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All Journal Schrödinger: Journal of Physics Education Journal of Research in Education and Pedagogy
Ateko, Kenneth Darko
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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.
Exploring Effective Approach to Teaching Thermal Physics: Comparing 5E Model, Differentiated Instruction and Conventional Teaching Ateko, Kenneth Darko; Owusu-Mensah, Isaac; Oduro-Okyireh, George
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): 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.v2i1.22

Abstract

In this study, the effects of 5E Instructional Model (5E), Differentiated Instruction (DI) and conventional teaching method on Senior High School (SHS) physics students’ academic performance in Thermal Physics were compared. Method: By employing a quasi-experimental pretest/posttest non-equivalent control group design, 291 SHS 2 physics students were used from six intact classes which were randomly selected from three SHSs in the Mampong Municipality and Sekyere South District. The hypotheses were tested using one-way ANCOVA and two-way ANCOVA at α=0.05. The results showed that there was a significant effect of at least one of the teaching methods on the academic performance of students (F(1,287)=150.766, p=0.001<0.05), with students taught using DI obtaining the highest adjusted mean scores of 18.978 (std. error = 0.437), followed by those taught using 5E group (adjusted mean = 16.373, std. error=0.430), and those taught using the conventional teaching method (adjusted mean score = 13.734, std. error = 0.452). Also, there was a significant interaction between gender and teaching method (F(1,284)=241.395, p=0.001<0.05) with no significant difference observed between male and female students taught using DI (mean difference=0.233, p=0.765) and 5E (mean difference=0.75, p=0.532), but a significant difference in academic performance between male and female SHS students taught using conventional teaching method (mean difference=8.284, p=0.000). It was therefore recommended, amongst others, that SHS physics teachers in Mampong Municipality and Sekyere South District should consider differentiating their students in order to tailor Thermal Physics lessons to all students, which will help them perform better.
Co-Authors Amankwaah, Daniel Appiah-Twumasi, Eric Asamoah, Yao Donusem Oduro-Okyireh, George Owusu-Mensah, Isaac