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Phisit Suvarnaphaet

The Comparison of Student Expectations on e-Learning Courseware and face-to-face instruction in Fundamental Physics. Phisit Suvarnaphaet Faculty of Animal Sciences and Agricultural Technology, Silpakorn University, Petchaburi 76120, Thailand (phisit186@gmail.com). Introduction.

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Phisit Suvarnaphaet

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  1. The Comparison of Student Expectations on e-Learning Courseware and face-to-face instruction in Fundamental Physics PhisitSuvarnaphaet Faculty of Animal Sciences and Agricultural Technology, Silpakorn University, Petchaburi 76120, Thailand (phisit186@gmail.com)

  2. Introduction • Expectations are beliefs about the learning process and the structure of knowledge (Mistades, 2007). • It has been suggested that students’ expectations and beliefs about physics influence their study strategies and were related to their conceptual development (Chu, Treagust, & Chandrasegaran, 2008).

  3. The aim of this study was to determine university students’ expectations and beliefs in a e-learning fundamental physics course, how those expectations compare to that of students in face-to-face fundamental physics course.

  4. Methodology:

  5. Methodology:

  6. Methodology: • The researcher studies the Maryland Physics Expectations (MPEX) and translated into Thai. But the items and the structures and context of the survey remained the same. • The experts of language proofed and recommended the MPEX. The researcher edited the MPEX before using.

  7. The Maryland physics expectations (MPEX)survey • The MPEX focuses on six facets (clusters) along which to categorize student attitudes toward the appropriate way to study physics: • Beliefs about learning physics (Independence), • beliefs about the content of physics knowledge (Concepts), • beliefs about the structure of physics knowledge (Coherence), • beliefs about the connection between physics and reality(Reality Link), • beliefs about the role of mathematics in learning physics (Math Link), • and beliefs about the kind of activities and work necessary to make sense out of physics (Effort).

  8. The responses for scales 1 and 2 were considered as “disagree” and the responses for scales 4 and 5 as “agree” while the responses for scale 3 were regarded as “neutral”.

  9. Data from the e-Learning Courseware instruction and face-to-face instruction were added to the analyses for comparison purposes. All students included in the reported data completed both the pre- instruction surveys.

  10. Result

  11. Result

  12. CONCLUSION • The overall scores of e-learning group students and face-to-face group students on the MPEX clusters were very low compared to expert scores. • We reported results of a small gap expectation of students between the two pre-instructions.

  13. Implication • Animal Sciences and Agricultural Technology students should be investigated further to find reasons of failings and low expectation scores. Structured, in depth interviews with students

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