SCIENTIFIC EXPLANATION OF PHENOMENON, IMAGINATION AND CONCEPT FORMATION AS CORRELATES OF STUDENTS’ UNDERSTANDING OF PHYSICS CONCEPTS
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SCIENTIFIC
EXPLANATION OF PHENOMENON, IMAGINATION AND CONCEPT FORMATION AS CORRELATES OF
STUDENTS’ UNDERSTANDING OF PHYSICS CONCEPTS
ABSTRACT
The main
purpose of this study was to ascertain if relationship exists between each of
scientific explanation of phenomenon, imagination, concept formation and
students’ understanding of physics concepts. To guide the study, seven research
questions were posed and seven hypotheses were equally formulated and tested at
5% probability level. A correlational research design was adopted for this
study. The study was carried out in Government owned secondary schools in Akure
Education Zone of Ondo State. The sample size for this study consists of 385
Senior Secondary III Physics Students for the 2015/2016 academic session. This
sample was drawn using the simple random sampling method to select thirty
schools out of the fifty three schools contained in the population.
Proportionate Stratified Random Sampling was used to select Senior Secondary
III physics students present in the selected samples. Four instruments were used
for the study, namely: Students’ Scientific Explanation of Phenomenon Test
(SSEPT), Students’ Scientific Imagination Scale (SSIS), Students’ Scientific
Concept Formation Test (SSCFT), and Students’ Understanding of Physics Concept
Test (SUPCT). Students’ Explanation of Phenomenon Test (SSEPT) and Students’
Understanding of Physics Concept Test (SUPCT) were reliable using kendel tau.
The internal consistency indices obtained were 0.81 and 0.86 respectively. The
reliability of Students’ Scientific Imagination Scale (SSIS) was determined
using Cronbach alpha formula and the reliability index obtained was 0.85.
While, the reliability index of SSCFT was determined using Kudder-Richardson 20
(K-R20) Formula. With this formula, the internal consistency index of the
instrument was calculated to be 0.82. The research questions were answered
using Pearson Product Moment Correlation and the Null hypotheses were tested
using Multiple-Regression analysis at 0.05 level of significance. The findings
of the study were proffered among others that thereexists a direct positive
relationship among students’ scientific explanation of phenomenon, students’
scientific imagination, scientific concept formation and students’
understanding of physics concepts. Additionally, there was a statistically
significant relationship amongstudents’ scientific explanation of phenomenon,
students’ scientific imagination, students’ scientific concept formation and
students’ understanding of physics concepts. In line with the findings of the
study, the educational implications of the findings were highlighted and
recommendations were equally made. One of this recommendation is; Physics
teachers, the Authors and Publishers of physics textbooks should take
illustrations by models beyond their physical limitations to involve
application of physics concepts learnt into phenomena that students observe and
experience around them. Finally, Physics teachers were encouraged to help in
fostering conceptual understanding of physics concepts in physics students
using scientific explanation of phenomenon, scientific imagination and
scientific concept formation.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Science and
Technology are two basic concepts which cannot be separated from one another.
Science and technology in the view of Ezenwa and Gambari (2011) are important
components of the knowledge to be given to citizens irrespective of
tribe/ethnicity, creed or gender. Jegede and Awodun (2013) claimed that science
and technology is incomplete without p ABSTRACT
The main
purpose of this study was to ascertain if relationship exists between each of
scientific explanation of phenomenon, imagination, concept formation and
students’ understanding of physics concepts. To guide the study, seven research
questions were posed and seven hypotheses were equally formulated and tested at
5% probability level. A correlation research design was adopted for this study.
The study was carried out in Government owned secondary schools in Akure
Education Zone of Ondo State. The sample size for this study consists of 385
Senior Secondary III Physics Students for the 2015/2016 academic session. This
sample was drawn using the simple random sampling method to select thirty
schools out of the fifty three schools contained in the population.
Proportionate Stratified Random Sampling was used to select Senior Secondary
III physics students present in the selected samples. Four instruments were
used for the study, namely: Students’ Scientific Explanation of Phenomenon Test
(SSEPT), Students’ Scientific Imagination Scale (SSIS), Students’ Scientific
Concept Formation Test (SSCFT), and Students’ Understanding of Physics Concept
Test (SUPCT). Students’ Explanation of Phenomenon Test (SSEPT) and Students’
Understanding of Physics Concept Test (SUPCT) were reliable using kendel tau.
The internal consistency indices obtained were 0.81 and 0.86 respectively. The
reliability of Students’ Scientific Imagination Scale (SSIS) was determined
using Cronbach alpha formula and the reliability index obtained was 0.85.
While, the reliability index of SSCFT was determined using Kudder-Richardson 20
(K-R20) Formula. With this formula, the internal consistency index of the
instrument was calculated to be 0.82. The research questions were answered
using Pearson Product Moment Correlation and the Null hypotheses were tested
using Multiple-Regression analysis at 0.05 level of significance. The findings
of the study were proffered among others that there exists a direct positive
relationship among students’ scientific explanation of phenomenon, students’
scientific imagination, scientific concept formation and students’
understanding of physics concepts. Additionally, there was a statistically
significant relationship among students’ scientific explanation of phenomenon, students’
scientific imagination, students’ scientific concept formation and students’
understanding of physics concepts. In line with the findings of the study, the
educational implications of the findings were highlighted and recommendations
were equally made. One of this recommendation is; Physics teachers, the Authors
and Publishers of physics textbooks should take illustrations by models beyond
their physical limitations to involve application of physics concepts learnt
into phenomena that students observe and experience around them. Finally,
Physics teachers were encouraged to help in fostering conceptual understanding
of physics concepts in physics students using scientific explanation of
phenomenon, scientific imagination and scientific concept formation.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Science and
Technology are two basic concepts which cannot be separated from one another.
Science and technology in the view of Ezenwa and Gambari (2011) are important
components of the knowledge to be given to citizens irrespective of
tribe/ethnicity, creed or gender. Jegede and Awodun (2013) claimed that science
and technology is incomplete without proper understanding of basic principles
of physics. Physics is one of the science subjects taught at the Senior
Secondary School Level of Nigeria educational system. Hence, the training of
science students to acquire proper understanding of basic principles of physics
as well as its applications becomes the aim of physics teaching and learning in
the secondary school.
In general,
the objectives of physics teaching as stipulated in the New Senior Secondary
Physics Curriculum by the Federal Ministry of Education (FME, 2008: ii) are to:
i. provide basic literacy in physics for
functional living in the society;
ii. acquire basic concepts and principles of
physics as preparation for further studies.
iii. acquire essential skills and attitude as a
preparation for technological application of physics; and
iv. stimulate and enhance creativity.
roper
understanding of basic principles of physics. Physics is one of the science
subjects taught at the Senior Secondary School Level of Nigeria educational
system. Hence, the training of science students to acquire proper understanding
of basic principles of physics as well as its applications becomes the aim of
physics teaching and learning in the secondary school.
In general,
the objectives of physics teaching as stipulated in the New Senior Secondary
Physics Curriculum by the Federal Ministry of Education (FME, 2008: ii) are to:
i. provide basic literacy in physics for
functional living in the society;
ii. acquire basic concepts and principles of
physics as preparation for further studies.
iii. acquire essential skills and attitude as a
preparation for technological application of physics; and
iv. stimulate and enhance creativity.
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