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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