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Ukoh, Edidiong Enyeneokpon
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Physics

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Pre-lesson assignments and formative assessment strategies with interactive invention instruction on low achievers in physics Ukoh, Edidiong Enyeneokpon; Onifade, Sunday Adeyemi
Momentum: Physics Education Journal Vol 4 No 1 (2020)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.186 KB) | DOI: 10.21067/mpej.v4i1.3846

Abstract

This study examined the impacts of Interactive–Invention Instruction with Pre-Lesson Assignments (PLA) and Weekly Formative Tests Assessment Strategies (WFTAS) on students with low achievement in Physics in Ibadan, Nigeria. Pre-test post-test quasi-experimental research design and ninety Senior Secondary II students participated in the study. Two experimental groups and control were taught using Interactive-invention instruction, in addition, experimental group (1) was exposed to PLA while group (2) was exposed to WFTAS but the control group was only taught with interactive-invention instruction. Physics Achievement Test (r=0.89) and three teachers guides were instru-ments used while analysis of covariance (ANCOVA) was used to analyse the data. The treatments had significant main effect on low achieving students’ achievements in physics (F(2,75) =9.205; p<0.05, partial η2 = 0.197). Low achieving students exposed to the treat-ments obtained a higher post-test mean score of 14.10 for PLA, 16.02 for WFTAS, than those exposed to Interactive-invention instruction only 11.47. It was therefore concluded that the pre-lesson assignments and weekly formative tests assessment strategies improv-ed the performance of low achieving students in physics. It was recommended that teach-ers identify students with low achievement early and inter-twine their chosen instructio-nal strategies with Pre-Lesson Assignment and Weekly Formative Test Assignment.
Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school students Ukoh, Edidiong Enyeneokpon
Momentum: Physics Education Journal Vol. 6 No. 1 (2022)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v6i1.5463

Abstract

Electromagnetism is an important aspect of physics in Nigerian secondary school curriculum and has been identified as one of the difficult topics to learn by the students. There seem to be very little research on how to make the learning of electromagnetism easy and enjoyable. Therefore, this study determined the effect of teaching electromagnetism using interactive-invention instructional strategy on senior secondary II (SSII) physics students learning outcome. Pretest posttest control group quasi-experimental research design was employed with 125 SSII students from three randomly selected schools. Intact classes were used and two experimental groups were taught using interactive-invention instructional strategy: group I students worked individually and group II students worked in groups of five and control group was taught conventionally. Two research instruments were used to gather data for the study, namely physics achievement worksheets and in-class interview guide. Students in the experimental groups demonstrated better understanding of the concepts more than those in the control group. In-class interview was carried out at the end of the treatment and all the students in the experimental groups reported that they enjoyed learning the concepts because they had opportunity for hands-on activities and they will prefer that electromagnetic concepts be taught using instructional materials they could manipulate to observe what happens by themselves. It was recommended that teachers use this strategy where hands-on activity-based was emphasized to enhance easy learning of electromagnetism.
Effects of circle-the-sage strategy on secondary schools students' numerical ability in physics in Nigeria Ukoh, Edidiong Enyeneokpon; Aladejana, Alaba Lawrence
Momentum: Physics Education Journal Vol. 6 No. 2 (2022)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v6i2.6637

Abstract

The study examined effect of circle the sage instructional strategy on students’ numerical ability in Physics in senior secondary schools in Ikere local government of area of Ekiti state. A sample of sixty (60) students was selected for the study. A self-structured Physics Numerical Ability Test was used for data collection. A pre-test post-test quasi experimental research design was employed for the study. Two secondary schools in Ekiti state were chosen for the study. A test-retest method was employed to ascertain the reliability of the instrument, using Pearson Product Moment Correlation (PPMC). Three (3) hypotheses were formulated for the study. Self constructed twenty items multiple choice questions was used to collect the date and the data collected were analysed using ANCOVA. The findings of the study revealed that there was no significant effect of treatment on numerical ability of students in Physics, there was no significant effect of gender on numerical ability of students in Physics and there was no significant interaction effect of treatment and gender on numerical ability of students in Physics. Therefore, the study recommended that, though there was no effect of circle the sage strategiy on students’ numerical ability but cicle the sage with other strategies should be used to teach Physics at all level and be incorporated into the teaching of Physics at the secondary school level.
Co-Authors ALADEJANA, Alaba Lawrence Onifade, Sunday Adeyemi