Generative Instructional Strategy Enhances Senior Secondary School Students’ Achievement in Physics
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The period 1999 to 2009 in Nigeria witnessed persistent poor students’ performance in Physics at the Senior School Certificate level. This has been linked to the adoption of instructional strategies which did not give enough consideration to learners’ previous knowledge and how they reasoned in order for learners to construct their knowledge based on these. This study therefore implemented generative instructional strategy for teaching selected Physics concept using the pre-test, post-test control group quasi-experimental design. Findings showed that students exposed to the generative instructional strategy performed better (adjusted mean =29.14) than their peers in the conventional teaching group (adjusted mean =25.16) to a significant extent (F(1.205) = 18.08; p < .05). Based on these, recommendations were made for Physics teachers to adopt generative instruction which encourages student construction of their learning and active involvement in classroom activities while capacity building programmes for science teachers should be organized to popularize the strategy.
Instructional strategy , Senior secondary school , Students' achievements , Physics , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Ogunleye, B. O. and Babajide, V. F. T. (2011). Generative instructional strategy enhances senior secondary school students’ achievement in physics. European Journal of Educational Studies, 3 (3), 453-463.