Development and effectiveness of computer-assisted instruction in heat and thermodynamics for science and engineering students

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Physics | Thermodynamics


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Bee Ching U. Ong

Defense Panel Chair

Melecio C. Deauna

Defense Panel Member

Reuben V. Quiroga
Robert C. Roleda
Adora S. Pili
Filma Brawner


This study develops, validates and tests the relative effectiveness of a computer-assisted instruction (CAI) in Heat and Thermodynamics for science/or engineering students. It also seeks to find out the differences in students' achievement in Physics and students' attitude towards computers and Physics after exposure to CAI.The CAI modules were developed by the researcher using a licensed authoring software (Authorware). Before the implementation, these modules were evaluated by Physics professors/instructors, computer science instructors, and students.The study made use of pretest-posttest non-equivalent control group design with pretest as covariate. One intact class of forty-three (43) engineering students enrolled in Physics II at the University of Southern Mindanao (USM), Kabacan, Cotabato, composed the experimental group. The control group was composed of thirty-three (33) students from the Notre Dame University (NDU), Cotabato City. The students in each class were categorized as either above or below average group based on the administered Raven Progressive Matrices Test. Pretest and posttest instruments on achievement and attitude were administered to both groups. The t-test, ANCOVA, and the Levenes' Test of Equality of Variance were used to analyze the data.

Data analysis revealed the following findings: (1) the developed CAI modules in Heat and Thermodynamics were rated as highly favorable by Physics professors/instructors, computer science instructors, and student evaluators (2) students taught under CAI method significantly obtained higher total mean posttest score in the Achievement Test in Physics (ATP) as compared to students taught under the Lecture/Chalk-Board method (3) performance of students grouped as above and below average did not differ significantly in both teaching methods. However, students considered as below average performers benefited more when they used the CAI method (4) no significant interaction existed between teaching methods and group of students (5) positive attitude towards Physics and computers was observed among students taught under the CAI method (6) female students exhibited more positive attitudes towards computers as compared to male students however, there was no significant difference in students' attitude towards Physics in terms of sex (7) the intervention of the CAI did not significantly change students' attitude towards computers and Physics - students' attitudes remained positive. These findings made the researcher conclude that the developed CAI modules would be appropriate in teaching Physics.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

217 leaves ; computer print-out


Computer-assisted instruction; Heat; Engineering students; Thermodynamics; Physics--Study and teaching; Effective teaching; Curriculum enrichment

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