Seminar Fizik 2000 Universiti Malaysia Sabah, Nov 2000 ...drjj.uitm.edu.my/DRJJ/Evaluate/umsxover.pdf · Contact Dr. JJ at FSG, UiTM for more details FOR MORE INFO... Research Design

Crossover into the Newtonian Beliefs-A Preliminary Study on the FirstSemester Engineering Students at

Universiti Teknologi MARA

Seminar Fizik 2000Universiti Malaysia Sabah, Nov 2000

SEMINAR FIZIK 2000SEMINAR FIZIK 2000

UNIVERSITI MALAYSIA SABAHUNIVERSITI MALAYSIA SABAH

QuotesQuotes

MotivationMotivation

PurposePurpose

StatsStatsGradeGradeGG EE SchSch SubjSubj

Instrument-FCIInstrument-FCIQ1Q1 Q6Q6 Q15Q15Q19Q19 Q21Q21 Q25Q25G1G1 G6G6 G15G15G19G19 G21G21 G25G25

Results - Results - ScoresScoresSciSci Phys Phys GradeGradeGG EE SchSch SubjSubj

Results - GainResults - GainGG EE SchSch Subj.Subj.PhysPhys All All MeanMeanMeangraphMeangraphOtherOther

ConclusionConclusion

DesignDesign

TitleTitle

Acknowledgement

Assoc. Prof. Ho Wan Seng, PhysicsDept. Head, Science Faculty, UiTM

Deans of Engineering Faculties

Faculty of Applied Sciences

Students

Paul G. Hewitt, Conceptual Physics

“…. Physics is about the rules ofnature - so beautifully elegantthat it can be neatly describedmathematically. That’s whymany physics courses are treatedas applied math…..”

Paul G. Hewitt, Conceptual Physics

“…. But introductory physics thatemphasizes computation missessomething essential -comprehensioncomprehensioncomprehension - a gut feeling forthe concepts…..”

Most Students taking physics or otherwise; Hewitt,Rigden, Hobart

French, 1988

“..Memorization is not only uselessbut counterproductive..”

Whitaker, 1985

“..Introductory physics courseshave been structured to cover somuch content to be covered in avery short period..”

Physics students at Dickinson College, Pennsylvania

“…. Taking (conventional) physics…. islike trying to drink from a fire hose.There are far too many topicspresented… too many abstract theorieswhich relates to reality… insufficientconcrete experiences with everydayphenomena to comprehend the mathrepresentation of them……”

Champagne, 1980

“… Students beginning a physicscourse usually have a richaccumulation of interrelated ideasthat constitute a personal system ofbeliefs about motion….”

MotivationMotivation

Weak reasoning ability in explainingphysics central ideas about force &motion

Inability to represent a physicalsituation pictorially & verbally

Lack of power to verbally translate amathematical equation and vice-versa

MotivationMotivation

So much effort and dedication was putinto the teaching (the traditional way)by lecturers to instill knowledge BUTthe result does not reflect the effort &dedication

MotivationMotivation

Students emerging from study ofphysics still have serious gaps in theunderstanding of important topics inall areas of physics

MotivationMotivation

Plenty of scientific papers have beenpublished about learning and teachingof physics

The existence of standardized tests tomeasure conceptual understanding inthe study of forces

PurposePurpose

Identify to what extent the beliefs weresuccessfully removed through formaluniversity traditional introductoryphysics class

Note: Traditional =

Lecture (Passive-learner) + Tutorial(through problem-solving by instructor)

+ recipe lab

Research DesignResearch Design

Give pretest to about 300 engineeringstudents who just enrolled for the Dec -April 1998 semester.

Give posttest to students who justcompleted their first semester in Nov1998. No pretest.

Contact Dr. JJ at FSG, UiTM for more details

FOR MORE INFO...

Research DesignResearch Design

Another posttest was given to the groupwho completed first semester in May 99.Took the pretest.

Allow 45 mins + 1 hr for the exam

Key-in profile and item selections

Analyse data using descriptive &inferential stats. Excel + SPSS

Contact Dr. JJ at FSG, UiTM for more details

FOR MORE INFO...

Instrument: FCI & MBTInstrument: FCI & MBT

FCI (30 items multiple-choice)– designed to be meaningful to students

without formal training in mechanics

– probes beliefs over a wide range ofNewtonian concepts on force & motion

MBT (26 items multiple-choice)– designed to emphasize concepts that

cannot be grasped without formalknowledge of mechanics

DescDesc. Statistics - Gender. Statistics - Gender

Gender Frequency Percent

Male 117 65.7

Female 61 34.3

Total 178 100

Grade Frequency Percent

AB

1243

932.3

CD

717

53.45.3

Total 133 100

DescDesc. Statistics - Course Grade. Statistics - Course Grade

Educ. Level Frequency Percent

SPM 94 53.7

Prescience 81 46.3

Total 175 100

DescDesc. Statistics - . Statistics - EducEduc..

SchoolType

Frequency Percent

BoardingUrban

1873

10.341.7

RuralOther

7014

408

Total 175 100

DescDesc. Statistics - School. Statistics - School

SubjectSPM

Frequency Percent

Physics 113 66.1

Science 58 33.9

Total 171 100

DescDesc. Statistics - Subject. Statistics - Subject

Results & DiscussionResults & Discussion

Focus on the beliefs

check the overall mean score(random guessing = 20% score)

observe the percentage of studentschoosing the wrong answers foreach question

look at the choices of wronganswers to learn more on theirexisting belief system

Results & DiscussionResults & Discussion

Focus on the gains

Average Gain , G– G = %Posttest, Sf - %Pretest, Si

Standardized Average gain <g>– <g> = G / Max G

– where max G = 100 - %Si

check if the gains vary as a function ofsubgroups

Grade forSPM Sci.

FCIpre

FCIpost

MBTpre

MBTpost

1-6N = 34

18.0(8.9)

19.1(6.9)

21.7(7.2)

24.2(9.5)

7-9N = 24

20.7(6.7)

18.3(9.0)

22.8(8.8)

21.3(8.9)

TotalN = 58

19.1(8.2)

18.8(7.8)

22.1(7.8)

23.0(9.3)

FCI & MBT - SPM ScienceFCI & MBT - SPM Science

Grade forSPM Phy

FCIpre

FCIpost

MBTpre

MBTpost

1-3N = 4

17.5(11.7)

49.2(17.9)

23.1(5.4)

44.2(7.4)

4-6N = 39

20.1(8.0)

28.0(10.6)

21.2(10.6)

30.4(9.5)

7-9N = 64

19.0(7.8)

20.0(7.3)

21.7(8.5)

24.1(8.0)

TotalN = 110

19.3(7.9)

23.9(10.9)

21.6(7.9)

27.0(10.1)

FCI & MBT - SPM PhysicsFCI & MBT - SPM Physics

CourseGrade

FCIpre

FCIpost

MBTpre

MBTpost

AN = 12

23.6(6.4)

33.9(18.2)

24.0(8.5)

37.5(10.0)

BN = 43

20.2(8.7)

24.5(10.1)

22.3(8.3)

25.8(9.0)

CN = 71

18.2(8.2)

20.7(7.3)

21.6(7.8)

23.3(9.5)

FCI & MBT - Course GradeFCI & MBT - Course Grade

CourseGrade

FCIpre

FCIpost

MBTpre

MBTpost

DN = 7

19.5(5.6)

15.2(7.2)

22.5(8.7)

22.5(7.5)

TotalN = 133

19.4(8.2)

22.8(10.4)

22.1(8.0)

25.3(10.0)

FCI & MBT - Course GradeFCI & MBT - Course Grade

Gender FCIpre

FCIpost

MBTpre

MBTpost

MaleN = 117

19.3(7.9)

23.4(11.2)

21.5(7.9)

27.2(10.4)

FemaleN = 61

19.1(8.1)

19.7(6.8)

22.3(7.8)

22.1(8.4)

TotalN = 178

19.2(8.0)

22.1(10.1)

21.8(7.9)

25.(10.0)

FCI & MBT - GenderFCI & MBT - Gender

EducationLevel

FCIpre

FCIpost

MBTpre

MBTpost

SPMN = 94

19.4(8.0)

23.0(10.8)

21.4(7.5)

27.1(10.4)

PrescienceN = 81

18.8(7.9)

20.4(8.2)

22.2(8.4)

23.4(9.1)

TotalN = 175

19.1(7.1)

21.8(9.7)

21.7(7.9)

25.4(10.0)

FCI & MBT - FCI & MBT - EducEduc. Level. Level

Schools FCIpre

FCIpost

MBTpre

MBTpost

BoardingN = 18

20.9(7.2)

32.8(17.8)

21.2(7.1)

36.5(9.9)

UrbanN = 73

17.8(8.6)

19.6(8.6)

22.3(8.0)

24.3(9.5)

RuralN = 70

19.6(7.3)

22.0(7.1)

21.9(7.4)

23.7(9.3)

OtherN = 14

16.6(9.2)

21.9(9.5)

19.8(10.8)

27.2(8.7)

TotalN = 175

19.2(7.9)

22.1(10.1)

21.8(7.9)

25.5(10.1)

FCI & MBT - School typesFCI & MBT - School types

SubjectSPM

FCIpre

FCIpost

MBTpre

MBTpost

PhysicsN = 113

19.3(7.9)

23.8(10.8)

21.5(7.9)

26.8(10.1)

ScienceN = 58

19.1(8.1)

18.9(7.9)

22.3(7.8)

23.2(9.1)

TotalN = 171

19.2(8.0)

22.1(10.2)

21.8(7.9)

25.6(9.9)

FCI & MBT - SPM subjectFCI & MBT - SPM subject

FCI Gain-GenderFCI Gain-Gender

-8.33 1.11

-.11 .01

2.81 2.22

.02 .02

7.94 .91

.09 .00

10.28 .

.13 .

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

1.00

2.00

3.00

4.00

GP140KOD1.00 2.00

JANTINA

FCI Gain-FCI Gain-EducEduc. Level. Level

-1.67 -7.78

-.02 -.10

3.56 2.08

.03 .02

6.92 3.22

.07 .03

16.19 -5.00

.21 -.06

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

1.00

2.00

3.00

4.00

GP140KOD1.00 2.00

Pendidikan

FCI Gain-School TypesFCI Gain-School Types

-6.67 -10.00 1.11 -6.67

-.08 -.12 .01 -.09

-7.50 5.44 2.22 -4.00

-.10 .06 .02 -.07

16.67 2.71 4.29 2.22

.23 .01 .04 .03

28.00 -4.44 . 10.00

.36 -.06 . .14

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

1.00

2.00

3.00

4.00

GP140KOD1.00 2.00 3.00 4.00

SEKOLAH

FCI Gain-SPM SubjectFCI Gain-SPM Subject

-4.67 -3.33

-.06 -.05

2.93 .78

.03 .00

5.18 -8.33

.06 -.14

10.28 .

.13 .

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

1.00

2.00

3.00

4.00

GP140KOD1.00 2.00

SubjekSPM

FCI Gain-Physics GradeFCI Gain-Physics Grade

. . -4.67

. . -.06

. 3.13 2.73

. .03 .02

. 11.56 1.01

. .14 .00

34.44 6.11 -5.56

.45 .08 -.07

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

GAIN

MEANGAIN

1.00

2.00

3.00

4.00

GP140KOD1.00 2.00 3.00

FCI & MBT -OverallFCI & MBT -Overall

178 0 19.1386 7.9156

178 0 22.0974 10.0580

178 0 21.8237 7.8701

178 0 25.4538 10.0146

SUMFC2PR

SUMFCI2

SUMMB2PR

SUMMBT2

Valid Missing

N

MeanStd.

Deviation

Statistics

FCI Mean Gain-OverallFCI Mean Gain-Overall

83 46.6 48.3 48.3

50 28.1 29.1 77.3

27 15.2 15.7 93.0

10 5.6 5.8 98.8

1 .6 .6 99.4

1 .6 .6 100.0

172 96.6 100.0

6 3.4

178 100.0

1.00

2.00

3.00

4.00

5.00

6.00

Total

Valid

SystemMissing

Total

Missing

Total

Frequency PercentValid

PercentCumulative

Percent

GAINKOD

FCI Mean Gain-OverallFCI Mean Gain-Overall

MEANGAIN

.56

.50

.44

.38

.31

.25

.19

.13

.06

0.00

-.06

-.13

-.19

-.25

-.31

-.38

Histogram

Fre

qu

en

cy

40

30

20

10

0

Std. Dev = .16

Mean = .03

N = 178.00

FCI - ComparedFCI - ComparedHake’s

Score UiTM UKM Trad (14) IE (48)

Pre 20 23 23 23

Post 22 29 na naN 323 96 2084 4458

this work

Collaboration with Prof. Khalijah Salleh, Jabatan Fizik,UKM, unpublished

Hake, R.R., “ A six-thousand -student survey ofmechanics test data for introductory physics courses”,AJP, 66, 64-74 (1998)

FCI - ComparedFCI - Compared

this work

Collaboration with Prof. Khalijah Salleh, Jabatan Fizik,UKM, unpublished

Hake, R.R., “ A six-thousand -student survey ofmechanics test data for introductory physics courses”,AJP, 66, 64-74 (1998)

Hake’s

Score UiTM UKM Trad (14) IE (48)

Gain 2 6 na na

<g> 0.025 0.08 0.23 0.48SD na na 0.04 0.14

Instrument: FCI - Q1Instrument: FCI - Q1

1. Dua biji bola A dan B mempunyai saiz yangsama tetapi bola A beratnya dua kali gandaberat B. Bola-bola tersebut dijatuhkan serentakdaripada bumbung sebuah bangunan duatingkat. Masa yang diambil untuk bola-bolatersebut sampai ke tanah ialah:

Instrument: FCI - Q1Instrument: FCI - Q1

(A) bola A mengambil masa separuh sahaja masayang diambil oleh bola B.

(B) bola B mengambil masa separuh sahaja masayang diambil oleh bola A.

(C) lebih kurang sama.

(D) bola A lebih cepat sampai tetapi tak semestinyaseparuh masa yang diambil oleh bola B.

(E) bola B lebih cepat sampai tetapi tak semestinyaseparuh masa yang diambil oleh bola A.

Instrument: FCI - Q6Instrument: FCI - Q6

6.Arah laluan manakah dalam gambarajah disebelah kanan yang akan diikuti oleh bolasetelah ianya keluar daripada saluran padakedudukan “r” dan bergerak di ataspermukaan meja tanpa geseran?

Instrument: FCI - Q6Instrument: FCI - Q6

Instrument: FCI - Q15Instrument: FCI - Q15Sebuah lori mengalami kerosakan dan menerimatolakan dari belakang oleh sebuah kereta keciluntuk menghantarnya ke bandar seperti yangdigambarkan di bawah.

15.Sewaktu kereta kecil tersebut menolak lori danmemecut untuK mencapai kelajuan seragam;

Instrument: FCI - Q15Instrument: FCI - Q15

(A) daya tolakan yang dikenakan oleh kereta terhadaplori adalah sama dengan daya lori menolak kereta

(B) daya tolakan yang dikenakan oleh kereta terhadaplori adalah lebih kecil berbanding dengan daya lorimenolak kereta

(C)daya tolakan yang dikenakan oleh kereta terhadaplori adalah lebih besar berbanding dengan daya lorimenolak kereta

Instrument: FCI - Q15Instrument: FCI - Q15

(D)oleh kerana injin kereta hidup, maka iamengenakan tolakan terhadap lori tetapi lori tidakmengenakan tolakan terhadap kereta kerana injinlori tidak dihidupkan. Lori tersebut ditolak hanyalahkerana ia mengganggu laluan kereta

(E) tidak ada daya dikenakan oleh kereta dan oleh lori.Lori tersebut ditolak hanyalah kerana iamengganggu laluan kereta

Instrument: FCI - Q19Instrument: FCI - Q19

19.Kedudukan dua buah blok pada turutan selamasa 0.20 saat diwakili oleh kotak-kotakbernombor dalam gambarajah di bawah. Blok-blok tersebut sedang bergerak ke kanan.

Instrument: FCI - Q19Instrument: FCI - Q19

19.Adakah ketikanya blok-blok tersebutmempunyai kelajuan yang sama?

(A)Ya.

(B)Ya iaitu pada kedudukan 2.

(C)Ya iaitu pada kedudukan 5.

(D)Ya iaitu pada kedudukan 2 dan 5.

(E)Ya iaitu pada suatu ketika diantarakedudukan 3 dan 4.

Instrument: FCI - Q21Instrument: FCI - Q21

Sebuah roket yang berada di angkasa "hanyut" kekanan dari "a" ke "b" tanpa pengaruh daya luaran.Pada kedudukan "b", enjin roket dihidupkan untukmendapatkan tujahan (daya terhadap roket)seragam yang bertegak lurus kepada garis "ab".Tujahan ini dikekalkan sehingga roket tiba di titik"c".

Instrument: FCI - Q21Instrument: FCI - Q2121. Laluan manakah yang ditunjukkan di bawah

yang akan mewakili pergerakan roket darititik "b" ke titik "c"?

Instrument: FCI - Q25Instrument: FCI - Q25

25. Seorang wanita mengenakan suatu daya yangmalar secara mendatar terhadap sebuah kotakyang besar. Kotak tersebut kemudiannyabergerak dengan kelajuan “v0” merentasipermukaan lantai. Daya malar yang mendataryang dikenakan oleh wanita tersebut:

Instrument: FCI - Q25Instrument: FCI - Q25

(A)sama nilainya dengan berat kotak yang ditolak

(B)lebih besar nilainya daripada kotak yang ditolak

(C)sama nilainya dengan jumlah daya yangmenentang pergerakan kotak

(D)lebih besar daripada jumlah daya yangmenentang pergerakan kotak

(E)lebih besar daripada kedua-dua iaitu berat kotakdan jumlah daya yang menentang pergerakankotak

FCI - Sample Q1FCI - Sample Q1

��

Comparing Pre & Posttest FCI change in scores for question 1 UiTM students. Answer is C.

0%

10%

20%

30%

40%

50%

60%

Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E

Answer Options for Pre & Post Test

Pe

rce

nta

ge

�� Pre A

Post A�� Pre B

Post B

Pre C�� Post C��

��

Pre D��

Post D�� Pre E

��

Post E

FCI - Sample Q6FCI - Sample Q6

��

��Comparing Pre & Posttest FCI change in scores for question 6

UiTM students. Answer is B.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Pre A Pos t A P re B Pos t B P re C Pos t C P re D Pos t D P re E Pos t E

Answer Options for Pre & Post Test

Pe

rce

nta

ge

�� P re A

Pos t A�� P re B

Pos t B

P re C�� Pos t C

��

P re D�� Pos t D��

�� P re E��

Pos t E

FCI - Sample Q15FCI - Sample Q15

��

��Comparing Pre & Posttest FCI change in scores for question

15 - UiTM students. Answer is A.

0%

10%

20%

30%

40%

50%

60%

70%

P re A P os t A P re B P os t B P re C P os t C P re D P os t D P re E P os t E

Ans we r Optio ns fo r Pre & Po s t Te s t

Pe

rce

nta

ge

��

P re A

P os t A�� P re B

P os t B

P re C

��

P os t C�� P re D��

�� P os t D

��

P re E�� P os t E

FCI - Sample Q19FCI - Sample Q19

��

Comparing Pre & Posttest FCI change in scores for question 19 - UiTM students. Answer is E.

0%

10%

20%

30%

40%

50%

60%

P re A P os t A P re B P os t B P re C P os t C P re D P os t D P re E P os t E

Ans we r Options fo r Pre & Pos t Te s t

Pe

rce

nta

ge

��

P re A

P os t A�� P re B

P os t B

P re C

��

P os t C��

P re D�� P os t D

��

P re E�� P os t E

FCI - Sample Q21FCI - Sample Q21

��

Co mparing Pre & Po s ttes t FCI chang e in s co res fo r ques tio n 21 - UiTM s tudents . Ans wer is E.

0%

5%

10%

15%

20%

25%

30%

35%

40%

P re A P os t A P re B P os t B P re C P os t C P re D P os t D P re E P os t E

Ans we r Optio ns fo r Pre & Po s t Te s t

Pe

rce

nta

ge

�� P re A

P os t A�� P re B

P os t B

P re C�� P os t C

��

P re D�� P os t D��

�� P re E��

P os t E

FCI - Sample Q25FCI - Sample Q25

��

Comparing Pre & Pos ttes t FCI change in s cores for ques tion 25 - UiTM s tudents . Ans wer is C.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

P re A P os t A P re B P os t B P re C P os t C P re D P os t D P re E P os t E

Ans we r Optio ns fo r Pre & Po s t Te s t

Pe

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�� P re A

P os t A�� P re B

P os t B

P re C�� P os t C

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P re D�� P os t D

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P re E��

P os t E