ABSTRACT
The TThe study investigated the effects of reciprocal peer tutoring and competitive learning strategy on students’ interest and academic achievements in senior secondary physics in Abia State. The study was guided by eight research questions and eight hypotheses using pretest and post test quasi experimental design. The population of the study comprised Physics students in all the Government Secondary Schools in Abia State. A sample of 148 Physics students found in eight intact classes drawn using simple random sampling were used for the study. Two instruments were used for data collection: Measure of Physics Students’ Interest Scale (MPSIS) and Physics Achievement Test (PAT) which were developed by the researcher. The validity and reliability of the instruments were established. For the MPSIS, face validity was utilized, while PAT was established using face and content validity. The reliability of the instruments was established using test retest method for MPSIS and Kuder Richardson formula 21 (KR-21) for PAT. The reliability of MPSIS and PAT were computed using Cronbach Alpha and Kuder Richardson formula 21 and the reliability coefficients of 0.82 and 0.79 respectively were obtained. Mean and standard deviation were used to answer the research questions while analysis of Covarience (ANCOVA) was used to test the hypotheses at 0.05 level of significance. From the result of the analysis, it was found that the mean achievement score of the students in Physics Interest Scale and Physics Achievement Test were higher when taught using reciprocal peer tutoring and competitive learning strategy than the lecture method. The male students mean interest and achievement scores was higher than the female students in Physics interest and achievement test scores when taught using reciprocal peer tutoring and competitive learning strategy. The students in rural areas had higher mean achievement scores in Physics when taught using reciprocal peer tutoring and competitive learning strategies than those taught using lecture method. The result of the hypotheses revealed that there was a significant difference in the mean interest and achievement scores of students in Physics when taught using reciprocal peer tutoring, competitive learning strategy and lecture method. There was a significant difference in the mean interest scores of male and female students in Physics when taught using reciprocal peer tutoring, competitive learning strategy and lecture method. There was no significant difference in the mean achievement scores of students in rural and urban schools in Physics when taught using reciprocal peer tutoring, competitive learning strategy and lecture method. Based on the findings, it was recommended that the reciprocal peer tutoring and competitive learning strategy be incorporated in the new curriculum to supplement existing methodologies in order to enhance students’ interest and achievement in Physics.
TABLE OF CONTENTS |
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
Abstract xi
CHAPTER
1: INTRODUCTION
1
1.1 Background to the Study 1
1.2 Statement of the Problem
12
1.3 Purpose of the Study 13
1.4 Research Questions 14
1.5 Hypotheses 15
1.6 Significance of Study 16
1.7 Scope
of Study 18
CHAPTER2: REVIEW OF
RELATED LITERATURE
19
2.1. Conceptual
Framework 19
2.1.1. Concept of
secondary education 19
2.1.2 Concept of
Physics and its role to national development
22
2.1.3 Concept of interest and
trends of students interest in Physics 24
2.1.4 Concept of academic achievement and academic
achievement of students
in
Physics over the years in senior school certificate examination 26
2.1.5 Factors that influences students’ interest and academic
achievement in Physics 29
2.1.5.1 Influence of gender on the interest and academic achievement
of students
in Physics 29
2.1.6 Influence of
school location on the interest and academic achievement
of students
31
2.1.7
Concept of lecture method of teaching 35
2.1.8
Concept of peer tutoring and its effects on the interest and academic
achievement of students 37
2.1.8.1 Reciprocal peer tutoring (RPT) 39
2.1.9 Concept
of competitive learning strategy and its effects on the interest
and
academic achievement of students 43
2.2 Theoretical Framework 46
2.2.1
Social cognitive theory by Vygotsky (1978) 47
2.2.2 Zone of
proximal development (ZPD) by Vygotsky
(1978) 48
2.2.3 Cognitive
development theory by Jean Piaget (1963) 50
2.3 Empirical Studies 52
2.4 Summary of Related Literature 79
CHAPTER 3: METHODOLOGY
82
3.1 Design of the Study 82
3.2 Area of the Study 82
3.3 Population of the Study 83
3.4 Sample and Sampling Technique 84
3.5. Instrument for Data Collection 85
3.6 Validation of the Instrument 86
3.7 Reliability of the Instrument 87
3.8 Method of Data Collection 87
3.8.1 Experimental procedure 88
3.8.2 Control of extraneous variables 90
3.9 Method of Data Analysis 91
CHAPTER 4: RESULTS AND DISCUSSION
92
4.1 Results 92
4.2 Major Findings of the study 110
4.3 Discussion of Findings 111
CHAPTER 5:
SUMMARY, CONCLUSION AND RECOMMENDATIONS 118
5.1 Summary 118
5.2 Conclusion 121
5.3 Recommendations 122
5.4 Educational Implication
of the Study 123
5.5 Limitations of the
Study 124
5.6 Suggestion for
Further Studies 124
References
Appendices
|
LIST
OF TABLES
Mean and Standard Deviation of
Interest Scores of Students Taught Physics Using Reciprocal Peer Tutoring
Strategy, Competitive Learning Strategy and Lecture Method
|
92
|
|
|
|
|
|
4.2
|
Analysis of Covariance (ANCOVA) of
Students’ Interest in Physics Taught Using Reciprocal Peer-Tutoring Strategy,
Competitive Strategy and Lecture Method
|
93
|
|
|
|
|
|
4.3
|
Post Hoc
Tests Multiple Comparison Analysis for Students’ Interest Scores (x) Teaching
Strategies Using LSD Method.
|
94
|
|
|
|
|
|
4.4
|
Mean and
Standard Deviation of Interest Scores of Male and Female Students Taught
Physics Using Reciprocal Peer Tutoring Strategy.
95
|
|
|
|
|
|
|
4.5
|
Analysis of Covariance of Male and Female Students’ Interest Mean
Scores in Physics Taught Using Reciprocal Peer Tutoring
|
96
|
|
|
|
|
|
4.6
|
Mean and Standard Deviation of
Interest Scores of Male and Female Students Taught Physics Using Competitive Strategy.
|
97
|
|
|
|
|
|
4.7
|
Analysis of
Covariance of Male and Female Students’ Interest Mean Scores in Physics
Taught Using Competitive Strategy
|
98
|
|
|
|
|
|
4.8
|
Mean and Standard Deviation Interest Scores of Physics Students Taught
Using Reciprocal Peer Tutoring, Competitive Strategy and Lecture Method Based
on School Location
|
99
|
|
|
|
|
|
4.9
|
Analysis of Covariance of Urban and
Rural Students’ Interest Mean Scores in Physics Taught Using Reciprocal Peer
Tutoring, Competitive Strategy and Lecture Method
|
100
|
|
|
|
|
|
4.10
|
Mean and Standard Deviation of
Achievement Scores of Students Taught Using Reciprocal Peer Tutoring
Strategy, Competitive Strategy and Lecture Method
|
101
|
|
|
|
|
|
4.11
|
Analysis of
Covariance of Students’ Achievement Mean Scores in Physics Taught Using
Reciprocal Peer Tutoring, Competitive Strategy and Lecture Method
|
102
|
|
|
|
|
|
4.12
|
Post Hoc Tests Multiple Comparison Analysis
for Students’ Achievement Scores (x) Teaching Strategies Using LSD Method.
|
103
|
|
|
|
|
|
|
|
|
|
4.13
|
Mean and Standard Deviation of Achievement Scores of Male and
Female Students Taught Physics Using Reciprocal Peer Tutoring Strategy
|
104
|
|
|
|
|
|
4.14
|
Analysis of Covariance of Male and
Female Students’ Achievement Mean Scores in Physics Taught Using Reciprocal
Peer Tutoring
|
105
|
|
|
|
|
|
4.15
|
Mean and Standard Deviation of
Achievement Scores of Male and Female Students Taught Physics Using
Competitive Strategy.
|
106
|
|
|
|
|
|
4.16
|
Analysis of Covariance of Male and Female
Students’ Achievement Mean Scores in Physics Taught Using Competitive Strategy
|
107
|
|
|
|
|
|
4.17
|
Mean and Standard Deviation Scores
of Physics Students Taught Using Reciprocal Peer Tutoring, Competitive
Strategy and Lecture Method Based on School Location
|
108
|
|
|
|
|
|
4.18
|
Analysis of Covariance of the Mean
Achievement Score of Students in Physics Taught Using Reciprocal Peer
Tutoring, Competitive and Lecture Method Based on Location
|
109
|
|
|
|
|
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is an instrument for rapid socio economic development of
any nation and her citizens. It is an instrument for achieving sustainable
human and capital development, as it is also the bedrock for sustainable
development of Nigeria. Education provides the citizens of any nation with
adequate skills for effective living and effective contribution to the
development of her society. This is sequel to the fact that education in
Nigeria not only provide basic knowledge and skill to improve oneself and one’s
livelihood, but it also empowers men and women to take their rightful place in
their homes, society and development process of the country. To this end,
educating men and women is the key to breaking the cycle of poverty. In Nigeria
today, functional and productive education is seen as the most likely means of
getting to the top hierarchy in any endeavour. Acquisitions of good education
and attainment of high education at all levels bring about acquisition of honour
in the society, good jobs and increase in financial standing (Ojukwu, 2016).
For any nation’s educational sector to be relevant in fostering rapid human and
national development, such nation’s education must be productive and
functional. A functional and productive educational system remains a tool that
can be used to eradicate poverty, generate employment, avert crises among
others.
To achieve sustainable human and socio-economic development of
Nigeria through a functional and productive education system, the Nigeria
education system adopted the 9-3-4 system of education. According to Uwaifo and
Uddin (2009), the new 9-3-4 System of education that took effect from 2006, has
the first nine years of basic and compulsory education up to the Junior
Secondary School (three levels) three
years in the Senior Secondary School and four years of Tertiary Institutions.
These three levels of education play significant role in human and
socio-economic development. For the purpose of this study, the researcher’s focus
was on the secondary education system. The secondary education is the next
three years after Universal Basic Education in Nigeria. It has a wider scope
than the Junior Secondary (JS) phase and aims at broadening the knowledge and
skills of a student beyond the Junior Secondary School level and thus prepares
him/her for further education. It is academic and vocational in scope.
To achieve sustainable human and socio-economic development of
Nigeria via the secondary education system, the secondary education curriculum
has been designed to achieve the following goals to make the system a
productive and functional type. The goals as spelt out in the National Policy
on Education(FRN, 2013:12) stipulates that Post Basic Education which is the
Senior Secondary School has among others
the following goals:
i.
to
provide holders of the Basic Education Certificate and Junior Arabic and
Islamic Studies Certificate with
opportunity for education of a higher level, Irrespective of gender, social
status, religious or ethnic background;
ii.
offer
diversified curriculum to cater for the differences in talents, disposition,
opportunities and future roles;
iii.
to
provide trained manpower in the applied science, technology and commerce at
sub-professional grades;
iv.
provide
entrepreneurial, technical and vocational job-specific skills for
self-reliance, and for agricultural, industrial, commercial and economic
development;
v.
develop
and promote Nigerian languages ,art and culture in the context of world’s
cultural heritage;
vi.
to
inspire students with a desire for self- improvement and achievement for
excellence;
vii.
foster
patriotism, national unity and security education with emphasis on the common
ties in spite of our diversity; and
viii.
to raise
morally upright and well-adjusted individuals who can think independently and
rationally, respect the views and feelings of others and appreciate the dignity
of labour.
From the fore going, Secondary education is very
imperative and plays a prominent role towards national development and manpower
training. Hence to achieve these goals at the Senior Secondary School level,
many subjects are offered and grouped into the Sciences, Arts, Vocational, Social Sciences and Commercial
(Nlebem, 2011).
Physics as one of the branches of science is one of the
science subject in secondary school curriculum. Physics performs some vital
role which help in dealing with those fundamental questions on the structure of
matter and interaction of elementary constituent of nature that are susceptible
to experimental investigation and theoretical inquiry (Oluwasegun, Ohwofosirai &
Emagbetere, 2015). The word physics has been derived from the Latin word
Physica, which means natural thing. Though, there are many definitions of physics,
yet it can be defined as “a science that deals with matter and energy and their
interactions in the fields of mechanics, acoustics, optics, heat, electricity,
magnetism, radiation, atomic structure and nuclear phenomena (Mmadu, 2018).
Physics is an important science subject that makes
immense academic demands on students in its learning. Physics is of enormous importance to science
and technology, of which there is understandably huge interest in students’
achievement in Physics. Physics as one of the science subjects has remained one
of the most difficult subjects in the school curriculum (NERDC, 2004). A good
knowledge of Physics is a pre requisite for the study of physical science (Physics,
Chemistry, Computer Sciences and Geology) and Engineering courses like
Electrical/Electronic, Electrical, Computer, Civil, Mechatronics, among others.
The importance of Physics gave rise to the objectives as stipulated in the Physics
curriculum which include to generate interest in Physics and to provide a solid
foundation for everyday living, develop basic technological skills, foster the
desire and ability to be accurate to a degree relevant to the problem at hand,
to provide necessary Physics background for further education and to stimulate
and encourage creativity in Physics. However, the achievement of these
objectives is expected to reflect in increasing interest and improved academic
achievement of the students in Physics.
Students interest towards the study of a particular
subject and academic achievement is a good indices of how well the objectives
of that particular course have been
achieved. Interest is described as the things that one likes, the tendencies to
like, to seek and to engage in certain kinds of activities (Tella, Adika &
Toyoba, 2008). The term interest is used interchangeably with aspirations.
Interest reflects an individual’s emotional dispositions towards a particular
subject or course content (Ewumi, 2010). Interest of students in a particular subject
is developed first which then motivates the student to perform well
academically. Goolsby (2013) asserts that interest of students towards the
learning of particular subject will
influence their academic achievement in the subject. In other words interest
comes first before academic achievement; hence interest stimulates students’
academic achievement in particular subject.
Academic
achievement is
the extent to which a student, teacher or institution has achieved their short
or long-term educational goals. According to Chukwu
(2019), academic achievement is defined as the level of accomplishment or
proficiency one has in academic area as opposed to one’s potential. Eme (2017) also
defined academic achievement as an educational goal that is achieved, by a
student, leader or institution over a period of time. Students’
scores in achievement test, Cumulative Grade Point Average and completion of educational degrees such as High School
and bachelor's degrees represent academic achievement. In relation to
this study, academic achievement can be regarded as an observable and
measurable behaviour of students in Physics. The academic achievement obtained
through the administration of achievement test may either be teacher made test
or standardized achievement test. However, for the purpose of this study, the
teacher made test(Physics Achievement Test) was used.
Whether internal or external examinations, the academic
achievement of the students in Physics have not been encouraging over the
years, as the number of students who possesses five “O” level credits including
Physics is not encouraging and that have hindered the number of students
seeking admission into tertiary institutions. Over the years, there have been a
record of poor academic performance of the students in Physics external
examination conducted by both the West African Examination Council (WAEC) and
National Examination Council (NECO). This trend of poor academic performance of
secondary school students has also been confirmed by the West African
Examination Council (WAEC Chief Examiners Report, 2019). The WAEC result
analysis for the years 2016, 2017 and 2018 revealed the performance of Nigerian
students in secondary schools in external examination. The percentages of
students who passed during the years with five credits including Physics in
WASSCE and NECO show low performance among Physics students in Nigeria
(Appendix G).
In Abia State, the average performance of the students
in Physics in external examinations conducted by WAEC and NECO in Abia State
have been generally poor (Appendix G).
The low interest and poor academic achievement of
students in Physics at both the internal and external examination conducted by
both the West African Examination Council (WAEC) and National Examination
Council (NECO) could be attributed to a lot of factors such as lack of
conducive environment, poor teaching methods, attitude to their job, lack of
interest of students in learning Physics, students time management amongst
others. To this extent, Ovute and Akanwa (2014), believe that the falling level
of academic performance of students in Physics is attributable to teachers’
non-use of verbal reinforcement strategy, as Welsh (2007) also found that the
attitude of some teachers to their job, poor teaching methods of Physics,
teachers’ qualification and students interest influence students’ academic
achievement in mathematics. In a similar vein, many researchers such as (Ovute
& Akanwa, 2014; Agomuo, 2017; and Eme, 2017) have established the fact that
certain factors such as teachers’ method of teaching Physics could influence
the students achievement in Physics. Ovute and Akanwa (2014), stated that the
decline in the interest of students towards the study of Physics and poor
academic achievement of students in Physics in our schools queries the
methodology of instruction and therefore called for an in depth investigation
with a view to establishing the relationship between teaching methods and students
achievement in Physics.
Teaching methods are a variety of teaching methodologies
that can be employed by the teachers to enhance teaching and learning which in
turn will improve the students interest toward the study of the subject as well
as improving the academic achievement of the students in the subject. The most
common teaching strategies employed in our school system in the teaching and
learning process are usually the conventional method of teaching. The most conventional
methods of teaching do include the lecture method which has not produced the
desired results (Eme,2019). Usually in teaching with lecture method, the
teacher stands in the front of the classroom and dictates information relevant
to the course content. Ezeani (2014) remarked that, the students only listen
and take down notes and are not encouraged to ask questions. Similarly, Nworgu
(2009), considered lecture method as a one way flow of communication from
teachers to students. It is teacher – centered or teacher –dominated strategy
because most of the talking is carried out by the teacher while the students
remain as passive listeners often taking down notes.
Considering the above scenario, lecture method is
concerned with how much ground is covered by the teacher before an examination,
and this makes it seemingly attractive to the teacher considering the
examination oriented nature of our education system. Therefore, most science
classrooms today are characterized by lecture method due to the fact that it
leads generally to adequate coverage of the syllabus. In other words, these
typical methods of teaching Physics tends to be uninteresting as it does not
encourage inquiry or higher thought process and does not encourage cooperative learning and brainstorming (Paragas,
2009). Based on this, Physics teachers are challenged to seek for an
intervention or innovative methods that would enhance students academic
achievement in Physics. Some of these methods include concept mapping,
discovering method, co-operative learning, target task approach, peer tutoring,
and competitive teaching strategy. Therefore, it is on this basis that the
researcher sought to explore the effects of student centred teaching strategy (peer
tutoring and competitive teaching strategy) on the interest and academic
achievement of students in Physics.
Peer tutoring is a method of instruction that involves students
teaching other students, a system of instruction in which learners help each other
and learn by teaching. Peer-tutoring is an instructional strategy that consists
of student partnerships, linking high-achieving students with low-achieving
students or those with comparable achievement, for structured reading and study
sessions(Adekoya & Olatoye, 2011).However, Ubani (2017) defined peer tutoring
as an instructional strategy that partners students to help one another learn
material, reinforce skills or practice a learned task. According to Akay (2011),
peer-tutoring is “systematic, peer-mediated teaching strategies”.
Peer tutoring are many and varied. But two types that are mostly
used are the class-wide peer tutoring and the reciprocal peer tutoring (Henson,
Hagos & Villapand, 2009). In class-wide peer tutoring, every student in the
class belongs to a group and has the opportunity to get one-on-one help while
students in a group alternate roles in reciprocal peer tutoring. There are
however intra-variations for these approaches. The focus of the present study
was on the Reciprocal Peer Tutoring (RPT). In Reciprocal Peer Tutoring (RPT),
students are assembled in groups of two or more and are trained to work
together on a specific academic task. The students work together to prompt,
monitor, and evaluate each other, while working toward group goals. The ideal
process of Reciprocal Peer Tutoring (RPT) was to pair students throughout the
term, as the process aided students to provide facilitating processes for each
other. Reciprocal Peer Tutoring is therefore used in this research to find out
its effect on the interest and academic achievement of Secondary school Physics
students in Abia state.
Another teaching strategy which the present study explored its effects
on the academic achievement of the students is the competitive learning
strategy. Competition only exists when there is a scarcity of a desired
learning outcome, students are then positioned to vie for the attainment of
that outcome (Webster, 2007). According to Hilk (2013), competitive teaching
strategy is a learning structure that emphasizes negative interdependence
between students. Individual students or small groups of students strive to
outperform others to achieve some goal. According to Okereke and Ugwuegbulam (2014), Competitive
learning strategy occurs when one student goal is achieved and all others may
fail to reach that goal. Competitive learning strategy can be used or applied
between individuals or groups, where a group setting is appropriate.
This strategy is most
appropriate when students are reviewing learned materials. Based on this fact,
competitive learning strategy can be used to teach Physics in our secondary
schools since according to Okereke, (2010), the primary goal of every
educational institution is to achieve effective teaching and learning. This can
be possible if efforts are put in place to ensure that students actively
participate in the learning processes. Competitive learning strategy have been found
to influence students interest and enhance their academic achievements, to this
extent Danjuma (2015) is a strong
supporter of its benefits, claiming that a well-organized competition
challenges its participants to give their best because it enhances students’
motivation and learning. Also, Okereke and Ugwuegbulam (2014) agreed with that idea, reporting that
competition encourages active learning and increases motivation as well as
their academic achievement. Therefore it was on this basis that the present
study investigated the effect of Competitive learning strategy on the interest
and academic achievement of students in Physics.
Furthermore to adopt a wholistic approach of the effects of Peer Tutoring (RPT) and competitive learning
strategy on students interest and academic
achievement in Physics, there is the need to investigate how gender and school
location influences the effect of peer
tutoring and competitive learning strategy on the students’ interest and academic
achievement in Physics. Gender in this study can be referred to as the grouping
of student into male and female in the cause of the teaching and learning process.
Gender, according to Chukwu (2019), is the social or cultural characteristics,
roles or behaviour which male and female are known for by society. Woolfolk
(2010) asserted that gender refers to traits and behaviours that a particular
culture judges to be appropriate for men and women.
Gender influence on students’ interest and academic achievement in science has
for sometimes generated a lot of concern to all stake holders in education for
science educators. This is as a result
that some researcher view male students to do better than the female student in
physics and some views as vice visa.
In Nigeria, it is believed that physics are male dominated subjects
(Madu,2012). To this extent, Eme (2017) observed that male students had higher
achievement score than female students in sciences when taught using the
metacognitive teaching strategy. On the contrary,
Ozofor, (2011) found that females achieve better than males in mathematics as
the female students have better interest in mathematics than their male
counterparts. Similarly, findings from Adekoya
and Olatoye (2011); Asaf and Rehman(2017) and Mkpanang (2016) whose separate findings revealed that there is a
significant difference between the mean achievement scores of the male and female senior
secondary school students when taught using peer tutoring strategy and lecture
method. Consequently, gender differentiations that
exist in some science related subjects, which lead to variation in academic
achievement of male and female students remain an issue of concern to
researchers. It is therefore on this bases, that an investigation of genderinfluence as intended in the present
study would shed further light on the issue concerning the influences of gender
on students’ interest and academic achievement in Physics when taught Physics
using the peer tutoring and Competitive learning strategy.
Another
factor that can equally influence the students’ academic achievement is the school
location. Thus, where a school is located determines the
interest and academic achievement of the students in sciences. According to
Nworgu, Ugwuanyi and Nworgu (2013), school location means urban-rural setting.
The urban-rural influence is also expected in physics just like any other
science subject because of the psychosocial influence it may have on the
teachers and students resulting mainly from school location. This may even
dictate their academic achievement in science of which physics forms a part. School location refers to a
school’s site, type of buildings, usage, capacity, teachers, students,
environment and other parameters for rationalization of both rural and urban
school map (World Bank Guidelines, 2014).
Therefore,
the area in which a school is located can affect the educational achievement of
a student.Based on the influence of school location on
the interest and academic achievement of students in sciences, Researchers
(Graham & Lauren 2013; Ayula, 2017; Alokan, 2013) have shown significant
difference in achievements between rural and urban located schools. Such
achievements in favour of urban schools, forinstance, must have been borne out
of many facilities they were used to which were not available in the rural
schools. Ronfeldt, Kwok, and Reininger, (2016) observed a significant positive
relationship between size and location of schools and achievement, where large
schools in urban locations performed better than small schools in rural
locations. School location is therefore a moderator variable in this study.
To the best of the researcher’s knowledge, no
empirical studies have investigated the effect of using the peer tutoring and
competitive learning strategy on the academic achievement of students in
Physics. Also in a similar way, no empirical studies have investigated the
effect of peer tutoring and competitive learning strategy on the interest and academic
achievement in Physics with gender and school location factor as moderating
variables. Thus, it is against this background that the present study sought to
fill this gap by investigating through empirical study the effect of peer tutoring
and competitive learning strategy on the students interest and academic
achievement in the subject and how gender and school location of students
moderates the effect of using the peer tutoring and competitive learning strategy on
the students interest and academic achievement.
1.2 STATEMENT
OF THE PROBLEM
Effective teaching of Physics in Nigeria secondary school using the
appropriate teaching strategy is expected to stimulate students’ interest in
the study of Physics. When a student develops positive interest in the learning
of Physics as a result of the teaching method adopted, it is expected to
improve their academic achievement in Physics. These could enhance students’
interest and improve academic achievement of students in Physics and also enhance
the students’ knowledge in physics by enabling them to secure admissions into
tertiary institutions in Physics related disciplines.
Recently the interest of students in learning of Physics is steadily
declining as many students in the secondary schools are usually not interested
in learning Physics, hence they shy away from Physics lessons in schools. The
lack of students’ interest in the study of physics has resulted to low academic
achievement in physics as evident by the students’ poor performances in physics
over the years (WAEC & NECO Chief Examiners Report, 2018). The lack of
interest in the learning of Physics which has resulted to poor academic achievement
of students in Physics could be attributed to the teaching methods adopted by the
Physics teachers.
Consequent upon
this, the present study became necessary to investigate the effect of
Reciprocal Peer Tutoring and Competitive learning strategy on the students’
interest and academic achievement in Physics and how gender and school location
of students influence the effect of reciprocal peer tutoring and competitive learning
strategy on the students interest and academic achievement in physics.
1.3 PURPOSE
OF THE STUDY
The main purpose of the study was to investigate the effect of reciprocal
peer tutoring and competitive learning strategies on senior secondary school students’
interest and academic achievement in Physics in Abia State. Specifically, the
objectives of the study are to;
1. Determine
the difference in mean interest scores of the senior secondary school students
taught Physics using reciprocal peer tutoring strategy, competitive and lecture
methods.
2. Determine
the difference in the mean interest score of senior secondary school male and
female students taught Physics using reciprocal peer tutoring.
3. Determine
the difference in the mean score of senior secondary school male and female
students taught Physics using competitive strategy.
4. Determine
thedifference in the mean interest score of urban and rural students in physics
in senior secondary school taught using reciprocal peer tutoring, competitive
strategy and lecture method.
5. Find
out the difference in mean achievement scores of the senior secondary school
students taught Physics using reciprocal peer tutoring strategy, competitive
learning strategy and lecture method.
6. Find out the difference in the mean achievement
scores of senior secondary school male and female students taught Physics using
reciprocal peer tutoring strategy.
7. Find out the difference in the mean achievement
scores of male and female senior secondary school students taught Physics using
competitive learning strategy.
8. Find out the difference in the mean achievement
scores of urban and rural senior secondary schools taught using reciprocal peer
tutoring strategy, competitive learning strategy and lecture method.
1.4 RESEARCH
QUESTIONS
The following research
questions were formulated to guide the study.
1. What is the mean
interest score of senior secondary school students taught Physics using peer
tutoring strategy, competitive strategy and lecture method?
2. What is the mean interest score of senior secondary
school male and female students taught Physics using peer tutoring strategy?
3. What is the mean interest score of senior secondary
school male and female students taught Physics using competitive strategy?
4. What is the mean interest score of urban and rural senior
secondary schools taught Physics using peer tutoring strategy, competitive
strategy and lecture method?
5. What is the mean achievement score of senior
secondary school students taught Physics using peer tutoring strategy,
competitive strategy and lecture method?
6. What is the mean achievement score of male and
female senior secondary school students taught Physics using peer tutoring
strategy?
7. What is the mean achievement score of male and
female senior secondary school students taught Physics using competitive
strategy?
8. What is the mean achievement score of urban and
rural senior secondary school students taught Physics using peer tutoring
strategy, competitive strategy and lecture method?
1.5 HYPOTHESES
The following null
hypotheses were tested at 0.05 level of significance.
HO1: There is no significant difference in the
mean interest scores of students taught physics using reciprocal peer tutoring
strategy, competitive learning strategy and lecture method.
HO2: There is no significant difference in
the mean interest scores of male and female students taught Physics using reciprocal
peer tutoring.
HO3: There is no significant difference in
the mean interest scores of male and female students taught Physicsusing peer
competitive learning strategy.
HO4: There is no significant difference in
the mean interest scores of urban and rural senior secondary school students taught
physics using reciprocal peer tutoring, competitive strategy and lecture
method.
HO5: There is no significant difference in
the mean achievement score of senior secondary school students taught physics
using reciprocal peer tutoring, competitive learning strategy and lecture
method.
HO6: There is no significant difference in
the mean achievement score of male and female senior secondary school students
taught Physics using reciprocal peer tutoring strategy.
HO7: There is no significant difference in
the mean achievement score of male and female studentstaught physics using
competitive learning strategy.
HO8: There is no significant difference in
the mean achievement score of urban and rural senior secondary school students taught
Physics using reciprocal peer tutoring strategy, competitive learning strategy
and lecture method.
1.6 SIGNIFICANCE
OF THE STUDY
The findings of the study may be beneficial to students, teachers,
school administrators, policy makers and intending researchers. It may be of
benefit to the students as it can provide them the opportunity of remedial
instruction as the students can accurately and effectively tutor one another
since it enhances their interest in physics and academic achievement in physics.
The findings of the study will also help the students with average and below
average Intelligence Quotient (IQ) to develop their self-confidence in physics
as they are trained to support one another by acting as tutor and tutee towards
understanding physics and developing interest in physics which will also help
to improve their academic achievement in physics. The students will benefit
through seminars and awareness campaigns on how to develop their interest in
learning physics and enhancing their academic achievement in physics.
To the teachers, the findings of the study may be beneficial to them
as it will help them to know that the teachers teaching may be insufficient in
enhancing students academic achievement in physics, as the findings of the
study will enable the teachers to always adopt the students centred approach as
teaching strategy where the teacher will group the high intelligent quotient
students and low intelligence quotient students into peers to enable them tutor
themselves. As the students teach themselves, it will help them to learn better
as they are open to themselves in the course of learning which will then
influence their academic achievement in physics. The findings will also provide
the physics teachers with efficient and effective teaching strategy such as the
Reciprocal Peer Tutoring (RPT) which will serve as a guide for impacting
physics knowledge for the improvement of
students learning outcomes.This they can achieve through the findings of the
study which will be made available to them through conferences, seminars and
workshop on teaching strategies that can stimulate student interest in physics
and enhance their academic achievement.
To the school administrators, the findings of the study may enable
them to know the effect of the Peer Tutoring and competitive learning strategy
on the students interest and academic achievement, as it will avail them the
opportunity to always ensure that the physics teachers adopts the teaching
strategy that can stimulate students interest and improve their academic
achievement in physics. This they can achieve through the findings of the study
which will be made available to them through conferences, seminars and workshop
on teaching strategies that can stimulate student interest in physics and
enhance their academic achievement.
To the policy makers, the findings of the study will benefit them as
it enable how the Peer Tutoring and competitive learning strategywill influence
the students interest and academic achievement in physics thereby taking a
decision on whether or not to incorporate the Peer Tutoring teaching strategy
compulsorily in the teaching and learning of physics.Through the findings of
this study, physics teachers-Educators (as well as other subject teacher
educators) will be aware of the best teaching strategy that would enhance
student’s achievement and interest, and then build such strategy in the teacher
education programme for the training of physics teachers and other subject
teachers. These the policy makers can achieve through the findings of the study
which will be made available to them through conferences, seminars and workshop
on teaching strategies that can stimulate student interest in physics and
enhance their academic achievement.
To intending Researchers, the findings will also be of significance
to intending researchers who will carry out studies similar to this study, as
it had provided them with adequate reference materials for their study and an
adequate justification for further study. It will also avail them adequate
opportunity to appraise and constructively criticize the study with a view to
finding gaps which their study intends to fill.
1.7 SCOPE
OF THE STUDY
The study was delimited to investigating the effect of Reciprocal Peer
Tutoring and competitive learning strategy on the students interest and academic
achievement in Physics and how gender(male and female) and school location (urban and rural) of students
would influence the effect of peer tutoring and competitive learning strategy
on the students interest and academic
achievement in Physics. The subject scope is delimited to topics in Physics,
namelyScalars and Vectors, Motion, Projectiles, Equilibrium of Forces, Simple
Harmonic Motion (SHM), and Linear Momentum.The researcher had observed that
these are topics that pose difficulty to students in their internal and external
examinations. In addition, these topics are the topics meant for the Senior Secondary
School class 2. The study was carried out in Umuahia Education Zone, AbiaState.
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