2021 · EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIE…
Victor Antwi, Nelly Adjoa Sakyi-Hagan, Fortune Addo-Wuver, Bismark Asare
This study investigated the effect of practical work on students’ academic achievement, acquisition of scientific process, skills and attitudes towards the study of selected topics in electricity. Fifty (50) Form Two Physics students from a Senior High Technical School in the Kwaebibirem Municipal of the Eastern Region of Ghana participated in the study. Instruments used to collect data included a student learning evaluation form, questionnaire and pre-and-post-intervention tests. Data was analysed using descriptive statistics and Microsoft Excel 2010 Computer Software. The findings indicated that the students’ academic performance were enhanced, they acquired important scientific process skills needed for science practical work and developed positive attitudes towards science practical work. The study recommended that Physics teachers should adopt practical work as a teaching technique and as well be encouraged to teach concepts alongside with practical activities.
9 citations18 viewsFull text
DOI: 10.46606/eajess2021v02i03.01022021 · EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIE…
Eric Appiah-Twumasi, Daniel Nti, Richard Acheampong, Cosmos Eminah
This study examined the effect of the 5E instructional model on Physics students’ academic achievement based on gender and students’ ability. The study employed a quasi-experimental design using the pre-test, post-test and delayed-post administered instruments to the experimental and control groups. The study involved two instructional strategies (5E instructional model and traditional teaching). Instruments known as Physics Students’ Academic Achievement Test (PSAAT) and Delayed Post Test (DPT) were used to gather data for the study. Mean scores, standard deviations and normalized gains were used to analyses data while ANCOVA and independent-sample t-test were used to test the hypothesis at the 0.05 level of significance. A significant difference was found between Physics students instructed with the 5E instructional model and those taught through the traditional classroom. Similarly, a significant difference was found between Physics high-ability student in the 5E instructional group and those in the traditional group. However, a non-significant difference was found between Physics low-ability students in the experimental and the control groups. Similarly, a non-significant different was found among gender concerning pre-test and post-test means scores. However, a significant difference was found among gender in favor for the male students. The study recommended that Physics teachers wanting to improve their students learning outcomes should adopt the 5E instructional model.
3 citations20 viewsFull text
DOI: 10.46606/eajess2021v02i01.00602020 · EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIE…
Eric Appiah-Twumasi, Victor Antwi, Ishmael Kwesi Anderson, Nelly Adjoa Sakyi-Hagan
The study sought to establish differences in the effect of cooperative learning strategy with and without the instructional manual on the Senior High School students’ performance in Mechanics concepts in Physics in the Berekum Municipality, Ghana. The research design employed in this study was the experimental using the pretest and posttest equivalent control group design. A sample of 93 SHS 2 students, drawn from two intact classes was used. An instrument known as Mechanics Concepts Test (MCT) was employed in data gathering. Mean score, standard deviation; t-test, mean gain and effect size analysis were used to answer the research questions, while the independent sample t-test was used to test a hypothesis. The results revealed that students taught using the cooperative learning strategy with the instructional manual performed significantly better in the Mechanics Concepts Test (MCT) than those taught using the cooperative learning strategy only. Therefore, it is recommended that physics teachers should use the cooperative learning strategy along with the instructional manual in order to enhance the performance of students in secondary schools.
4 citations21 viewsFull text
DOI: 10.46606/eajess2020v01i01.0015