Linking Interest And Performance: A Study On Mobile-Assisted Projectile Motion Experiments

Overview

This study evaluated the relationship between student interest in mobile-assisted, hands-on projectile motion experiments and their academic performance. The sample comprised 34 first-year Industrial Engineering students enrolled in a Physics for Engineers course during a single semester. Mobile applications, a self-developed experimental guide, and a projectile launcher were employed to implement the interventions. Interest and performance were measured using validated instruments with high internal reliability.

Methods and approach

A descriptive-correlational design was applied. Participants completed a 40-item performance test and an adapted interest questionnaire following engagement with the mobile-assisted experiments. Both instruments demonstrated high reliability coefficients. Descriptive statistics characterized levels of interest and performance; Spearman rank correlation assessed the association between interest scores and performance outcomes. Classification thresholds were applied to interpret performance relative to institutional expectations.

Results

Interest in the mobile-assisted experiments was very high, with an overall mean of 4.53 on the adapted questionnaire, indicating strong agreement that the modality increased engagement, enjoyment, and perceived relevance. Academic performance was comparatively low, with a mean score of 72.6 that fell within the institutional category 'Did Not Meet Expectations'; 47.06% of students scored below the passing threshold. Correlation analysis produced a very weak relationship between interest and performance (rs = 0.041), indicating negligible association in this cohort.

Implications

Results indicate that mobile-assisted, hands-on activities can substantially elevate affective engagement without producing commensurate gains in measured performance. Elevated interest alone does not appear sufficient to ensure conceptual mastery in projectile motion within the present implementation. Pedagogical designs integrating mobile-assisted experiments should include structured instructional scaffolding, targeted formative feedback, and alignment of tasks with assessment constructs to translate engagement into demonstrable learning outcomes.