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Although a sizable body of knowledge is prerequisite to expert skill, that knowledge must be indexed by large numbers of patterns that, on recognition, guide the expert in a fraction of a second to relevant parts of the knowledge store. The knowledge forms complex schemata that can guide a problem's interpretation and solution and that constitute a large part of what we call physical intuition.
The study examined the effects of video-based multimedia instruction on secondary school students’ achievement and retention in biology. In Nigeria, 120 students (60 boys and 60 girls) were randomly selected from four secondary schools assigned either into one of three experimental groups: Animation + Narration; Animation + On-screen Text; Animation + Narration + On-screen Text or a control group. The pretest, posttest experimental, and control group design was adopted. A 50-item multiple-choice objective test termed Biology Achievement Test (BAT) was used for collecting data. The validated BAT was tested for reliability using Kuder Richardson (KR20), which yielded 0.89. T-test, analysis of covariance (ANCOVA), and Scheffe’s post-hoc analysis were used in determining the significant differences among the four groups. The results showed that there was no statistically significant difference among the experimental groups. Generally, students under multimedia instruction performed better than their colleagues in the conventional teaching method. However, students in conventional teaching method had better retention than other groups.
This study examined the effects of computer animation instructional package on secondary school students’ achievement in practical biology in Ilorin, Nigeria. The study adopted a pre-test, post-test, control group, non-randomised and nonequivalent quasi-experimental design, with a 2x2x3 factorial design. Two intact classes from two secondary schools were purposively sampled. The instruments used were Biology Practical Achievement Test (BPAT) for data gathering and Computer Animation Instructional Package (CAIP) as the treatment instrument. The reliability coefficient of BPAT was determined using the Pearson Product Moment Correlation and was found to be 0.91. Two research questions and two hypotheses were formulated in the study. The hypotheses were tested with t-test statistics at a significance level of 0.05. The study concluded that CAIP significantly improved students' achievement in practical biology. The researchers recommend that biology teachers should employ computer animation instructional packages to teach the practical aspects of photosynthesis among other biology topics. Keywords: Achievement, computer animation, practical biology, secondary schoo
This study investigated the effect of Computer Assisted Instruction (CAI), Simulation/Games and Conventional Methods on the academic achievement of students in Biology. The treatment at the three levels of CAI, Simulation/Games and Conventional Method was crossed with gender at the two levels of male and female, and locus of control, at the two levels of internals and externals. Data analysis involved Analysis of Covariance as well as Multiple Classification Analysis as a post-hoc measure. The findings revealed no significant two-way and three-way interactions of treatment and gender and locus of control. However, there were significant main effects of treatment and locus of control on students’ achievement in Biology. The MCA further revealed that students taught with the Computer-Assisted Instruction achieved highest while students taught with Simulation/Games achieved better and those students taught with the Conventional Method had the lowest adjusted post-test mean score. Based on these findings, the use of Computer Instruction and Simulation/Games are recommended for teachers in Biology classrooms irrespective of the students’ gender and locus of control. The government is further enjoined to provide computers, programs, instructional packages, costumes and enabling environment for the use of these instructional strategies in schools.
The dwindling interest and perceived difficulty experienced by science students in learning physics at the senior high school level of education in Ghana speak to the need for the creation of authentic instructional platforms that promote enhanced learning as well as motivate students’ interest in physics. This study used an explanatory case study design to examine the affordances of Physics Education Technology simulations (PhETs) as an instructional tool with the intent to explain how enhanced students’ learning of physics concepts with simulations through implementation processes are possible in the context of Ghana. Nine pre-service physics teachers were engaged as learners to mimic the role of senior high school science students in witnessing simulation-based physics lessons. Questionnaires, pre- and post-tests and focus group interviews were the data sources employed in this study. The results showed that the learners’ learning enhanced with the use of PhETs because their learning outcomes improved and also, they had positive experiences with the simulations. Consequently, the study advocates that enhanced learning of concepts in physics with simulations are possible through interactive implementation processes that are exploratory and demonstrative in nature and context-sensitive.
Purpose of the study: The paper examines the use of Physics Education Technology (PhET) simulations to enhance the academic performance of third-year science students at Kumasi Wesley Girls' High School. Methodology: The research used teacher-made tests, questionnaires, and informal observations to collect data. Ninety candidates (90 students) were selected from the third-year science population using a cluster sampling. The questionnaire, pre-evaluation, and post-evaluation tests on vectors were analyzed using descriptive statistics. Main Findings: The study found that PhET-based teaching significantly improved the performance of third-year science students in vector resolution, with a paired mean difference of 6.30 compared to pre-treatment tests. The questionnaire analysis of 90 students revealed that 85.6% initially found vector applications difficult, and 80% felt the teaching methods were unvaried and boring. After the PhET lab simulation intervention, 89% of students were enthusiastic about using simulations in future activities, and 78% reported an improved understanding of resultant vectors. The study indicates that PhET simulations significantly enhance student engagement and comprehension compared to traditional lecture teaching methods. Novelty/Originality of this study: The study explores using Physics Education Technology (PhET) simulations in Ghanaian high school Kumasi Wesley Girls' High School to improve vector resolution learning. The interactive approach demystifies complex concepts, and the study quantifies its impact on students' academic performance. It also provides insights into students' attitudes towards physics education
The objective of this study was to use the practical activity method to improve the understanding and problem-solving skills of physics students at School A in the Eastern Region of Ghana. The study used 29 students in the Form 1. Sc. 1 class, of which 27 were boys and two were girls. The instruments used to gather data were achievement tests and observations. Simple statistical methods such as pre-intervention lessons were designed and administered to find the reasons students had problems understanding physics concepts and their inability to solve problems in physics. Several activities were undertaken to enhance students’ understanding and problem-solving skills. This research revealed that the use of practical activity-based methods in the teaching and learning process of physics enhanced students’ performance remarkably. The findings from this research showed that students’ performance was elevated during the series of lessons administered. The students got a better understanding of concepts and were able to make real-life applications of concepts. This subsequently increased their contributions and participation during lessons. Conclusions were drawn and suggestions were made for teachers who are faced with similar problems of improving students’ performance in physics.