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
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.
Learning Strategy to Improve the Teaching of Physics
Problem-based learning , academic achievement of physics students
Afolabi, F., & Akinbobola, A.O. (2009). 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, 1(1):45-51.