en
dc.title.alternative The effect of computer simulations on Grade twelve learners' understanding of concepts in the photoelectric effect en
dc.type Dissertation en
dc.description.department Science and Technology Education en
dc.description.degree M. Sc. (MSTE)


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