Education- Scholarly Publications

Permanent URI for this collection

https://ir.unilag.edu.ng/handle/123456789/5711

Browse

Browsing Education- Scholarly Publications by Author "Akinbobola, A.O"

Now showing 1 - 2 of 2
  • Item
    Open Access
    Constructivist Practices through Guided Discovery Approach: The Effect on Students' Cognitive Achievements in Nigerian Senior Secondary Shoool Physics
    (University of Sofia, 2009) Akinbobola, A.O; Afolabi, F
    The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretestposttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder-Richardson formula (21) was the instrument used in collecting data. The data were analyzed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ 233 achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavor to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.
  • Item
    Open Access
    Constructivist Problem Based Learning Technique and the Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools
    (Eurasian Journal of Physics and Chemistry Education, 2009) Afolabi, F; Akinbobola, A.O
    The study investigated the effects of constructivist problem based learning technique on the academic achievement of physics students with low ability levels in Nigeria secondary schools. Pre-test-Post-test control group design was adopted for the study. A purposive sampling technique was used to select 2 schools out of 40co-educational secondary schools in Taraba state. 105 senior secondary school II physics students were used for the study. Physics Achievement Test (PAT) and physics Ability Level Test (PALT) were used to collect data. The kuder-Richardson coefficient of internal consistency for PAT and PALT were 0.72 and 0.76 respectively. Three hypotheses were tested at p<0.05 level of significance using t- test analysis. The result of the findings showed that the physics students with low ability level taught with problem based learning technique performed significantly better than those taught with conventional learning method. Also, student taught with problem based learning technique performed significantly better than those taught with conventional method. There was no significant gender difference in the performance of students taught with problem based learning technique. It is recommended that problem-based learning technique should be used in schools to teach various concepts in physics.