EFFECT OF COMPUTER ASSISTED STUDENTS’ TEAM LEARNING STRATEGY ON ACHIEVEMENT AND RETENTION IN SECONDARY SCHOOL PHYSICS

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ABSTRACT

 

The study investigated the effect of computer assisted students’ team learning strategy on achievement and retention in secondary school physics in Abia State. A pre-test, post-test control group design with four (4) intact classes, involving experimental and control groups, were used for the study. The population for the study consisted of three thousand, one hundred and fifty (3,150) senior secondary school one (SS1) physics students’ from 225 co-educational public secondary schools in Abia State. A Purposive Sampling technique was used to obtain 140 SSS1 students from four intact classes sampled from a population of 3,150 Physics students’ in four (4) public secondary schools in Abia State. The experimental groups were taught using computer assisted students’ team learning strategy (CASTLS) while the control groups were taught physics using the expository teaching method (ETM). The instrument for data collection was a 50 item multiple choice Physics Achievement Test (PAT) and Kuder-Richardson (K-R 20) was used to obtain a reliability index of 0.82. Six research questions and six hypotheses, formulated and tested at 0.05 level of significance, guided the study. The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The Analysis showed that Computer Assisted Students’ Team Learning Strategy had significant effect on the students’ achievement and retention. The findings also showed that gender did not have significant effect on the students’ achievement and retention. Based on the findings it was recommended that computer assisted student’s team learning strategy should be given positive consideration as its effective utilization improved students’ achievement and retention.  Workshops and seminars should be organized to train in-service teachers and emphasize CASTLS method in the training of pre-service teachers and others. 





TABLE OF CONTENTS

 

Cover page

Title                                                                                                                             i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgments                                                                                                      v

Table of Contents                                                                                                       vi

List of Tables                                                                                                              viii

Abstract                                                                                                                      x

CHAPTER 1

Introduction 1

1.1        Background to the Study                                                                               1

1.2       Statement of the Problem                                                                               9

1.3              Purpose Of The Study                                                                                                10

1.4        Significance Of The Study                                                                             11

1.5       Research Questions                                                                                          12

1.6        Hypothesis                                                                                                      12

1.7        Scope of the Study                                                                                         13

CHAPTER 2

REVIEW OF RELATED LITERATURE                                                                       14

2.1       Conceptual Framework                                                                                    14

2.1.1        Concept of physics                                                                                         14

2.1.2        Concept of achievement                                                                                 17

2.1.3        Gender and achievement                                                                                19

2.1.4    Concept of retention                                                                                       21

2.1.5. Computer assisted instruction                                                                           22

2.1.6. Expository teaching method (ETM)                                                                 26

2.1.7. Computer assisted student team learning strategy (CASTLS)                         27

2.1.8  Procedure in computer assisted students team learning

strategy (CASTLS).                                                                                          30

2.2       Theoretical Framework                                                                                   32

2.2.1    Bruner’s theory of learning (1958)                                                                 32

2.2.2    Piaget cognitive constructivist theory (1962)                                                 33

2.2.3    Vygotsky theory (social development); (1934)                                              35

2.3       Empirical Studies                                                                                           36

2.4       Summary of Review of Literature                                                                  41

CHAPTER 3

RESEARCH METHOD                                                                                          43

3.1       Design of the Study                                                                                         43

3.2       Area of the Study                                                                                           44

3.3       Population for the Study                                                                               45

3.4       Sample and Sampling Techniques                                                                  45

3.5       Instrument for Data Collection                                                                       46

3.6       Validation of the Instrument                                                                          46

3.7       Reliability of the Instrument                                                                           47

3.7.1     Research assistants orientation                                                                      47

3.7.2    Procedure for conducting the experimental study                                          48

3.7.3    Teacher variable                                                                                              49

3.8       Method of Data Collection                                                                             48

3.9       Method of Data Analysis                                                                               49

CHAPTER 4

RESULT AND DISCUSSION 

4.1       Results of the Analysis                                                                                   50

4.1.1    Research question one                                                                                    50

4.2       Summary of Findings                                                                                     74

4.3       Discussion of Findings                                                                                   75

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS                                                  79

5.1       Conclusions                                                                                                     79

5.2       Recommendations                                                                                          80

5.3       Education Implication of the Findings                                                           81

5.4       Limitations of the Study                                                                                 82

5.5       Suggestions for Further Studies

           

References                                                                                                     

Appendices

 

 

 

 


LIST OF TABLES


 1:        Achievement mean scores of students taught physics with Computer assisted students’ team learning strategy and those taught using the traditional talk-chalk method.                    50

 

 2:        Retention mean score of students taught physics with CASTLS & TTC method                    51

 

 3:   Mean achievement scores of male and female students taught Physics using CASTLS and those taught using TTC method.           52

 

 4:        Mean Retention score of male and female students taught using CASTLS and TTC method                  53

 

5:         Mean and standard deviation score of interaction effect of gender and learning strategies on student’s achievement in Physics.                          54

 

6:         Mean and standard deviation scores of interaction effect of gender and learning strategies on students’ retention in Physics.      55

 

7:         Analysis of covariance (ANCOVA) of students’ achievement in physics                  56

 

8:         Analysis of covariance (ANCOVA) of student’s Retention in Physics                                58

 

9:         Analysis of covariance (ANCOVA) of male and female students’

Achievement in Physics                                          59

 

10:       Analysis of covariance (ANCOVA) of male and female Students’ retention in Physics                                           60

 

11:       Analysis of covariance (ANCOVA) of interaction effect between learning strategies and gender on mean achievement in Physics                        61

 

12:       Analysis of covariance (ANCOVA) of interaction effect between learning strategy and gender on mean retention in physics              63


 



         

              

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Physics is a science subject that is taught at the senior secondary school level. It is a physical science that deals with the study of matter, energy and its transformations. Physics as a science subject, like Chemistry and Biology provides the basic foundation for technological development of any nation. It is a vital tool for career development in Teaching, Nursing, Medicine, and Engineering, Information and Communication Technology, Environmental Study, amongst others. It is important to note that most of the devices, gadgets and amenities that man enjoys today were gotten from the knowledge Physics provide. Such as production of handset, television, video, washing machine, kitchen ware, automobiles, musical instruments, science & medical equipment, electricity& electrical appliances and many others. Teaching/learning of Physics in the Nigerian senior secondary schools cannot be neglected owing to the numerous areas of its application and innovations in technology which knowledge of Physics play a major role. Michael (2006) stated that Science and Technology cannot be achieved in the absence of the subject Physics. Therefore proper teaching and learning of Physics in secondary schools should be of great importance not only to the benefit of the learners but also to the development of the entire society (Young and Freedman, 2014). However, the teaching of Physics should involve the use of strategies and methods that would enhance students’ achievement and retention. Such methods of teaching ought to help students acquire necessary skills that are required for their knowledge growth in Physics concepts, and enhanced the learners’ ability to relate the knowledge gained in physics to real life situation (Okebukola, 2014).

The Federal Republic of Nigeria (FRN, 2016) in its National Policy on Education stated that Physics can be taken as one of the science subjects amidst Biology, Chemistry, or Health education and others in the field of science and mathematics and the primary objectives of Physics Education is to; provide basic literacy in physics for functional living in the society, stimulate and enhance creativity, acquire essential skills and attitudes as a preparation for technological application of Physics and acquire basic concept and principles of Physics as a preparation for further studies. The knowledge of physics also is meant to develop appropriate scientific skills and attitudes as a prerequisite for future scientific activities (Aina, 2013). Some of these scientific skills include; observation, critical thinking, problem solving, analytical skills etc. It is therefore important that students should participate actively and be fully involved during teaching and learning of physics and equally learn in an environment that is Physics friendly to improve students’ academic achievement and retention in Physics.

Inspite of the importance of Physics in technological development and nation building, students’ enrolment and academic achievement in Physics at senior secondary school level in Nigeria is very low as observed from the student’s performance (WAEC Chief Examiners Report, 2016). The poor performance can be as a result of many factors such as fear/phobia or anxiety among students, student’s notion that Physics is a difficult subject, the teacher factor such as teacher quality, qualification, lack of integration of computer usage in teaching, professional incompetence and use of ineffective teaching methods, lack of incentives to teachers, mathematical and abstract nature of physics. Other factors include poor teaching and learning environment, lack of teaching and learning materials, inadequate facilities for learning; student factor, such as student interest, poor study habit, poor foundations in mathematics, lack of proper understanding of basic science and technologies in the junior secondary classes and maturation of the learner (Shehu, 2006).Teaching and learning is an education process. The purpose of education is to help the learners utilize their gifted skills to actualize set goals to any level of development. Education has to do with the development of the mind, character and inculcation of positive change that is observable in an individual towards a given area of specialization (Adams, 2009). In an educational process the teacher is seen as the power engine that generates the enabling guide or instructional guide to the learner. The teacher’s ability and effectiveness in using various teaching strategies to bring the required knowledge to the learner is very important. Teaching strategy is therefore a vital tool to bring to the learner the required skills that produce effective and meaningful learning outcome (Ezenwa & Taki, 2013). Students can be positively motivated depending on the teachers’ instructional strategy and mastery of the subject matter.

 Academic achievement in a teaching and learning process is the ability of the learner to exhibit or produce learned experience through positive results from test or examination. One can say that there has been achievement if positive and encouraging results are gotten after series of tests and retest of a particular concept already exposed to the learner. A learner can be exposed to test or examination in different forms such as practical/demonstration, written or oral which at the end, the learner is expected to show a level of maximum understanding of the concepts expected of him/her without difficulties (Okeke, 2016). It can also be said that academic achievement is the ability of the learner to reproduce, put to use and transfer the learned experience to real life situation positively irrespective of time, age and place. Idoko & Anidu (2012) stated that a student/learner with high academic achievement in a particular learned concept can be said to have gained knowledge through his/her learned experience. Piaget in Anidu (2006) explained that learning is achieved through the teacher and the learner interaction. This is also in line with Agommuoh (2016), who believes that learning should be interactive to improve students’ academic achievement. That is to say that learning is supposed to be interactive for the learners to maximally understand the concept exposed to them. The learners interaction with the teachers, environment and with co-learners is very important for maximum achievement and retention to be gained. Adegoke (2010) is of the view that student’s readiness to study produces positive academic achievement. Achievement is therefore a measure to ascertain that an individual or a learner has gotten a certain level of expected goal. Academic achievement however is the strength exhibited by the learner that indicated that he /she has effectively and properly gained the knowledge given to them,( Idoko and Anidu, 2012). Academic achievement may equally be described from the result of the learner’s performance which can come inform of test or examination. However, a learner who has attained higher academic achievement is assumed or expected to exhibits exceptional characteristics such as boldness, high self esteem and strong notion for positive change (Oloyede, 2010).One of the related measures of students’ achievement is retention.

Retention is a quality that a learner possesses in recalling facts, ideas from learnt concept. It can be expressed as the learner’s remembering strength that could be observed after a period or a session of training or in a teaching learning situation (Ronald and Remma, 2015). Retention can also be seen as the attribute of an individual to link, associate and apply previously learnt knowledge to new and practical situation positively (Daluba, 2009). The extents to which retention of physics can be enhanced through the use of computer assisted students’ team learning strategy do not seem to have been adequately investigated. One of the variables on which the achievement and retention may differ is the students’ gender.

Gender is the range of characteristics pertaining to, and differentiating between, masculinity and fermininity, depending on the context, these characteristics may include biological sex, sex-based social structures or gender identity. (Oludipe, 2012).  Gender may equally be expressed as the attributes of men and women that are biologically referred to as the sex of an individual. The issue of gender in academic achievement is inconclusive to an extent since some research is of the view that the male students perform better than the female students while some are of the view that the female students outperform their male counterparts, hence the issue of gender remains inconclusive. Aweriala (2006) is of the view that gender has no influence on performance of physics students when male and female students are taught under the same condition on the other hand Aina (2013) is of the view that there is no correlation between male and female students in practical physics stating that male students performed better than their female counterparts similarly  Nwanne (2017) stated that male students performed better in physics than their female counterparts. Nbina and Avweiri (2014) were however, of the view that gender has no effect on student’s academic achievement Also Aluko (2005), Nbina and Avweiri (2014) and Muhammad (2014) in separate studies reported that gender has no effect on students achievement in science while Lawal (200) found out that female subjects were significantly better than their male counterparts in their science ability. This study will equally look at the effect of gender on academic achievement and retention in secondary school physics to ascertain if gender parity in physics can be achieved. To check this parity in gender, the use of technological device can be applied in the teaching /learning process. This Strategy uses software that contains Physics concepts in a CD –Compact Disk together with the system units to teach the students. The idea is to see the effect of the use of this technological device in the teaching/learning of Physics.

Integrating technology as a strategy and an innovation in teaching/learning of physics maybe necessary to maximize achievement and retention in students. In using the strategy, materials such as videos, simulations with pictures, diagrams with illustrations are demonstrated to drive home and make clearer the concepts in Physics for easier and maximum understanding of the subject. Agommuoh (2016) opined that the use of information and communication technology (ICT) in teaching of sciences is very vital to improvement of academic achievement of the learner. Therefore the need for the teacher to be properly trained in the use of ICT in teaching/learning is very important. Agommuoh and Ndirika (2016) also stated that integrating of computer technology in the teaching and learning of sciences will boost performance and achievement in science education. In order to curb the issue of fear/phobia, low achievement/retention or anxiety contributing to low enrolment of students and poor performance of students in Physics in both internal and external examinations, there is the need to adopt a more innovative teaching strategy like the Computer Assisted Students Team Learning Strategy (CASTLS).

 Computer assisted student team learning strategy is a kind of cooperative learning strategy, where learners are put into groups of four or five of varied ability with the teacher as the facilitator and Physics instruction is presented to the learners with the use of computer. The physics instructions are physics concepts that can be installed into the system as software or video, simulations and animation, films, slide, audio and others; to help the learner link or connect Physics to reality. The idea is to create an environment that can eliminate fear/phobia for Physics among learners. This in turn will help spring up interest and zeal to learn physics. Wambu (2011) is of the view that the way the material is organized for teaching / learning determines how learners would learn the instruction presented to them. In assessing the extent to which computer assisted students’ team learning affects achievement and retention, there is the need to compare its effect to the expository teaching method.

Expository teaching method is one where the teacher is in charge of the instruction. He she does the talking while the learners listen. It is mostly a verbal presentation of instruction or lesson. This method of teaching makes it easy for the teacher to cover large lesson content within a given period of time. The learners are usually passive and teacher/learner interaction is very minimal or non-existence (Omivirhiren, 2013). Traditional talk-chalk method is basically teacher- centred; the learners’ opinion or idea does not make much impact on the learning process. Akinsolu (2010) stated that the teacher in the expository teaching method gives out the entire information to the learner without the learners’ maximal input. There is therefore the need to investigate the effect of computer assisted students team learning strategy (CASTLS) on Secondary School students’ Physics achievement and retention as compared to the traditional teaching strategy.


1.2       STATEMENT OF THE PROBLEM

In spite of the demand, necessity and vital nature of the knowledge Physics can provide for a nation to link up with technological, economic and social development, secondary school students’ achievement as seen through their enrollment and performance in both internal and external examinations in Physics has been poor (SEMB,2017). This has been traced to some of the following factors; teachers teaching method, unavailability of laboratory and laboratory materials (Gambari, 2011). However, monotony in teaching Physics or method of teaching which in most cases are mainly verbal communication with little or no laboratory activities as observed in our secondary schools today is one of the factors hindering students academic achievement and retention. This challenge may not only affect the students choice of career building but equally affects the number of students who may be offering the subjects in tertiary institutions in the future and the entire system of the society, Since development of any kind is paramount to it’s level of technology which Physics as a subject plays a vital role (Majoka, Dad & Mahmood, 2010).

If the observed situation is to be reversed there is need to employ more innovative teaching strategies which will enhance students’ acquisition of skill and knowledge in Physics. One of such strategies whose effect on achievement and retention of students in Physics has not been investigated is the computer assisted students’ team learning strategy .The problem of this study, therefore, is what is the effect of the use of computer assisted students’ team learning strategy on secondary school students’ achievement and retention in Physics ?


1.8      PURPOSE OF THE STUDY

The main purpose of the study is to determine the effect of Computer Assisted Students Team Learning Strategy (CASTLS) on Achievement and Retention in secondary school physics. Specifically the objectives of the study are to:

        i.            determine the mean achievement scores of students taught physics using computer Assisted Students Team Learning Strategies and those taught using the expository method.

      ii.            determine the mean retention scores of students taught Physics using computer assisted students’ team learning strategy and those taught physics using expository method..

    iii.            determine the mean achievement scores of male and female students taught physics using computer Assisted Students Team Learning Strategy.

    iv.            compare the retention scores of male and female students taught physics using Computer Assisted Students Team Learning Strategy.

      v.            determine the interaction effect of computer assisted students’ team learning strategy and gender on the mean achievement score of physics students.

    vi.            determine the interaction effect of computer assisted students’ team learning strategy  and gender on the retention score of physics students

 

      1.9    SIGNIFICANCE OF THE STUDY

The study is expected to be beneficial to the following: students, teachers and teacher educators, school administrators, government and policy makers, Science Teachers Association of Nigeria (STAN), curriculum planners, Researchers and Counselors.

Students are the major focus in this study and effective application of these research findings should to a large extent expose students to explore and use various means available to them to get any existing physics problem solved. It may help to develop students creative ability, scientific skills of observations, analytical and critical thinking, team working, motivate high self esteem, problem solving ability, eliminating phobia at every stage in one’s life, embracing the I can do it spirit hence encouraging achievement and retention.

For teachers and teacher educators, application of the finding of this study may help them to put to use this teaching strategy to make teaching and learning of physics more meaningful and interesting. It may also increase the teachers’ effectiveness in the teaching learning process and enhance development of skills to achieve higher academic excellence in the learners.

The study may help school administrators to access and ensure the effective use of computer Assisted Students Team learning strategy (CASTLS).

In addition, the findings of this study may help government and policy makers to make policies that will bring positive change in the school systems, by providing internet, computer/ICT equipped laboratories for students and teachers to use for effective learning outcome. The findings of this study may equally be impactful if Science Teachers Association of Nigeria (STAN), during their workshop/seminar and conferences, should emphasize the effectiveness of the findings of this study and encourage teachers to put to use this strategy to improve students’ academic achievement and retention.

Finally, the findings of this study may help  curriculum planners to ensure that the use of Computer Assisted Students Team Learning Strategy is included in the senior secondary school curriculum and ensure it effective use by the subject teachers.


1.10     RESEARCH QUESTIONS

The following research questions guided the study

i.            What are the mean achievement scores of students taught physics with Computer Assisted Student Team Learning Strategy and those taught using the expository method?

ii.            What are the mean retention scores of students taught physics with Computer Assisted Students Team Learning Strategy and those taught using the expository method?

iii.            What are the mean achievement scores of male and female students taught physics using Computer Assisted Students Team Learning Strategy and those taught using the expository method?

iv.            What are the mean retention scores of male and female students taught physics using Computer Assisted Students Team Learning Strategy and those taught using the expository method?

v.            What is the interaction effect of learning strategies (Computer Assisted Students Team Learning Strategy and expository method) and gender on the mean achievement scores of Physics students?

vi.            What are the interaction effect of learning strategies (computer assisted students team learning and expository method) and gender on student’s mean retention scores in Physics?


1.11           HYPOTHESES

The following null hypotheses, formulated and tested at the 0.05 level of significance, guided the study.

Ho1:     There is no statistically significant difference between the mean achievement scores of students taught physics with computer Assisted Students Team Learning Strategy and those taught using the expository method.

Ho2:     There is no statistically significant difference between the mean retention scores of students taught physics with Computer Assisted Students Team Learning Strategy and those taught using the expository method.

Ho3:     There is no statistically significant difference between the mean achievements scores of male and female students’ taught Physics using computer assisted students’ team learning strategy.

Ho4:     There is no statistically significant difference between the retention score of male and female students taught physics using Computer Assisted Students team Learning Strategy.

Ho5:     There is no statistically significant interaction effect of teaching methods and gender on the mean achievement scores of Physics students.

Ho6:     There is no significant interaction effect of teaching method and gender on the mean retention scores of Physics students.


1.12               SCOPE OF THE STUDY

This research work was limited to Government owned secondary schools in Abia State. Senior Secondary School One (SSS1) students were used for the study. The content scope covered Motion, Speed and Velocity, Rectilinear acceleration as well as Scalar and Vector. The reason for choosing SSS1 is because it is the foundational class for teaching physics as a single science subject. Also the topics were chosen because these are the areas in the first term scheme of work.


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