INTERACTION EFFECTS OF TEACHER-PRESENCE AND STUDENTS’ ACHIEVEMENT LEVEL OF SCIENCE PHYSICS WITH COMPUTER-AIDED LEARNING

Abstract

This research aims to identify the impact of computer-aided learning (CAL) on the level of achievement in the subject of science-physics among high school students. The findings of the research showed the main effect of the CAL teacher-presence (no teacher and with teacher) and performance level (low and high) is significant. CAL teacher-presence (no teacher and with teacher) give different effects on performance in science-physics. The mean post-test for students with teacher group (74.79) was significantly higher than the mean for student with no teacher group (71.25). Similarly, the mean for the upper level students (75.35) is higher than the mean for the lower level students (71.67). Two-way ANOVA test showed the presence of CAL teacher-interaction (no teacher and with teacher) and the level of achievement (low and high) are not significant. Simple correlation test is carried out to find out the relationship between learning skills and attitudes towards learning in science-physics performance. The correlation analysis achievement and learning skills were shown positive and significant at the 0.05 level. Similarly, the relationship between students' attitudes and their performance shows a positive and significant at the 0.05 level. The findings of this research also showed that students perceived CAL as positive. Students also felt convenient and fun due to the effectiveness of science-physics learning using CAL. Based on these research findings, CAL should be promoted in science education, particularly for students with low achievement. CAL can be done in the classroom with the teacher as facilitators alone, or even at the high school open-learning organized by the students themselves. CAL is claimed as effective towards learning among students either with no teacher or with teacher.