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All Journal Al-Hijr: Journal of Adulearn World Journal of Research in Science and Mathematics Education
Ellah, Barnabas Obiaje
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Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Students’ Learning Outcome in Physics: Predictive Power of Split-Half Attention and Dual-Processing in Working Memory Ellah, Barnabas Obiaje; Achor, Emmanuel Edoja
Al-Hijr: Journal of Adulearn World Vol. 2 No. 1 (2023)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v2i1.534

Abstract

The study determined the predictive power of split-half attention and dual-processing in working memory on students’ learning outcome in Physics. The population for the study comprised 5138 science students in public senior secondary schools. The sample was 650 SSII students currently offering Physics as a school subject in 22 secondary schools in the study area. Three sets of instruments used for data collection were Attention Lapses Clicker (ALC), Force Concept Inventory (FCI) and Cognitive Reflection Test (CRT).  The instruments were face validated by three experts. Estimate of internal consistency was obtained through Kuder-Richardson (K-R21) for FCI with coefficient of internal consistency as 0.73. Data normalization was done using ZT-score and T-score. The data collected were analyzed using regression analysis to answer research questions and test null hypotheses at 0.05 level of significance. It was spotlighted that split-half attention as well as dual-processing in working memory had significant predictive power on students’ learning outcome in Physics. Similarly, the combination of split-half attention and dual-processing in working memory had significant predictive power on students’ learning outcome in Physics. Based on these findings, it was recommended among others that Physics teachers should guide students to gain control of attention and action to facilitate and mandate encoding of stimulus into working memory for enhanced learning outcome in Physics. The information selected for students to be held in working memory should be relevant to current objectives of instructional delivery to reduce split-half attention effect and enhance learning outcome in Physics.
Predictive Influence of Psychological and Educational Adjustments on Internally Displaced Students’ Physics Ability Ellah, Barnabas Obiaje
Journal of Research in Science and Mathematics Education Vol. 4 No. 1 (2025): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i1.1240

Abstract

Purpose: This study investigated the predictive capacity of psychological and educational adjustments on the cognitive ability levels in Physics among internally displaced students in Nigeria. Methodology: Grounded in the social exclusion theories of Pacione (1997) and Walker (1997), the research employed a correlational survey design. The target population comprised internally displaced persons (IDPs)—including women, adolescents, and children—in Adamawa State. A systematic sampling technique was utilized to select a representative sample of 900 respondents. Data collection instruments included the Ability Group Test (AGT), Literacy and Numeracy Scale (LNS), Communal Trauma Event Inventory (CTEI), Satisfaction with Life Scale (SWLS), and the Internally Displaced Persons Self-Esteem Questionnaire (ISEQ). All instruments were validated, and internal consistency was established using Cronbach’s Alpha, yielding coefficients of 0.73 for LNS, 0.88 for CTEI, 0.76 for SWLS, and 0.82 for ISEQ. The instruments were administered by the researcher in collaboration with trained research assistants. Data were analyzed using regression analysis. Findings: The results indicated that both psychological and educational adjustments significantly predicted the cognitive ability levels of internally displaced students in Physics. Furthermore, their combined predictive effect was also found to be statistically significant. Significance: Based on these findings, it was recommended that science educators tailor instructional content to align with the current cognitive and emotional needs of internally displaced learners, thereby facilitating improved psychological adjustment and academic performance.
Co-Authors Achor, Emmanuel Edoja