Integrating physics demonstrations in undergraduate audiology classroom

Abstract

This paper focuses on the potential benefits of integrating physics demonstrations as a mediator for learning the physics of sound, acoustics and psychoacoustics in an undergraduate audiology classroom. The participants of this study were 54 first-year audiology students enrolled in the Physics of Sound and Acoustics course. According to the results, students’ physics achievement in a paper-pencil test (midterm exam) was found to be a good predictor for the good understanding of psychoacoustics. However, the results of a multiple regression analysis showed that student’s performance in physics demonstrations also mediate the process of learning in this course.