EFFECTS OF COMPUTER-BASED INSTRUCTIONAL STRATEGIES ON THE PERFORMANCE OF PHYSICS STUDENTS IN SECONDARY SCHOOLS
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EFFECTS OF
COMPUTER-BASED INSTRUCTIONAL STRATEGIES ON THE PERFORMANCE OF PHYSICS STUDENTS
IN SECONDARY SCHOOLS
ABSTRACT
This study
examined the effects of computer-based instructional strategies on the
performance of physics students in secondary schools in Kaduna state.The study
was guided by six research questions and six null hypotheses which were tested
at 0.05 alpha levels. The comparative effects of the spider and hierarchical
modes of computer-based concept mapping strategies was explored.
The study
also examined the influence on gender on students’ performance in physics when
taught using the two modes of computer based concept mapping strategies. All
literatures reviewed in the study were duly acknowledged. The instrument used
in the study were: researcher adapted Physics Performance Test (PPT),
Computer-Based Concept Mapping Instruction Packages (CBCMIP) and Computer Based
Instruction Package (CBIP), which were validated by experts.
The
instruments were pilot tested using students who are part of the population but
not in the study sample and a reliability coefficient of 0.9 was obtained using
Kuder-Richardson formula (K-R 20). The study employed pre-test-post-test
control group quasi experimental research design. The sample population
comprises of 110 SS2 Physics students drawn from three private secondary
schools in Kaduna South Local Government Area of Kaduna State.
Three intact
classes were selected through simple random sampling technique from each of the
selected schools and were later sub-divided into two experimental and one
control groups respectively. From the data collected, mean and standard
deviation were used to answer the three research questions whileANCOVAwas used
to test the three null hypotheses. Findings of the study revealed that students
taught with computer-based concept mapping strategies have almost the same
level of performance with those taught using just computer based instruction.
The findings
also revealed that gender has no significant effect on the academic performance
of students when taught using computer-based concept mapping instructional
strategies. Finally, it was recommended that physics teachers should be exposed
to seminars, workshops, and trainings; they should be encourage to use ICT
tools in teaching while students should be given access to computer usage with
necessary facilities and other researchers can replicate the study in a wider
geographical scope or other subjects and/or units in physics.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The growth
and development of most nations are dependent on science, technology and
mathematics education. Science is an organized body of knowledge, which
enhances the ability to acquire skills. It is a search for meaning or
exploration of events in nature (Ifeakor, 2006). Science and technology related
subjects that would enable students have a substantial understanding of science
and be able to apply scientific knowledge in solving problems in their ever
changing society are mathematics, chemistry, biology, healthscience,
introductory technology and physics.
Physics is
one of the compulsory subjects for one to study science and technology related
courses in tertiary institutions. It is a science that uses quantitative
measurement and experimental observations in order to understand natural
events. It can explain natural events mathematically and can relate these
events to daily life events (Eren&Gurdal, 2010; Tekbiyik&Akdeniz,
2010). Of all the sciences, Physics is the one that students experience the
most difficulties with because most of the physical notions are abstract.
Also, when
compared to other lessons, although there are many relationships between main
subjects and number of the subjects to be learned, simply knowing definitions
is not enough to learn the subject (Karaca, 2013). Theories and numerical
expressions also make it difficult to understand Physics and to make a
connection between the subjects (Arvind& Heard, 2010; Ergul&Cigrik,
2013; Jian-Hua & Hong, 2012; Bakac, Tasoglu&Akbay, 2011). The
technological development of any nation lies in the study of science especially
physics. The role of physics in national development is acknowledged in the
whole world. The significance of physics in all fields of science and
technology has made physics
imperative
to be included in the curriculum of senior secondary school to be offered by
science oriented students. With the importance of physics and provisions made
by the Federal Government of Nigeria for effective teaching and learning of
physics, the objectives of its teaching and learning as stated in the Nigerian
secondary school Physics curriculum is yet to be achieved.
The Federal
Government of Nigeria made special provisions and incentives through the
provision of laboratory facilities, instructional materials, training and
retraining of teachers, provision of research grants and adoption of
Information and Communication Technology (ICT) to improve the teaching and
learning of science (physics inclusive) in the secondary schools (FRN, 2015).
Part of the requirements for any school to be enrolled for WAEC and NECO is that
the school must have science laboratories. Also, schools are expected to be
provided with computer systems. Furthermore, the Federal Government stated that
“In recognition of the prominent role of information and communication
technology in advancing knowledge and skills necessary for effective
functioning in the modern world, there is an urgent need to integrate
information and communication technology into education in Nigeria (FRN, 2015).
Despite all the efforts made by the Federal government, physics students
perform very poorly (WAEC, 2016).
All around
the world, teachers are becoming more aware of new teaching strategies and
tools that can be used in the classroom with initiatives in teaching-learning
that integrates the inquiry based learning with informationcommunication
technology, audio-visual interactivity packages, visual models and
concept-mapping instructional strategies in an effort to aid and effect
student-centred learning (Dean, 2008). Several research in education show the
efficacy of these new teaching strategies (Cañas, Novak & Gonzalez, 2004;
Hay, Kinchin&Lygo-Baker, 2008; Kathy et al, 2006). Despite these advances,
physics teaching and learning in Nigeria still retain the old and conservative
approach to teaching and learning.
A concept
map is a description of how propositions are organized(Novak, 1998). Concept
maps reflect how ideas, opinions, and propositions are organized in the
knowledge structure of students who construct the concept maps, and give
observations on students’ states. From the observations, teacher can assess the
knowledge structure of students.They are forms of graphical organizers which
allow learners to perceive the relationships between concepts through
diagramming of keywords representing those concepts. These concepts are usually
enclosed in circles or boxes of some type and relationships between concepts
indicated by connecting lines linking two or more concepts. The process of
using these graphical tools for organizing and presenting knowledge is referred
to as concept mapping (Novak, 1998).
Computer-based
instructional strategy refers to instruction or remediation presented on a
computer. These modes of instructions are interactive and can illustrate a
concept through attractive animation, sound and demonstration. It allows
students to progress at their own pace and work individually. Computers provide
immediate feedback, letting students know whether their answer is correct or
not.
If the
answer is not correct, it shows how the students can get the correct answer.
Many researchers have used computer-based instruction indifferent subject areas
to improve effective teaching and learning. For instance Yusuf andAfolabi
(2010), investigated the effects of computer assisted instruction on secondary
school students’ performance in biology. The findings of the study showed that
the performance of students exposed to Computer Assisted Instruction either
individually or cooperatively were better than their counterparts exposed to
conventional classroom instruction. Also, Tapscott (2008) investigated the
effect of computer-based instruction on academic achievement in sciences; the
result was also positive in favour of the students engaged in the computer
assisted instruction.
Computer-based
concept mapping instructional strategy incorporates the use of computer
instruction and other ICT tools with concept mapping. With computer-based
concept mapping, concept representations and their respective links are not
static; both can be expanded as knowledge or elaboration of an idea increases.
Errors in describing ideas can be easily corrected and adapted. Most
computer-based concept mapping tools allow the user to point and drag a concept
or group of concepts to another place on the map and automatically update all
the appropriate links (Anderson-Inman &Zeitz, 2013)
Gender in
relation to performance has been an issue of interest and concern to
researchers in education. There are varying opinions on which gender (either
males or females) achieves better than the other. On this, there are those that
claim that males performed better than females, yet others claim that females
achieved higher or better than their male counterparts (Ofoegbu, 2008).
On the
debate, the widely held view that females were superior in language use (acquisition
and performance) was based mainly on studies in foreign countries especially
English speaking ones and that this position is not tenable in Nigeria. She
concluded that her survey on research studies on gender influence on
achievement in language in Nigeria indicate that many studies did not establish
enough evidence to support the claim that females are better than males in
language (Azikiwe, 2009).
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Furthermore,
Njoku (2009), in his study on enhancing the relevance of chemistry curriculum
delivery using science, technology and society (STS), stated that female
students underachieve in science, technology and mathematics education relative
to their male classmates. The issue of gender becomes crucial in this present
day because the schools in the research are co-educational. Also, the
contradictory evidences in academic performance due to gender has necessitated
the need to verify how computer-based concept mapping instructional strategies
can influence students’ performance in physics. This study therefore, will
examine the effects of computer-based concept mapping instructional strategy on
students’ performance in physics.
PROJECT
TOPIC ON EFFECTS OF COMPUTER-BASED INSTRUCTIONAL STRATEGIES ON THE PERFORMANCE
OF PHYSICS STUDENTS IN SECONDARY SCHOOLS
1.2 Statement of the Problem
The
performance of students in science generally has been quite unsatisfactory over
the years (Olorukoba, 2007). The external examining bodies such as West African
Examination Council (WAEC) and National Examination Council (NECO) have
repeatedly reported poor performance in physics. The report of the Chief
Examiner, West African Examination Council, WAEC(2015) revealed that candidates’
performance were poor.
Furthermore,
a critical look at the statistics of candidates’ enrolment and performance in
physics in Kaduna state for the years 2011 to 2016 shows that the performance
of the candidates were poor. The percentage failure of physics students in the
West Africa Senior Schools Certificate Examination (WASSCE) for the years 2011,
2012, 2013, 2014, 2015 and 2016 are 50.78, 53.61, 38.33, 51.65, 40.05 and 33.58
respectively (Appendix A).
The
persistent poor performance, according to the Chief Examiner for the year
2015-2016 was as a result of: Poor understanding of general principles and
concepts, heat, energy changes, matter and motion (WAEC, 2016).This poor
performance as indicated by the results can be attributed to many factors which
include; ineffective teaching methods, unqualified and inexperienced teachers
teaching the subject, lack of appropriate and effective use of media among
others(WAEC, 2016).
This
persistent poor performance also implies that a larger percentage of science
students will not be admitted to study science and technology related courses
in higher institutions since physics is one of the subjects that must be passed
at least at credit level in SSCE in order to study science and technology
related courses in higher institutions. Despite all that has been done to
improve students’achievement especially in physics, students still perform
poorly.
The
researcher is of the view that an alternative teaching method like the
computer-based concept mapping strategies if employed might improve the
performance of physics students. Therefore, this study seeks to determine the
effects of computer-based concept mapping instructional strategies on students’
performance in physics.
1.3 Objectives of the Study
The purpose
of this study is to investigate the effect of two modes of computer-based
concept mapping instructional strategy on the performance of physics students
in secondary schools in Kaduna State. Specifically, the study found out the:
Differencebetween
the performance of students taught physics usingcomputer-based concept mapping
strategies and those taught using computer assisted instruction.
Differencebetween
the performance of male and female students taught physics using hierarchical
mode of computer-based concept mapping instructional strategy.
Difference
between the performance of male and female students taught physics using spider
mode of computer-based concept mapping strategy.
1.4 Research Questions
The study
was guided by the following questions:
What is the
difference between the performance of students taught physics using
computer-based concept mapping strategies and those taught using computer
assisted instruction?
What is the
difference between the performance of male and female students taught physics
using hierarchical mode of computer-based concept mapping instructional
strategy?
What is the
difference between the performance of male and female students taught physics
using spider mode of computer-based concept mapping instructional strategy?
1.5 Research Hypotheses
The
following hypotheses were formulated and tested at 0.05 alpha level:
HO1: There is no significant difference between
the mean performance of students taught physics using computer-based concept
mappingstrategies and those taught with computer assisted instruction.
HO2: There is no significant difference between
the mean performance of male and female students taught physics using
hierarchical mode of computer-based concept mapping instructional strategy.
HO3: There is no significant difference between
the mean performance of male and female students taught physics using spider
mode of computer-based concept mapping instructional strategy.
1.6 Significance of the Study
It is
expected that the teaching and learning process, students, teachers, teacher
trainees, curriculum developers, policy makers, parents, government and the
nation at large would benefit from the findings of this study in the following
ways:
The result
of this is expected to have positive impacts on teaching and learning of
physics in secondary schools, as it should re-emphasize the need for teachers
to always enrich the teaching and learning process with instructional media.
This should encourage head, hand, eyes and heart co-ordination and promote
harmonious interaction between learners and materials to be learnt. This in
turn would relieve passivity, monotony, excessive verbalism, thereby preventing
physics from being taught in a manner that produces in the mind of learners a feeling
of boredom and distaste for physics.
The results
of this study is expected to be useful to the learners as it should provide
opportunities for students to practice basic skills, learn some basic computer
concepts on their own and at their own pace. Also it can lead to arousing
students interest in science especially physics, make them to be creative and
help in the generation of ideas to solve world problems. Since students learn
differently and at different pace, abstract concepts are simplified and
individualized learning will be encouraged.
The result
is expected to encourage teachers to use multiple media (especially ICT media)
in presenting instructions to students.It will also help teachers to save time
and energy in delivering instruction, vary their instructional approaches,
develop creative skills and help in making their lesson interesting as well as
making their instructional objectives to be effectively achieved.
Theoretically, the findings of this study should help teachers to give students
task in hierarchical order. It will help teachers to move from simple to
complex task. It will also enhance and broaden the ICT skills of the teachers
as they use the package for teaching.
The findings
could hopefully assist curriculum planners to include in the curriculum for
secondary level the instructional materials/strategies such as the
computer-based concept mapping that would help in bringing about meaningful
learning. It may also provide locally produced computer-based instructional
package, the use of which would consequently build up teacher’s and learners
confidence in the subject matter and to be information and communication
technology (ICT) compliant. This is to give direction and confidence to the
teacher whose job it is to put the curriculum into use and to ensure the
attainment of specific objectives of learning science.
The findings
of this study would be of immense benefit to the nation as it could lead to the
turnout of learners with solid foundation in science (physics) and ICT to meet
the demands of science and technology of the new millennium. This study may be
a spring board for future researchers who might wish to embark on a similar
study in physics or other discipline such as chemistry, biology or mathematics.
1.7 Scope of the Study
This
research examined the effects of two modes of computer-based concept mapping
instructional strategies on the performance of students in physics. The two
modes were the “hierarchical” and “spider” modes respectively. The reason for
choosing these two modes is that although both modes are easy to read, the
spider mode has all data radiating outward and organized around a unified theme
while the hierarchical mode follows a definite pattern with the data arranged
vertically and central theme on the top.
Kaduna South
Local Government Area of Kaduna State was used and threeco-educational schools
were covered. Kaduna South Local Government Area was chosen because it is an
area where students’ difficulties and poor performance in physics have been
identified and most of the schools in the Local Government are in the urban
area where there is access to computer education and other ICT facilities.
One of the
schools served as the control group while the other two served as the
experimental group. The study was limited to Senior Secondary School II (SSS
II) students of the Secondary Schools selected in Kaduna. The choice of SS II
was based on the fact that the National curriculum for secondary school
(Federal Ministry of Education FME, 2009) provides that the aspect of senior
secondary school physics upon which the treatment was based be taught at the
second year of senior secondary.
The choice
of SSII students is also based on the following premises: That the proposed
students must have been selected and enrolled for physics subject; That they
have been exposed to the teaching of the SSCE physics syllabus and are not
pre-occupied with any major examination; That they are expected to have been
exposed to some pre-requisite of physics concepts at SSI level. This is
important because certain prerequisite skills need to be acquired before the
complex ones. The topics or subject matterscovered are “Newton’s laws of
motion” and “Centre of gravity”which aretopics in Senior Secondary II Physics
syllabus. The reason for choosing these topics is because they are two critical
aspects of “motion” which has been identified as one of the areas of students’
weaknesses as reflected in their results performances by the examination body
(WAEC).
1.8 Operational Definition of Terms
The
following concepts are operationally defined in relation to the study for
clarification purposes:
Concept
Mapping:This refers to information in form of graphics and animation used to
teach concepts in physics by creating a visual representation of the text
structure and associated personal knowledge within that display.
Instructional
Strategy: It is a medium adopted by a teacher to teach a lesson, this includes
the use of games, computers, text books, ICT tools that stimulates learning.
Hierarchical
Concept Map: This is a concept mapping mode that presents information in a
descending order of importance, with the most important information placed on
the top.
Spider
Concept map: This is a map organized by placing the central theme or unifying
factor in the centre of the map, with outwardly radiating sub-themes
surrounding the centre of the map.
Computer-based
concept mapping: This is an instructional strategy which incorporates the use
of computer instruction and other ICT tools with concept mapping.
Computer
Assisted Instruction: It is a form of instruction that employs the use of
computer and other ICT tools in teaching and learning.
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