Effectiveness Use of Microcomputer-Based Learning
(MBL) through Mobile Science Laboratory (MSL)
Based on Students’ Interest and Perception of Physics
Practical Work
Abstract— The lack of involvement of students in the science
stream at the school level is a worrying phenomenon [1]. Among
the factors that led to the lack of student involvement in the
science stream, especially Physics, was that students considered
Physics as extremely difficult, boring and abstract [2] – [4]. This
also affects their perception as it is related to student's interest
[5]. In order to attract students to explore Physics, the
implementation of the Microcomputer Based Learning (MBL)
method through Mobile Science Laboratory (MSL) can be used
as a teaching and learning tool [6] and [7]. Therefore, this study
aims to measure the level of interest and perception of the
students on the use of MBL through MSL for Physics
experiments. This pre-experimental study uses questionnaires as
research tools to measure students’ interest and students'
perceptions that involved 64 high school students who enroll in
Physics subject. The results shows that the level of student’s
interest is high and has a positive perception toward the use of
MBL through MSL. Thus, the schools especially teachers should
be aware that the use of technology should be implemented in the
teaching and learning in line with students in this present
generation which is the digital generation students.
Keywords—Physics; interest; perception; technology
I. INTRODUCTION
Creating a scientific and progressive society, an innovative
and forward-looking society that contributes to science and
technology civilization is one of the challenges of Vision 2020
[8]. In order to realize this, the Ministry of Education Malaysia
(KPM) has launched a 60:40 students ratio in Malaysia high
schools where 60% represents the science stream and 40% is
literary stream [9]. KPM is confident that the 60:40 ratio
between science and literary flow of students can be achieved
by 2010. However, it is found that until today, the number of
students pursuing science subjects is still far behind targeted
figures where most schools can only provide less than 40% of
science students compared to art students [10]. At higher
education levels, studies show that the percentage of university
graduates is only 32.4% of the target of 60% [11]. Among the
factors that led to the lack of student involvement in the science
stream, especially Physics, was that students considered
Physics as extremely difficult, boring and abstract [2] – [4].
A. Students' interest in physics
Interest is an important thing in learning something as it can
influence the achievement and understanding of a student. This
is because when students begin to be interested in something,
they will try to achieve the greatest [12]. However, Physics
subjects are seen as less preferred and favoured by secondary
school students who eventually lead to a lack of graduates in
continuing the field of Physics [4]. Based on the study[4]
conducted in the United Kingdom for 317 students of year 10
(14 and 15 years old) from six schools showed only a quarter
of students who say physics is interesting and very interesting
while the rest claimed physics as boring or very boring. These
results gained from analysing the questionnaire. Additionally,
female students say physics is boring because physics seems to
be something very simple compared to the male students that
say they were boring for lack of practical work. The study by
[13] was conducted to examine the possibility of a lack of
interest in Physics subjects shown outside the school
environment. The study was conducted in Israel where the
finding shows that students are more interested in biology than
physics despite being out of school. Therefore students' interest
in physics should be emphasized as the students are losing
interest in studying physics are seen as dull as compared to
other science subjects.
In traditional teaching approaches, Physics subjects are often
taught based on chalk and talk with abstract laws and formulas
[14] and [15]. This were not able to stimulate and attract the
students as the learning process become less interesting
because it does not involve all senses. Thus, interactive
environments can be created in order to attract students to
change their perceptions of physics subjects as they can
generate critical and creative minds in solving problems in line
with the ministry's desire to build productive and quality
human capital [16].
B. The use of Microcomputer Based Learning (MBL)
MBL is a computer-based experiment in which experiments
are carried out using computers and software, connecting
interfaces and probeware such as motion sensors [17].
Computer simulations may most effective when used as part of
a subject involving hands-on activities [18]. A study was
conduct to investigate the contribution of computer simulations
to students in studying physics concepts (weight and mass)
[19]. Samples for this study were from four schools in northern
Portugal where three chemistry and physics’ teachers and 142
students from grade 7 (12-13 years old) involved. The data on
teaching was obtained through a semi-structured interview to
the teacher, four weeks after the instruction was given. The
interview went on for 30 minutes. In assessing student learning
levels, pre-test and post-test on concepts were given to
students. The results show that most students convey incorrect
science conception of the concept of weight and mass. This is
due to the use of different methods. However, the findings findings demonstrate learning in laboratories or practical
show that using a "weight and mass" computer simulation, it activities related to physics learning operated are as
helps students in learning the physics concept either using only supplementary information to theoretical classes and not as
the simulations or combining them with practical activities. In self-contained classes. In addition, the results obtained also
addition, through [20], researchers have conducted a study to indicate that lecturers or teachers are not convinced of the
investigate the effectiveness of the magnetic field of the practical value of the laboratory activity or in other words they
Istanbul University Virtual Laboratory (IUVIRLAB) and are not concerned with the practical activities of the laboratory
determine the confusion of students on electromagnetic fields as the learning sessions in the lab do not guarantee satisfactory
and magnetism. The sample of the study included 120 students in student achievement.
studying at the Education Department of the Faculty of
Education of Istanbul University Hasan Ali Yucel. From the II. METHOD
results obtained, 24 confusion about electromagnetic fields and
magnetism have been found from pre-test and post-test which This study aims to measure the level of interest and
shows students using IUVIRLAB are more successful in perception of the students before and after the use of MBL
confronting confusion. Therefore, the effectiveness of through MSL for Physics experiments. Therefore, a
computer simulations can be used to improve student learning quantitative study and pre-experimental design was chosen as
and understanding, allowing them to accurately structure their the study was only implemented to one group that use MBL
concepts and to improve critical problem solving skills as well through MSL. This study does not require a control group to
as their ability to link physics with everyday life. compare the use of MBL and MSL (experimental groups)
(Creswell, 2013). A set of PASCO equipment and motion
C. The use of the Mobile Science Laboratory (MSL) sensor as the computer based experiment were use and a car as
the mobile laboratory. Other tools that used are trolley, plane
The MSL is a modified trailer or bus to be used as a moving and wooden block. This equipment is used for the students as a
laboratory where each of it has a permanent staff that will in replace for traditional ticker tape experiment. Fig. 1 shows
charge of the apparatuses [7]. Some volunteers will also in the some photos taken when the experiment was done.
moving laboratory to demonstrate experiments to young users
or visitors who come [21]. Each mobile laboratory contains
experimental practices that allow people to interact. The
effectiveness of MSL has been studied by [7] where research
was conducted through an online survey to study the effect of
mobile laboratory on science education. The survey with the
availability of open-ended questions were distributed to
teachers using mobile laboratory programs with the help of 16
mobile laboratory project directors (15 being in the United
States and 1 in Hong Kong). The questions used are from
collaboration Davis Square Research Associates (DSRA). The
results show that teachers are very much appreciating the value
of mobile laboratory experience for their students and find it
fits well with their curriculum. Apart from that, student
engagement, focus and learning are also reported to be very
high and teachers respond by expressing the laboratory
experience better than other options such as museum visits and
other informal experiences. This illustrates that mobile labs can
be valuable assets for science education where they can engage
students and deepen their understanding of content and
physical processing skills. Flexibility and convenience of MSL
provides teachers the opportunity to improve their pedagogical Fig. 1. Photos during the experiments
skills. Therefore, the implementation of Microcomputer-based
The data were collected based on the questionnaires given
laboratory (MBL) method through Mobile Science Laboratory
to the students who took Physics subjects. The questionnaire
(MSL) can be used as a teaching and learning tool [6] and [7].
for students' interest was using Intrinsic Motivation Inventory
(IMI) [23] which contained 22 items while the questionnaire
D. Perception of students on physics practice Measure the Perception of Physics Students Towards The
Perception also an important aspect of learning and Mobile Computer-based Physics Laboratory (MSCPL) (IMP-
teaching as it will affect the pattern or decision of something. If MCPL) [24] was use know the students' perceptions of using
a subject gets a bad perception it usually gives a negative MBL through MSL which has 18 items. The scales used are
decision [12]. The study conducted by [22] describes students' Four points Likert scales measuring 1 = Strongly disagree, 2 =
perceptions in the classroom environment based on physics Disagree, 3 = Agree, 4 = Strongly agree. Table 1 and Table 2
laboratories at Udon Thani Rajabhat University, Thailand. show the items and types of constructs measured for the level
PLEI and TOPRA survey questions were given to a sample of of interest and perception of students. Validity and reliability
577 students in 13 science and technology class programs. The
have been implemented before the actual study is done by an
excellent teacher from Kuala Lumpur, Malaysia. TABLE VI. The findings of students’ interest according to construct
Construct t Sig. (2-tailed)
TABLE I. Item and type of construct in analyzing student interest Interest / Fun -1.799 .263
Efficiency of handling -0.749 .537
Item Construct Efficiency make a choice -1.014 .274
1, 5, 8, 10, 14(R), 17, 20 Interest / Fun Pressure / Suspense -1.385 .029
4, 7, 12, 16, 22 Effenciency of handling Overall -1.237 .276
3, 11(R), 15, 19(R), 21(R) Efficiency make a choice
2(R), 6, 9(R), 13, 18 Pressure / Suspense Table 7 shows a summary of the findings based on
R refers to reverse (conflicting) questions student perception of the use of MBL through MSL in Physics
TABLE II. Item and type of construct in analyzing student perception practice. The score of positive, neutral and negative were used
Item Construct to draw conclusions on student perceptions. The data clearly
1, 2, 3, 4(R), 5(R), 6 Learning outcome show that the perception of school students is positive as a
7(R), 8(R), 9(R), 10(R), 11(R) Dehumanization
12, 13, 14 Facility
whole.
15, 16, 17 Interactivity
18(R), 19 (R) Self-motivation and discipline TABLE VI . Summary of findings based on
R refers to reverse (conflicting) questions
students' perceptions of using MBL through MSL
Construct Mean SD Score
III. FINDINGS AND DISCUSSION Learning outcome 2.82 0.58 Positive
Dehumanization 2.21 0.63 Neutral
The data obtained were analyzed using the Statistical
Facility 3.41 0.55 Positive
Package for the Social Science (SPSS) based on the constructs Interactivity 3.41 0.56 Positive
mention before. Table 3 and Table 4 show the range of scores Self-motivation and 3.34 0.57 Positive
and conclusions used for the level of interest and perception of discipline
students [23] and [24]. Descriptive analysis has been used for Overall 3.04 0.58 Positive
mean, standard deviation (SP) and level of interest before and
after the use of MBL through MSL and their perception. The The lack of student involvement in the science stream
results of the study are presented in the form of tables. at school level is a concern phenomenon, especially for
physics subjects as it is also an important for the country to
TABLE III. Range of scores and conclusions of students’ interest advance [1] and [25]. Interest in particular means intrinsic
Range of mean score Conclusions of students interest motivation in which students have their own intentions to
2.7 – 4.0 High
1.4- 2.6 Medium
engage in learning activities [26]. The student's interest level
0.1 – 1.3 Low needs to be identified as it helps teachers find a more effective
teaching and learning method [27]. In addition, according to
TABLE IV. Range of scores and conclusions of students’ perception [28], interest is also an important aspect in ensuring the total
Range of mean score Conclusions of students perception number of students involved in physics is increasing and
2.7 – 4.0 High
1.4- 2.6 Medium
promoting each year.
0.1 – 1.3 Low This study that conduct to 64 Form 4 students taking
Physics subjects from the two schools showed that the
Table 5 shows the mean, standard deviation (SD), students' interest was moderate with a mean value of 2.62 and
level of interest and differences between students before and a standard deviation of 0.61 before intervention was given.
after using MBL through MSL based on the constructs. This proves that students' interest in physics is less. From the
analysis, most students feel relaxed, unsettled and upset when
Table 6 summarizes the overall findings of the four conducting Physics experiments. This shows students feel
constructs indicate that there is no significant difference in the good if they can do things practically after learning them
level of interest of students before and after using MBL abstractly. This finding is consistent with [29] which states
through MSL with the value of t -1.237 and the value of p = . that one of the teaching and learning strategies for science
276. subjects is actively involving students through investigations.
However, the findings also found that 40 students chose to
disagree and 2 chose to strongly disagree that they have
achieved better performance compared to other peers during
the Physics experiment.

TABLE V. Results of students’ interest before and after using MBL through MSL
Interest Construct Before Level After Level Difference
Mean SD Mean SD Mean SD
Interest / Fun 3.07 0.55 High 3.20 0.58 High 0.13 0.03
Effenciency of handling 2.77 0.59 High 2.97 0.59 High 0.20 0.00
Efficiency make a choice 2.30 0.63 Medium 2.37 0.68 Medium 0.07 0.05
 Pressure / Suspense 2.34 0.66 Medium
Overall 2.62 0.61 Medium
These results tell that the mastery of the student
science process is low and this contributes to the lowering of
students' interest which parallel with the study of [30]. Hence,
it can be concluded that some students have a good interest in
Physics but there are obstacles that cause them not to continue
their interest. This may be due to a learning approach that does
not involve all senses [15].
Next, the findings on the students' interest after using
MBL through MSL showed that the level increased to a high
level with a mean of 2.72 and a standard deviation of 0.64.
This proves that an attractive, conducive and technologically
appealing environment can attract them to learn as suggested
by [31]. An increase in student interest helps students to
understand more about concepts and to generate students'
minds [6] and [32]. Students feel that this computer-based
experiment is very useful to them in gaining experience
directly with a wider simulation rate [33]. Hence, this can
prove that the use of MBL through MSL is able to help nurture
and re-energize the student's interest in Physics.
Both findings showed that there was an increase in
student interest. However, the analysis of the differences
between these two levels of interest indicates the opposite
result where no significant difference occurs between their
level of interest before and after using MBL through MSL
based on the analysis of t test with the overall t value of -1.237
and the value of p. 276. The results obtained were due to the
small sample size of the study. The number of Form 4 students
selected is 64 people and only involves two schools in a
district. Therefore, the results of this study cannot be
generalized to students' interest and perceptions about the use
of MBL through MSL throughout the district.
According to [34], the larger the size of the sample,
the more likely it is to detect small differences. In this study,
the treatment provided certainly influenced the sample but the
size of the non-large sample was not able to effect the
indication of differences before and after using MBL through
MSL. Generally, the results of the study did not show the
results that the investigators expected. However, it can be
concluded that the treatment given has an effect on the
respondents based on the analysis of the data obtained if each
item is analyses more specific. The analysis of students'
perceptions showed that they are positive towards the use of
MBL through MSL in physics. Positive perceptions have a
positive impact on the interests and involvement of students in
the science stream [28]. The findings show that students are
more likely to learn in a modern and conducive laboratory
environment. The use of MBL through MSL is easy [7] and is
not burdensome to students. This gives the impression that
students will be more interested in knowing more about the
concept of physics and make them more asking about it to the
teacher. This is in line with the statement of [7] that the use of
MBL through MSL can involve various experiences on
scientific knowledge as well as knowledge through
provocative inquiries to teachers and students. In addition, it
2.32 0.69 Medium -0.02 0.03
2.72 0.64 High 0.10 0.03
also encourages student participate in hands-on science
exercises [35].
All the results showed that students were interested
and positive to learn Physics when technology was used.
Therefore, it is proposed that the school teachers, especially
teachers, to use technology in teaching and learning as
students are now digital generation students [31]. The use of
technology is not only in line with current students, but also
helps students to understand more professionally as they are
given a broader opportunity to participate in learning [6] and
[36]. Additionally, it will also give pleasure and satisfaction to
the student himself.
IV. CONCLUSION
This study is one of the efforts to find the appropriate
method in teaching and learning to increase students' interest
in Physics subjects. The findings showed that there was a
change in the student's interest in Physics experiments before
and after using MBL through MSL, where their level of
enthusiasm changed from middle to high level. This study also
shows that the use of MBL through MSL can stimulate
students' interest in learning Physics and gained positive
perceptions from the students. Therefore, it is hoped that this
study will help certain parties in the effort to prepare the
country towards developed countries especially in the field of
education.
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