Microcomputer based laboratories and physics learning

Education literature suggests that Microcomputer Based Laboratories (MBL) may indirectly enhance student physics achievement by offering several pedagogical and psychological advantages. Using data gathered from the Newfoundland Department of Education and a survey of 84 physics teachers, this exploratory research investigated the direct relationship between Microcomputer Based Laboratory use and high school physics achievement. The multiple regression analysis, which included control student factors (pre-treatment physics ability), classroom factors (teacher certification level, teacher years experience, teacher academic background, teacher microcomputer experience, extent of laboratory use, extent of instructional computer use) and school factors (school location, total school enrollment), indicated that at the present level of use, no significant relationship exists between Microcomputer Based Laboratory use and school-based or public exam achievement. The cause of this result was unclear. However, the survey data set revealed that only 55.3°/o of teachers were MBL users. This low level of use may account for the research results. Further multiple regression analysis of MBL use with classroom, school and teacher variables indicated that teacher-related factors (certification level, academic background, microcomputer experience, current instructional computer use, and current laboratory time) are significant predictors of MBL use