Research papers
2020 · International Journal on Studies in Education · 66 citations
The study investigated the effectiveness of multimedia learning packages in improving the attitudes of students toward learning Biology in secondary schools. The study employed a quantitative and qualitative research approach. The population for the study consisted of all students offering Biology as a subject in the senior secondary schools in Ibadan North Local Government Area of Nigeria, from where a sample of 80 students was randomly selected from three secondary schools and assigned to three groups (one control and two experimental groups). Two multimedia instructional learning packages (MILP) were designed for the study. The topic treated was Cell Division, and the study lasted for six weeks. The packages and all instruments used were validated for content and construct validity, and reliability test was also done. The results showed that multimedia instructional packages used in teaching and learning Biology in secondary schools enhanced better students’ engagements and positive attitudes toward learning. It was concluded that students developed positive attitudes toward learning Biology after using the packages and that multimedia instructional packages are an interesting and creative method of teaching, learning, and enhancing positive attitudes towards learning among secondary school students.
2020 · Teacher Education and Curriculum Studies · 17 citations
Teaching methods are essential for effective teaching and learning and to a great extent influence academic achievement of students. The objective of this study therefore was to examine the influence of teaching methods on the academic achievement of senior secondary school students in Biology in Oshimili South Local Government Area of Delta State. The descriptive survey research method was adopted in the study. Two research questions were formulated to guide the study. The population of the study comprised 1,550 biology students in public schools in Oshimili South Local Government Area of Delta State. Simple random sampling technique was used to select forty biology students from five randomly selected schools making it a total of two hundred (200) students. A questionnaire titled “Influence of Teaching Methods on Students' Academic Achievement in Biology Questionnaire (ITMSAABQ) was the main instrument for data collection. Cronbach Alpha analysis was used to test for the reliability of the instrument and it was found reliable with a reliability co-efficient of 0.75. Data collected was analyzed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings from the study revealed that student-centered teaching method increases students’ academic achievement while teacher-centered teaching methods decreases students' academic achievement in biology. The study recommended that teachers should create an environment that will enable students participate fully in the teaching-learning process of biology. Also, State Education Boards should organize seminars to educate biology teachers on the need for and how to use innovative methods in teaching biology.
2013 · Journal of Education and Learning · 14 citations
The study investigated the effects of developed electronic instructional medium (video DVD instructional package) on students’ achievement in Biology. It was guided by two research questions and two hypotheses, using a quasi-experimental, pretest-postest control group design. The sample comprised of 180 senior secondary, year two students from six schools located in the three education zones of Niger State. The subjects were divided into an experimental group (electronic medium instruction) and a control group (traditional lecture instruction). Structured Biology Achievement Test (SBAT) with internal consistency reliability co-efficient of 0.83 was used to measure the student’s achievement before and after the treatment. The data obtained from the study were analyzed using Analysis of Covariance (ANCOVA). Results from Means, Analysis of Covariance (ANCOVA) and Scheffe test indicated that the achievement of students in biology greatly improved with the use of electronic instructional medium. Students’ gender had no significant effect on their achievement in biology when electronic medium was used. These results have implications for innovative use of instructional media and creating sound strategies for disseminating science in the classroom.
2012 · International Journal of Physics & Chemistry Education · 9 citations
This study was aimed at finding out the impact audio-visual-aided instruction on students’ achievement in physics at Cape Coast township of Cape Coast Metropolis, Ghana. The study was a non-randomized pre-test/post-test group design. A total of 65 students in Senior High School (SHS) formed the sample for the study. The students were fourth year science students from two purposefully selected co-educational SHS. The two selected schools were randomly designated experimental and control groups respectively. A validated physics achievement test instrument of a reliability coefficient of 0.76 was administered. Analysis of Covariance (ANCOVA) and t-test statistics were used to test the two hypotheses formulated to guide the study at a significance level 0.05. The results showed that SHS students taught with audio-visual aided instruction performed better than those taught with traditional method. The mean achievement scores of both male and female students improved significantly by the use of the audio-visual aided instruction. It was therefore recommended that SHS physics teachers should explore the use of audio-visual-aided instruction to teach the subject, physics.
2020 · EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES · 4 citations
The study sought to establish differences in the effect of cooperative learning strategy with and without the instructional manual on the Senior High School students’ performance in Mechanics concepts in Physics in the Berekum Municipality, Ghana. The research design employed in this study was the experimental using the pretest and posttest equivalent control group design. A sample of 93 SHS 2 students, drawn from two intact classes was used. An instrument known as Mechanics Concepts Test (MCT) was employed in data gathering. Mean score, standard deviation; t-test, mean gain and effect size analysis were used to answer the research questions, while the independent sample t-test was used to test a hypothesis. The results revealed that students taught using the cooperative learning strategy with the instructional manual performed significantly better in the Mechanics Concepts Test (MCT) than those taught using the cooperative learning strategy only. Therefore, it is recommended that physics teachers should use the cooperative learning strategy along with the instructional manual in order to enhance the performance of students in secondary schools.
2018 · InTech eBooks · 4 citations
This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high-school physics teachers as well as interviews with high-school physics teachers and physics teacher educators. Data from the teacher survey were analysed using descriptive statistical methods. Audio recordings from interviews were transcribed, analysed and used to triangulate and add depth to the survey data. Findings indicated that physics teachers were dissatisfied with the lack of formal physics-focussed professional development opportunities available to support their professional growth. Instead, teachers tended to rely on personal critical inquiry and infrequent practitioner meetings to inform practice. Suggestions for how to support the professional development needs of physics teachers better are discussed.
2016 · Journal of Education Society and Behavioural Science · 4 citations
International audience
2016 · The Australian journal of teacher education · 4 citations
This paper explores New Zealand (NZ) physics teachers’ and physics educators’ views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be because in NZ, physics teachers have usually gained their content knowledge from an undergraduate science degree where they may have only taken one or two courses in physics. One year postgraduate teacher education programmes do not have sufficient time to cover the physics content taught in the final three years of schooling. The implications for ITE of physics teachers are discussed in terms of the shifts needed to help them to identify the gaps in their content knowledge and to develop their conceptual understanding of physics.
2021 · Journal of Education and Learning Technology · 1 citations
The study examined the attitude of third-year science and mathematics students towards the study of Physics in the Tamale College of Education, Ghana. A case study involving a sample of one hundred and thirty–three students was adopted for the study. Using a structured questionnaire, data was collected from the selected sample. The Likert rating scale was adopted to indicate the extent of agreement or disagreement. General findings from the study indicated that the majority of the respondents had a negative perception towards the study of Physics. The research recommended that preferably only students who offered Elective Physics at the Senior High School level should be admitted to study Physics at the College level as this would facilitate the smooth teaching and learning of the subject. It was also suggested that Physics tutors should use innovative strategies to make the teaching and learning of the subject interesting and attractive. Keywords: Physics, attitude, students, tutor, positive, negative.
2025 · Journal of Education Learning and Management
This study aimed to examine the factors affecting the teaching and learning of Physics in Ghanaian Senior High Schools. Purposive and convenient sampling techniques were used to sample the teachers and students. The sample size for this study was 50 teachers and 300 students. Descriptive statistics, such as percentages, means, and standard deviations, were used to analyse the data. The findings revealed that demonstration and discussions to illustrate concepts/ phenomena, emphasising qualitative thinking and presentation of concepts, laying emphasis on mathematical presentation of concepts/students planning and doing their experiment, teacher demonstration of problem-solving on the whiteboard, and teaching and learning being teacher-centred are the main teaching approaches of physics in senior high schools. The main constraining factors of teaching and learning physics in senior high schools were inadequate professional physics teachers, inadequate laboratory equipment, students’ perception of physics, an inadequate number of physics teachers, and students finding physics too mathematical and challenging. With regards to the way forward, it was identified from the teachers’ responses that there should be better salaries and/or incentives for physics teachers, there should be more teacher professional development on physics practicals, and training of more graduate teachers must be encouraged and supported. The responses of the students indicated that appropriate authorities should provide adequate laboratory equipment, and there should be more training for physics teachers. The study concluded that due to the important nature of the subject, it is important for stakeholders in education to come together to find modern ways of teaching the subject and also address critical challenges such as inadequate laboratory equipment and professional development of teachers, among others.