Comparative Effectiveness of Interactive Exhibit and Traditional Method in Introducing Scientific Concepts to High School Students

Abstract

This study tested the effects of interactive learning versus the traditional method of teaching scientific concepts on the comprehension of high school students. The Don Jose Ynares Memorial National High School (DJYMNHS) group was chosen to participate in the study. The students were divided into two (2) groups: 1) those exposed to the interactive method (experimental group); and 2) those exposed to the traditional video taped lecture (control group). Both groups were introduced to the topic of aerodynamics for the first time. Pre-test and post-test were administered to determine if there was any significant difference in the learning between those exposed to the traditional and the interactive methods.

Results were analyzed using the ANCOVA procedure. Tests revealed that the 15- and 16-year old students in the experimental group performed better than the 15- and 16-year old students in the traditional group. Results also showed that regardless of age and sex, students in the experimental group performed significantly better than those students in the traditional group.