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All Journal Momentum: Physics Education Journal Integrated Science Education Journal Schrödinger: Journal of Physics Education Journal of Research in Education and Pedagogy
Appiah-Twumasi, Eric
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Education Physics Social Sciences Other

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Scaffolding as a cognitive load reduction strategy for teaching atomic and nuclear physics Appiah-Twumasi, Eric
Momentum: Physics Education Journal Vol. 8 No. 2 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i2.9580

Abstract

This study investigated the effectiveness of scaffolding as a cognitive load reduction strategy for teaching Atomic and Nuclear Physics. This study was carried out with the participation of university physics students (n = 20) enrolled in the B.Sc. Physics Education Programme.  A quasi-experimental one-group pre-test-post-test design was used to collect both quantitative and qualitative data on physics students’ conceptual understanding and learning dispositions about Atomic and Nuclear Physics. The intervention consisted of a university academic calendar of one semester (2022-2023) using scaffolding as a cognitive load reduction strategy. The baseline assessment revealed that the respondents had incorrect, partial, and no knowledge of electron transition and radioactivity-related concepts. However, the post-test analysis revealed a mean score of 7.22 (SD = 0.31) that can be considered significant (p < 0.05) and a large effect of 0.79 on the conceptual understanding of the participants in Atomic and Nuclear Physics. The study findings also revealed that the participants' factual, conceptual, procedural, and meta-cognition about Atomic and Nuclear Physics improved after using scaffolding as a cognitive load reduction strategy. The results further revealed an improved learning disposition about Atomic and Nuclear Physics among the participants after the intervention.  The participants articulated, among others, that the use of scaffolds as a cognitive load reduction strategy stimulated their interests, made the topic more enjoyable, and reduced their sense of hopelessness. The author accordingly recommends scaffolding as a cognitive load reduction strategy to physics educators for effective teaching and learning in the context of Atomic and Nuclear Physics.
Comparative Effects of Generative Learning Strategies and 5E Strategies on Pre-Service Teachers’ Achievement of Integrated Science Concepts Asamoah, Yao Donusem; Appiah-Twumasi, Eric; Fiave, John Bosco Kwasi; Mamudu, Daniel
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1002

Abstract

Purpose of the study: This study aims to investigate the comparative effects of generative learning strategy (GLS) and 5E strategy (5E-IS) on the academic achievement of pre-service teachers in integrated science. This study addressed two research questions and test one hypothesis at .05 level of significance. Methodology: The research employed a non-equivalent pre- and post-tests design followed by semi-structured interviews. A sample of 157 pre-service teachers were selected from two intact programmes of study. The main data collection instruments were pre- and post-tests, and interview schedule. Data was analysed using mean scores, adjusted means, percentages and with Analysis of Covariance (ANCOVA). Interview results were analysed using narratives. Main Findings: There was relative improvement in pre-service teachers’ performance taught with GLS and 5E-IS. Moreover, pre-service teachers instructed using generative learning strategies demonstrated superior performance compared to those in 5E strategy group (effect size = 0.32, p = 0.000, < 0.05). The interview data reveals that both generative and 5E strategies were perceived as beneficial and adaptable approaches that enhance understanding, retention, knowledge transfer across various contexts, and ultimately motivating learners throughout the learning process. Novelty/Originality of this study: The effectiveness of GLS and 5E-IS hold significant implications for curriculum design, instructional practices, and teacher preparation programmes. Understanding pedagogical approach which yields superior learning outcomes, enhances retention of scientific concepts, and teacher efficacy is key. Insights from this study may contribute to the on-going discourse surrounding best practices in science education, fostering continuous improvement and innovation in instructional methodologies.
Efficacy of ADDIE Instructional Design in Promoting Conceptual Change in Electronic Concepts at Tano-North Municipality, Ghana Amankwaah, Daniel; Appiah-Twumasi, Eric; Ateko, Kenneth Darko; Asamoah, Yao Donusem
Schrödinger: Journal of Physics Education Vol. 5 No. 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i3.1064

Abstract

Purpose of the study: This study sought to determine the efficacy of the ADDIE instructional design in facilitating the conceptual change of senior high school physics students in Tano-North Municipality in Electronics. Methodology: A design-based research (DBR) methodology was adopted using a sample of 101 participants. Data were collected using a 10-item Electronic Concepts Test (ECT). Data were analyzed quantitatively (frequencies, percentages, and Wilcoxon Signed Rank Test) and qualitatively (content analysis). Main Findings: The results revealed that significantly high percentages of students (71.29% to 94.06%) demonstrated misconceptions about electronics concepts. The content analysis of the students' responses revealed various misconceptions, including 'temperature increases conductivity of the conductors' and 'heat increases conductor temperature,' among others. However, there was a significant increase in the percentage of students exhibiting scientific understanding after the intervention (Z = -2.83, p = 0.002, with a large effect size of r = 0.89). Novelty/Originality of this study: While much attention has not been turned to the use of ADDIE instructional design as an instructional approach in physics teaching or, for that matter, the study of electronics, this study has revealed the efficacy of the ADDIE instructional design in promoting students' conceptual change in electronics concepts in the Tano-North Municipality. Based on the results, the researchers recommended the ADDIE instructional design to high school physics teachers in the Tano-North Municipality for teaching and learning electronics concepts.
Predicting Physics Students’ Academic Performance: The Impact of Attitude, Self-Efficacy, and Personality Traits Appiah-Twumasi, Eric
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v1i2.13

Abstract

The study examined the predictive impact of attitude, self-efficacy, and personality traits on the academic performance of high school students in physics. A multistage random sampling technique was used to select 210 research subjects between the ages of 16 and 22 (SD=1.80) from three high schools in the Berekum East Municipality of Ghana. Three standardised questionnaires as primary data sources, namely: Attitude Toward Physics Learning (ATPL), Physics Learning Self-Efficacy (PLSE), and Students’ Personality Trait Inventory (SPTI), and additionally, Students’ Physics Mock Examinations scores as a secondary data source, were used for data collection and analysis through multiple regression. Data collected from respondents were compiled, sorted, edited and coded into the Statistical Package for the Social Sciences (SPSS) version 23. The results revealed a joint impact of 21.100% of the variance in attitude, self-efficacy, and personality traits in predicting the academic performance of students in physics. Furthermore, the multiple regression analysis revealed that student attitudes, self-efficacy, and personality traits significantly impact student academic performance in physics. The analysis further revealed that students’ personality traits best explained students’ academic performance in Physics (β = 0.232, t = 3.423; p < 0.050), followed by self-efficacy (β = 0.192, t = 2.738; p < 0.050), and attitude (β = 0.121, t = 2.011; p < 0.05). Based on the results obtained, the study recommended that physics students in the Berekum East Municipality’s attitudes, self-efficacy, and personality traits should be given greater attention by physics teachers, and other stakeholders because of their positive impact on students’ academic performance in physics.
Co-Authors Amankwaah, Daniel Asamoah, Yao Donusem Ateko, Kenneth Darko Fiave, John Bosco Kwasi Mamudu, Daniel