Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university
Many students have problems when it comes to describing the shapes of displacement, velocity and acceleration-time graphs (x, v, a-t graphs), conversion of graphs from one form into another, and calculating and getting the meaning of slopes and areas under kinematics graphs. They often describe shapes of graphs as pictures and give interpretation without taking into cognizance of the type of graph being considered. In this study, 37 first year university physics students (Group One: 17 students and Group Two: 20 students) at the University of Education in Winneba (Ghana) in two consecutive years, were introduced to the use of microcomputer based laboratory (MBL) tools; simulations and graph samples to practice and describe the shapes of kinematics graphs; conversion of graphs from one form to the other; calculation of slopes and areas under kinematics graphs, and their meanings, all in an interactive engagement teaching. Students were made to answer the "Test of Understanding Graphs in Kinematics" (TUG-K) before and after the introduction of the use of MBL tools, simulations and graph samples. Students' scores were compiled and converted to mean proportion scores and average normalized gain 〈 g 〉, under the four concepts "Area under the graph (meaning and calculation); Slope (meaning and calculation); Graph description; and Graph transformation". The results indicate that the first year university students in the two groups all did better in describing the shapes of kinematics graphs, transforming kinematics graphs, calculating and getting the meaning of slopes and areas under kinematics graphs when they were tested with the same instrument after instruction in kinematics. This goes to show that MBL tools, simulations and graph samples when used in an interactive engagement manner can improve the teaching and learning of kinematics graphs in physics.