Relative Effects of Two Instructional Strategies on Secondary School Students’ Achievement in Physics
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Date
2010
Authors
Iroegbu, T.O.
Babajide, V.F.T.
Journal Title
Journal ISSN
Volume Title
Publisher
Association of Applied Psychology and Human Performance
Abstract
This paper reports the importance of physics as a science subject in the development of a nation. However, students' performance in the subject has not been encouraging. Physics educators and researchers have identified method of instruction as one of the factors responsible for students' poor performance in physics. The study investigated the effects of two instructional strategies (Generative and Predict-Observe-Explain) on secondary school students' achievement in physics. The study is a quasi-experimental one using participants of three hundred and thirty physics students from twelve schools purposively selected from four Local Government in Oyo State. Three hypotheses were tested at 0.05 level of significance. One response and two stimulus instruments were used in collecting data. The data collected were analysed using Analysis of Covariance (ANCOVA). The result obtained shows that students in the Predict-Observe-Explain Instructional Strategy performed better than those in the Generative Instructional Strategy and the performance of students in the Conventional Teaching Strategy was the least. Gender has no significant effect on achievement in physics. The two strategies were recommended for teaching physics.
Description
Scholarly article
Keywords
Generative , Predict-observed-explain instructional strategies , Achievement , Relative effects
Citation
Iroegbu, T.O. Babajide, V.F.T. (2010). Relative Effects of Two Instructional Strategies on Secondary School Students’ Achievement in Physics. International Journal of Applied Psychology and Human Performance, 6, 1237-1260p.