Effect of self-regulatory strategy with interactive multimedia on problem solving ability of higher secondary students in physics

The importance of teaching problem solving to students has been widely recognized by teachers, administrators, and other educational stakeholders. The advent of computer technology, particularly multimedia learning, has changed the landscape of problem-solving instruction. Computer-based problem simulations, for example, begin to replace the traditional paper and pencil approach with more vivid, interactive approach that provides both auditory and visual information to problem solving. The psychological and cognitive benefits of using multimedia to teach problem solving are palpable: the multimedia motivates students to learn, promotes deep understanding, and engages them in problem solving. The interactive multimedia technology and self-regulation not only enable the students to review their thought processes but also to get them exposed of modern techniques and hence students may be helped regulate their thinking processes and enhance their problem solving in science. Problem solving has been identified as an important aspect of student learning in science and technology and in the development of scientific literacy (National Research Council, 1996).Problem solving is an evergreen topic in science education research. Here students do not get an opportunity to think independently and conceptualize the process involved in problem solving. In fact the present state of teaching problem solving in science by innovative methods like using interactive multimedia in the majority of educational institutions at all levels needs a lot of overhauling. It is in this assumption that the present study aims to find out the effectiveness of an innovative strategy with modern technological tools known as interactive multimedia with a self regulatory strategy in solving physics problems of higher secondary students. This study attempts to empower the Problem solving ability of students in the rural areas through an innovative technique, interactive multimedia with a Self regulatory strategy by the principle of “Reaching the Unreached”. The present study examined the self-regulatory awareness of higher secondary students. The sample of the study consisted of 90 higher secondary school students. Self-regulation of students was measured using Self-regulatory awareness inventory (SAI). Results further indicated male and female students do not differ in their Self-regulatory awareness during their problem solving action in the pre-test, Post-test1 and post-test2. The Self-regulatory awareness of students of science in rural areas in Karaikal district during their problem solving action is comparatively less in the pre-test. Post-test1, Post-test2, mean and SD scores revealed that students of science could improve their Problem solving, ability using Self-regulatory strategies with multimedia learning materials. The orientation on Self-regulatory strategies with multimedia learning materials is effective for solving problem in Physics.