Effect of Predict-Observe-Explain and Virtual Laboratory Strategies on Secondary School Physics Students’ Attitude to and Achievement in Simple Harmonic Motion Concept in Ogun State, Nigeria
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2024-12
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Lead City University, Ibadan
Abstract
Students’ achievement in Physics in external examination had dwindled over the years. The problem of poor performance in Physics sometimes had not been limited to the students alone but also to teachers’ pedagogical strategies. The study examined effect of Predict-Observe-Explain and Virtual Laboratory strategies on secondary school Physics students’ attitude to and achievement in Simple Harmonic Motion in Ogun State. Fourteen hypotheses were formulated and tested at 0.05 levels of significance. The study adopted pretest- posttest control group quasi-experimental design involving 3x2 factorial matrix. A total of 166 SS2 Physics students in three senior secondary school intact classes in Ogun State participated in the study. Physics Achievement Test (PAT) with 30 multiple- choice questions (r=0.81), Physics Attitude Scale (PAS) with 20 items on a four-point Likert type scale (r=0.73) were used for data collection. Data were analyzed with descriptive (frequency and percentage) and inferential statistics
(ANCOVA). There was a significant main effect of Predict-Observe-Explain strategy on students’ attitude to Physics (F(1,128)=6.349, p<0.05, partial η 2=0.047). There was a significant main effect of Predict-Observe-Explain strategy on students’ achievement in Simple Harmonic Motion (F(1,128)=682.814, p<0.05, partial η 2=0.842). There was a significant main effect of Virtual Laboratory strategy on students’ attitude to Physics (F(1,123)=5.318, p<0.05, partial η 2=0.041). There was a significant main effect of Virtual Laboratory strategy on students’ achievement in Simple Harmonic Motion (F(1,123)=625.120, p<0.05, partial η 2=0.836). There was no significant main effect of gender on students’ attitude to Physics (F(1,163)=1.747, p>0.05, partial η 2=0.011). There was no significant main effect of gender on students’ achievement in Simple Harmonic Motion (F(1,163)=0.067, p>0.05, partial η 2=0.000).There was a significant interaction effects of Predict-Observe-Explain and Virtual Laboratory Strategies on students’ attitude to Physics(F(2,162)=4.322, p<0.05,partial η 2=0.047). There was a significant interaction effects of Predict-Observe-Explain and Virtual Laboratory strategies on students’ achievement in Simple Harmonic Motion (F(2,162)=586.719, p<0.05, partial η 2=0.047). There was no significant interaction effects of Predict-Observe-Explain and gender on students’ attitude to 1.073, p>0.05, partial η 2=0.008).There was no significant interaction effects of Predict-Observe-Explain and gender on students’ achievement in Simple Harmonic Motion (F(1,126)=2.009, p>0.05, partial η 2=0.016).There was no significant interaction effects of Virtual Laboratory strategy and gender on students’ attitude to Physics(F(1,121)=0.356, p>0.05, partial η 2=0.003). There was a significant interaction effects of Virtual Laboratory strategy and gender on students’ achievement in Simple Harmonic Motion (F(1,121)=5.219, p<0.05, partial η 2=0.041). There was no significant interaction effects of Predict-Observe-Explain, Virtual Laboratory strategies and gender on students’ attitude to Physics (F(2,159)=0.649, p>0.05, partial η 2=0.008).The study concluded that Predict-Observe-Explain and Virtual Laboratory strategies enhanced students’ performance in Physics Based on the findings of this study, it was recommended that Physics teachers should adopt Predict-Observe-Explain and Virtual Laboratory strategies to teach Physics in secondary schools.
Keywords: Predict-Observe-Explain, Virtual Laboratory, Attitude to Physics, Achievement in Simple Harmonic Motion, Gender in Physics
Word Count: 442
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Keywords
Predict-Observe-Explain, Virtual Laboratory, Attitude to Physics, Achievement in Simple Harmonic Motion, Gender in Physics
Citation
Kate Turabia