Email this article 
.png)
.png)
Hands-on, Eyes-on: Enhancement of Nigerian Senior Secondary School Physics Through Observational Learning
Abstract
Physics is an aspect of science that is essential for the scientific development of any nation, but the performance of students in the subject remains a concern for physics educators. Observational learning is one way of enhancing performance. This study investigates the effects of this type of learning as reinforcement to enhance Nigerian students’ performance in physics. The investigation adopted the pre-test post-test randomized control group quasi-experimental design involving 89 senior school students randomly selected from two schools in Ondo, Nigeria. The instrument, the Physics Achievement Test in Energy Quantization (PATEQ), consisting of 19 multiple choice questions, was used to obtain the data. PATEQ was validated by three science education experts and a reliability coefficient of 0.72 was achieved through Kuder-Richardson Formula 21. The experimental and control groups were taught energy quantization using observational and conventional teaching methods respectively. The findings show that observational learning has a significant effect on physics students’ achievement. It is concluded that such learning should be used to reinforce the teaching of physics in order to improve Nigerian students’ grades in the subject.
Keywords
Full Text:
PDFReferences
Achilike, B. A., Mgboro, C. U., & Agbasiere, E. P. (2018). Relationship between Social Networking Among Senior Secondary School Students in Mbaitoli Local Government Area, Imo State, Nigeria. European Scientific Journal, 14(7), 324-336. https://doi.org/10.19044/esj.2018.v14n7p324
Adegbija, M. V., & Falode, C. O. (2014). Effects of animation based cam studio physics instruction on secondary school students' performance in Minna, Nigeria. European Scientific Journal 10(13), 594-604. http://www.enjournal.org/index.php/esj/article
Adolphus, T., & Omeodu, M. (2020). Effects of computer assisted instruction on students' achievement in atomic and nuclear physics in senior secondary schools in River State. GSC Advanced Research and Reviews, 2(3), 1-8. https://doi.org/10.30574/gscarr.2020.2.3.0015
Akinbobola, A. O. (2006). Effects of teaching methods and study habits on students' achievement in senior secondary school physics using a pictorial organizer. [Unpublished doctoral thesis]. University of Uyo, Nigeria.
Akinbobola, A. O., & Bada, A. A. (2018). Relative effectiveness of case-based and collaborative learning strategies on students' achievement and retention in Nigeria senior secondary school physics. European Journal of Education Studies, 4(7), 232-244. http://dx.doi.org/10.46827/ejes.v0i0.1684
Akinbobola, A. O., & Bada, A. A. (2019). Assessment of resources for physics teaching in Nigerian senior secondary schools. International Journal of Humanities Social Sciences and Education, 6(8), 1-13. https://doi.org/10.20431/2349-0381.0608001
Bada, A. A., & Afolabi, F. (2020). Effects of mind mapping teaching method on senior school students' achievement in physics in Ondo, Nigeria. Journal of Curriculum and Instruction, 13(1), 86-97. https://jci-ilorin.org.ng/index.php/jci/article/view/89/90
Bada, A. A., & Akinbobola, A. O., (2017). Effectiveness of experiential teaching strategy on students' achievement and scoring levels in senior secondary school physics. European Journal of Education Studies, 3(12), 552-564. http://dx.doi.org/10.46827/ejes.v0i0.1375
Bada, A. A., & Akinbobola, A. O. (2020). Effect of experiential teaching strategy on senior secondary school students' retention and self-efficacy in physics in Ondo, Nigeria. International Journal of Innovative Research and Development, 9(10), 125-130. https://doi.org/10.24940/ijird/2020/v9/i10/OCT20053
Bada, A. A., Akinbobola, A. O., & Damoeroem, E.O. (2018). Measured identification and remediation of students' weakness in Nigerian senior secondary school physics curriculum. International Journal of Innovative Research and Advanced Studies, 5(10), 13-19. http://www.ijiras.com/2018/Vol_5-Issue_10/paper_4.pdf
Bandura, A. (1986). Social foundation of thought and actions: A social cognitive theory. Englewood Cliffe, NJ: Prentice Hall
Oluwatosin, O. B., & Bello, T. O. (2015). Comparative effect of mastery learning and mind mapping approaches in improving secondary school students’ learning outcomes in physics. Science Journal of Education, 3(4), 78-84. https://doi.org/10.11648/j.sjedu.20150304.12
Braaksma, M. A. H., Rijlaarsdam, G., Bergh, H. V. D., & Hout-Wolters, B. H. A. M. (2006). What observational learning entails: A case study. Educational Studies in Language and Literature, 6(1), 31-62. https://doi.org/10.17239/L1ESLL-2006.06.01.05
Bull, A., Gilbert, J., Barwick, H., Hipkins, R., & Baker, R. (2010). Inspired by Science. [Unpublished Mmaster’s thesis]. Bowling Green State University, Bowling Green, Ohio
Cherry, K. (2019). How observational learning affects behavior. verywellmind.com/what-is-observational-learning-2795402
Craig, S. D., Gholson, B., Brittingham, J., Williams, J., & Shubeck, K. (2012). Promoting vicarious learning of physics using deep questions with explanations. Computer and Education 58, 1042-1048. https://doi.org/10.1016/j.compedu.2011.11.018
Craig, S. D., Graesser, A., Brittingham, J., Williams, J., Martindale, T., Williams, G., Gray, R., Darby, A., & Gholson, B. (2008). An implementation of vicarious learning environments in middle school classrooms. In K. McFerrin, R. Weber, R. Carlsen, & D.A. Willis (Eds.). The Proceedings of the 19th International Conference for the Society for Information technology and Teacher Education (pp. 1060 -1064), Chesapeake, VA: AACE
Cooper, B., Cowie, B., & Jones, A. (2010). Connecting teachers and students with science and scientists: The Science Learning Hub
Federal Republic of Nigeria (FRN, 2013). National Policy on Education. Lagos: NERDC Press
Fokides, J. E., & Papoutsi, A. (2020). Using makey-makey for teaching electricity to primary school students. A pilot study. Education and Information Technologies, 25, 1193-1215. https://doi.org/10.1007/s10639-019-10013-5
Erinosho, S. Y. (2013). How do students perceive the difficulty of physics in secondary schools: An exploratory study in Nigeria. International Journal for Cross-Disciplinary Subjects in Education, 3(3), 1510-1515. https://doi.org/10.20533/ijcdse.2042.6364.2013.0212
Garuma, A. & Tesfaye, G. (2012). The effect of guided discovery on students' physics achievement. Lat.Am Journal of Physics Education, 6(4), 530- 537. http://www.lajpe.org/dec2012/4_LAJPE_715_Tesfaye_Getinet_preprint_corr_f.pdf
Groenendijk, T., Janssen, T., Rijlaarsdam, G., & Bergh, H.V. (2011) The effect of observational learning on students' performance, processes, and motivation in two creative domains. British Journal of Educational Psychology , 83(1), 3-28. https://doi.org/10.1111/j.2044-8279.2011.02052.x
Hussain, S., Ahmed, S., Mubeen, S., & Tariq, S. (2011). The effectiveness of teaching physics through project method on academic achievement of students at secondary level – A case study. Journal of Education and Practice, 2(8), 28-34. https://www.iiste.org/Journals/index.php/JEP/article/view/653
Hussain, A., Azeem, M., & Shakoor, A. (2011). Physics teaching methods: Scientific inquiry vs traditional lecture. International Journal of Humanities and Social Science, 1(19), 269-276. http://www.ijhssnet.com/view.php?u=http://www.ijhssnet.com/journals/Vol_1_No_19_December_2011/28.pdf
Ilhami, A. (2018). The use of qualitative case studies as an experiential teaching method in the training of pre-service teachers. International Journal of Higher Education, 7(1), 112-125. https://doi.org/10.5430/ijhe.v7n1p111
Ministry of Education, MoE (2001). Educational statistics. Planning and Statistics Department, Ministry of Education. Ondo State.Udo, N. N., & Ubana, U. A. (2013). Teaching physics for retention. International Journal of Modern Management Sciences, 2(1), 18-25. http://www.modernscientificpress.com/Journals/ViewArticle.aspx?FOpILrGYiCrMSJC618aW4wHQWNv20SVfeLRhdW7DH6WfMHEgnxQjNZQm05CKtgLl
Njoroge, G. N., Changeiwo, J. M., & Ndirangu, M. (2014). Effects of inquiry based teaching approach on secondary school students' achievement and motivation in physics in Nyeri Country, Kenya. International Journal of Academic Research in Education and Review, 2(1), 1-6. http://www.academicresearchjournals.org/IJARER/PDF
Ogunleye, B. O., & Babajide, V. F. T. (2011). Generative instructional strategy enhances senior secondary school students' achievement in physics. European Journal of Educational Studies, 3(3), 443-463. https://www.academia.edu/41440153/Generative_instructional_strategy_enhances_senior_secondary_school_students_achievement_in_physics
Okoronka, U. A., & Wada, B. Z. (2014). Effects of analogy instructional strategy, cognitive style and gender on senior secondary school students' achievement in some physics concepts in Mubi metropolis, Nigeria. American Journal of Educational Research, 2(9), 78-92. https://doi.org/10.12691/education-2-9-13
Olaniyan, A. O., Omosewo, E. O., Nwankwo, L. J. (2015). Effect of polya problem solving model on senior secondary school student performance in current electricity. European Journal of Science and Mathematics Education, 3(1), 97-104. https://www.scimath.net/article/effect-of-polya-problem-solving-model-on-senior-secondary-school-students-performance-in-current-9424
Ojediran, I. A., Oludipe, D. I., & Ehindero, O. J. (2014). Impact of laboratory- based instruction intervention on the learning outcomes of low performing senior secondary students in physics. Creative Education, 5, 197-206. https://doi.org:10.4236/ce.2014.54029
Oluwatosin, O. B., & Bello, T. O. (2015). Comparative effect of mastery learning and mind mapping approaches in improving secondary school students’ learning outcomes in physics. Science Journal of Education, 3(4), 78-84. https://doi.org/10.11648/j.sjedu.20150304.12
Omosewo, E. O. (2006). Laboratory teaching method in science-based disciplines. African Journal of Educational Studies, 4(12), 65-73.
Stone, S.M. (2017) Observational learning. Encyclopedia Britannica, https://doi.org/10.1007/978-1-4899-7687-1_689
Suleiman, Q., Hussain, I., Din, M. N. U., & Igbal, K. (2017) Effects of computer assisted instruction on students' academic achievement in physics at secondary level. Computer Engineering and Intelligent Systems, 8(7), 9-17. https://www.iiste.org/Journals/index.php/CEIS/article/view/38616
Udo, N. N., & Ubana, U. A. (2013). Teaching physics for retention. International Journal of Modern Management Sciences, 2(1), 18-25. http://www.modernscientificpress.com/Journals/ViewArticle.aspx?FOpILrGYiCrMSJC618aW4wHQWNv20SVfeLRhdW7DH6WfMHEgnxQjNZQm05CKtgLl
Uwizeyimana, D., Yadav, L., Musengimana, T., & Umamahoro, J. (2018). The impact of teaching approaches on effective physics learning: An investigation concluded in five secondary schools in Rusizi district, Rwanda. Rwanda Journal of Education, 4(2), 4-14. https://www.ajol.info/index.php/rje/article/view/175117
Vannier, D. M. (2012). Primary and secondary school science education in New Zealand (Aotearoa): Politics and practices for a better future, Willington: Full bright New Zealand
Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660-608. https://doi.org/10.1037/0022-0663.94.4.660
DOI: https://doi.org/10.20961/ijpte.v6i1.56651
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Abiodun A Bada, Akinyemi O Akinbobola
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
