Perception and Expectations Towards The PhET Photoelectric Effect Simulation in Learning and Teaching; Similarities and Differences Between Female and Male Students

摘要

This study is an extension from the previous study done by Chong et al (2011) on the use of online resources in teaching and learning in a local private traditional university. It has been reported in many studies that the use of technologies such as animations and simulations does enhance the effectiveness of teaching and learning. However, it has been pointed out at the same time that there are several factors that dilute the expected outcomes of the use of these technologies. As the Malaysian Qualifications Agency (MQA) has enforced the change in the national education system from teacher-centred to student-centred， it is important to have each of these technologies used accustomed to the needs of the students. This study intends to look into (i) the female and the male respondents' attitude and perception towards the simulation used in their learning， (ii) the helpful aspects of the simulation, and (iii) the possible areas of improvement for the simulation in order to help stimulate the respondents to learn. Through the frequency test it was found that the female respondents generally have better attitude and perception in trying out the Photoelectric:Effect (PE) simulation, and more receptive towards the proposed improvements. However, the paired t-test showed there is no significant difference between female and male respondents in most of the area surveyed. The correlation matrix reflected the design of PE simulation is remarkably good that it promoted the learning attitude and experience of all the respondents. However, this drove the male respondents for self inquiry while the female respondents were looking for guided questions and PE experiment based on wave theory as a comparison with photon theory in order to further enhance the understanding. The similarities and differences in using Photoelectric Effect simulation and other similar technologies between the female and the male students in learning and teaching should be acknowledged and attended to, in order to deepen their understanding of the topics learned and to avoid any discrepancy in the long run.