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All Journal Edukasiana: Jurnal Inovasi Pendidikan Journal of Research in Science and Mathematics Education
Jack, Gladys U.
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Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Other

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Fostering Students’ Academic Achievement in Physics through Graphic Organizer-Enhanced Learning Strategy Uzomah, Theophilus N.; Achor, Emmanuel; Jack, Gladys U.
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.706

Abstract

This study focused on fostering academic achievement in physics using graphic organizer-enhanced learning strategy among secondary students, Taraba State Nigeria. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental, research design. The sample for the study was 172 students comprising 113 males and 112 females drawn from secondary schools offering physics in Jalingo education zone. Data for the study were generated using Physics Achievement Test (PAT). Kuder Richardson-20 (K-20) formula was used for the reliability of PAT with index of 0.85 obtained. Mean, standard deviation and Analysis of Covariance (ANCOVA) were used for data analysis. The following findings emerged: There was significant difference in the mean score academic achievement in Physics of students taught using graphic organizer-enhanced learning strategy and those thought using the conventional strategy. There was significant difference in the mean score academic achievement in physics of male and female students taught using graphic organizer-enhanced learning strategy. It was recommended that Physics teachers should employ graphic organizer-enhanced learning strategy in their interaction when teaching physics as the strategy has the capacity to enhance male and female students’ academic achievement in physics. Physics teachers should regularly provide the structure and opportunity for students to employ graphic organizer-enhanced strategy in their learning process.
Enhancing Students’ Critical Thinking in Physics Using Graphic Organizer-Enhanced and Context-Based Learning Strategies Achor, Emmanuel E.; Jack, Gladys U.; Uzomah, Theophilus N.
Journal of Research in Science and Mathematics Education Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.919

Abstract

Purpose: This study focused on fostering critical thinking in physics using graphic organizer-enhanced and context-based learning strategies among secondary students in Taraba State, Nigeria. Methodology: Five objectives guided the study using a quasi-experimental design. The sample comprised 225 students (males=113, females= 112). Data were collected using the Test of Critical Thinking Skill Acquisition (TOCTSA). The Kendal Tau-b inter-rater formula was used to determine the reliability of TOCTSA. Mean, standard deviation, and ANCOVA were the statistical methods employed. Findings: The study revealed a significant difference in the mean critical thinking scores in physics for students taught using the graphic organizer-enhanced learning strategy compared to those taught using the conventional strategy (F1,172 = 174.230; p = 0.000 < 0.05), as well as for those taught using the context-based learning strategy compared to the conventional strategy (F1,169 = 7.772; p = 0.006 < 0.05). However, there was no significant difference in the mean score of critical thinking in physics between male and female students taught using the graphic organizer-enhanced strategy (F1, 50 = 2.897; p = 0.095 > 0.05). Conversely, there was a significant difference in the mean score of critical thinking in physics between male and female students taught using the context-based learning strategy (F1,47 = 17.578; p = 0.000 < 0.05). Significance: These strategies have the potential to enhance the academic achievement of both male and female students and promote the acquisition of critical thinking skills in physics.  
Co-Authors Achor, Emmanuel Achor, Emmanuel E. Uzomah, Theophilus N.