A comparison of achievement resulting from learning electronics concepts by computer simulation versus traditional laboratory instruction

This study was designed to compare student achievement resulting from learning electronics concepts by computer simulation versus traditional laboratory instruction (manipulating actual components). The purpose of this study was to enhance the student knowledge about passive-devices electronics circuitry. Two groups of college students participated in this study over an academic year. The review of literature indicated three types of results from the computer simulation and its effects on students: (1) positive effect; (2) negative effect; (3) no effect. The majority of researches indicated that computer simulation enhances the student knowledge of the subject matter. Pretests were given to both groups in the first two weeks of this study. Twelve topics were covered in duration of this study. Each group received one hour of lecture and four hours of laboratory instruction per topic. The experimental group received two hours of computer simulation laboratory instructions followed by two hours of traditional laboratory instructions. The control groups received four hours of traditional laboratory instructions. Twelve quizzes, twelve homework assignments, a midterm and a final examination were given to the participants. All quizzes, homework assignments in addition to the midterm and final examinations were based on multiple-choice questions. Findings indicated that there were no significant differences between the control group and the experimental group for homework assignments, midterm and final, however, there were significant differences for the quizzes at $\alpha$-.05. The control group scored significantly for the first (Ohm's law and power), fifth (alternating current and voltages), sixth (capacitors) and eleventh (frequency response of RLC circuits) quizzes. Interactions between the students were detected for the homework variable. Interactions between the midterm and the final examination were also detected. The results of this study revealed that the computer simulation should be applied to complex topics, however, this learning process should begin with the beginning courses. This study also concluded that more time is needed for students who do not have computer literacy. Overall findings were in favor of using computer simulation in industrial/electronics technology and its related areas.

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