ABSTRACT
The study
investigated the effects of individualized instruction and inquiry methods on
student’s achievement and retention in secondary school physics in Akwa Ibom
State. The study employed pre-test, post-test quasi experimental design. The
population of the study consisted of 2114 SS11 students made up of 1,077males
and 1,037 females in Ikot Ekpene education zone in Akwa Ibom
AKSEB2017/2018.Simple random sampling technique was used in the selection of
education zone while purposive sample was used in the selection of three
schools out of 8 government owned secondary schools in Ikot Ekpene education
zone in Akwa Ibom.Those schools became experimental groups and control group in
which a sample of 150 students.50 students
for individualised instruction,50 students for inquiry method and 50 students
for control group was done respectively. The research was guided by four
research questions and four null hypotheses tested at 0.05 level of
significance. Two validated researcher made instruments; Physics achievement
Test (PAT) and Physics Retention Test (PRT) were used for collection of data.
The reliability coefficient of both instruments was established using Pearson
product moment correlation coefficient (PPMC) which was 0.813 and 0.834 for PAT
and PRT respectively.Descriptive statistics; Mean and standard deviations were
used to answer the research questions, while the analysis of covariance
(ANCOVA) was used in testing the hypothesis at P < 0.5 level of
significances. The findings of the study showed that students taught with
individualized Instruction improved significantly than those taught using
inquiry and lecture method. Also male students retain Physics concepts better
than their female when expose to individualized instruction, inquiry and
lecture method. However there was no significant difference in the mean
retention scores of male and female students in Physics when taught with
individualized introduction, inquiry and lecture method. Based on the finding
of this study it was recommended that serving teachers should use
individualized instruction on other topics in Physics to enhance their mastery
of the concepts being taught.
Table of contents
Title page - - - - - - - - - I
Certification page - - - - - - - - II
Approval page/ Declaration - - - - - - III
Dedication - - - - - - - - IV
Acknowledgements - - - - - - - - V
List of Table - - - - - - - - - VI
List of Appendices - - - - - - - - VII
Abstract - - - - - - - - - VIII
CHAPTER 1 – INTRODUCTION
1.1
Background of the Study - - - - - - - 1
1.2
Statement of Problem - - - - - - - 6
1.3
Purpose of the Study - - - - - - - 6
1.4
Significance of the Study - - - - - - - 7
1.5
Research Questions - - - - - - - 8
1.6
Hypotheses - - - - - - - - - 8
1.7
Scope of the study - - - - - - - - 9
CHAPTER 2 – REVIEW OF RELATED
LITERATURE- - - - - -
2.01 The Concept of Physics - - - - - - - 10
2.02 Overview of Individualised Instruction - - - - - 10
2.03 Concept of Inquiry Based Learning - - - - - - 15
2.04 Characteristics of Inquiry Based Learning - - - - - 17
2.05 The Levels of Inquiry Based Learning - - - - - 18
20.6
The Concept of Retention - - - - - - - 18
2.07 Factors Affecting Memory - - - - - - - 20
2.08 Remembering and Forgetting - - - - - - - 21
2.09 Remembering - - - - - - - 21
2.10 Principle of Remembering - - - - - - - 21
2.11 Theoretical bases of individualised
instruction by Rogers (1966) - - 22
2.13 Bybee’s
5E Learning Model by ByBee (2002) - - - - 23
2.14 Empirical Studies - - - - - - - 26
2.15 Inquiry
Teaching Strategy and Students’ Academic Achievements -
And Retentions - - - - - - - - 28
2.16 Studies
on Gender: Students’ Achievement and Retention - - 30
2.17 Summary of Literature Review - - - - - - 31
CHAPTER
3: METHODOLOGY
3.1
Design of the Study - - - - - - - - 33
3.2 Area of Study - - - - - - - - 33
3.3 Population of the Study - - - - - - - 34
3.4 Sample and Sample Technique - - - - - - 34
3.5 Instrument for data collection - - - - - - - 35
3.6 Validation
of the Research Instruments - - - - - 35
3.7 Reliability of the Instruments - - - - - - - 35
3.8 Method of Data Collection - - - - - - - 35
3.9 Training - - - - - - - - - 35
3.10
Preliminary Activities - - - - - - - 36
3.11 Teaching the Experimental and Controls
Groups - - - - 36
3.12 Administration of the Achievement and
Retention Test - - - 36
3.13 Method of Data Analysis - - - - - - - 37
3.14 Control Extraneous Variable - - - - - - 37
CHAPTER
FOUR: PRESENTATI0N AND ANALYSIS OF DATA
4.1
Research Question - - - - - - - - 39
4.2
Research Hypothesis - - - - - - - - 43
4.3
Finding of the study - - - - - - - - 46
4.4
Discussion of the findings - - - - - - 47
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of the study - - - - - - - 49
5.2
Education Implication of the
findings - - - - - - 49
5.3 Conclusion - - - - - - - - - 50
5.4 Recommendations - - - - - - - - 50
REFERENCES - - - - - - - - 51
LIST OF TABLES
1. Test Blue Print on Achievement Test in Machines - - - - 57
2. The Mean Achievement and Standard Deviation Scores of Students when taught with Individualized and Inquiry Methods - - - - - 39
3. The Mean Retention and Standard deviations of students when taught with Individualized and Inquiry Methods - - - - - 40
4. The Mean Achievement and Standard Deviation of male and female when taught with Individualized and Inquiry Method. - - - - - 41
5. The Mean Retention and Standard Deviation of male and female when taught with Individualized and Inquiry Method - - - - - 42
6. Analysed of Covariance of the Mean Achievement Scores of Students in Physics when taught with Individualized Instruction and Inquiry Method - - 43
7. The Analysis of Covariance of the Mean Retention Scores of Students in Physics when taught with Individualized Instruction Inquiry Method - - 44
8. The Analysis of the Covariance of the Mean Achievement Scores of male and female Students in physics when taught with Individualized Instruction and Inquiry Method - - - - - - - - - - - - 45
9. Analysis of the Covariance of the Mean Retention Scores of male and female students in Physics when taught with individualized instruction and inquiry method.- - - - - - - - - - - 46
LIST OF APPENDICES
Test Blue Print - - - - - - - - - 57
Reliability - - - - - - - - - - 57
Validation of Instrument - - - - - - - - 58
Physics Achievement and Retention Test - - - - - - 58
Marking Scheme for Physics Achievement and Retention Test - - - 66
Lesson Plan for the Experimental Lesson I (Individualized Instruction) - - 67
Lesson Plan for the Experimental Lesson II (Inquiry Method) - - - 75
Lesson Plan for the control Group Lesson III (Lecture Method) - - - 87
Pre-test – Post-test Achievement and Retention Scores - - - - 98
Descriptive statistic - - - - - - 99
Multiple comparison - - - - - - - - 99
CHAPTER
ONE
INTRODUCTION
1.1 Background
of the Study
The social,
economic and technological developments of a country are rooted in science.
Science has to do with knowledge acquired systematically. The fact remains that
there can be no technology without science. Physics is one of the science
subjects in secondary school curriculum like other subjects such as biology,
mathematics, and chemistry. In Nigerian secondary schools, students study
Physics for three years, (i.e. senior secondary school one to three) as
stipulated in the National Policy on Education (FRN, 2008). During this period,
teachers are required to engage students in practical works involving
conducting experiments, with the aims of developing their scientific knowledge
and experimental skills, and at the same time arousing and sustaining interest
of the students in the subject as well as refining their attitude positively
towards physics and physics related phenomena (Ojediran, Oludipe and, Ehindero 2014).
Physics is a
branch of pure science which deals with fundamental questions on the structure
of matter and interactions of the elementary constituents of nature that are
susceptible to experimental investigation and theoretical inquiry (Safra,
2002). Nelson (2013) also defined Physics as a subject which studies the
properties of matter and its behaviour in relation to energy. Physics is a
basic science and its concept and techniques underpin the understanding of all
branches of science. For instance, a thorough understanding of quantum
mechanics is necessary to chemist and material scientist since the structure of
atom is determined by quantum mechanics. In health sector, the understanding of
basic Physics is necessary for the developing new instrumentation and
techniques. With the help of medical physics, the right equipment for the
diagnosis of disease and the communication of medical data are acquired.
General, a good
performance in Physics by students is essential for technology advancement of
any nation. Unfortunately, in Nigeria, students’ attitude toward Physics and
their performance have been very poor over the years. These unsatisfactory
results have been attributed to many factors which include non-utilisation of
inappropriate methods of instruction in schools and dearth of qualified and
experienced Physics teachers in secondary schools (Boyo, 2010; Mankilik and
Josiah, 2013; Sule and Mankilik, 2015). The lecture method of instruction is
still the most frequently employed by Physics teachers in Nigeria. This has
been reported to be ineffective in teaching of Physics in schools (Boyo, 2010).
Slavin (2011) defined lecture method as the one where a teacher stands before a
class and present information for the students to learn. Although the method of
instruction is advantageous in that it covers a wide range of syllabus within a
limited time frame, amongst others, its disadvantages are so many. The
disadvantages of lecture method include the fact that the method is teacher
centred instead of the student centred method of instruction advocated by the
Nigerian Educational Research and Development Council, NERDC (2008); Students
are just passive listeners and not actively engaged in the process of abstraction
and generalization; students can find lesson boring and causing them to lose
interest in the lesson/subject. Students’ academic Achievement is determined by
his/her potentials which are determined by their attitude of the students,
schools resources, abilities of the teachers, classroom environment and the
role of parent. The intellectual ones exhibit talents and skills and the
general performance in both formal and informal settings, language development
and conceptual interpretation is high (Maiana, 2010).
There are number of
factors within school as well as outside school that affects the academic achievement
and retention of the students. Boyo, 2010 revealed that within schools, the
factors include professionalism, skills and abilities on the part of the
teachers, provision of library facilities, laboratory, appropriate
teaching-learning processes and instructional strategies, effective
communication between the individuals, formation of good terms and conditions,
usage of technology and evaluation methods. The class and homework assignments
and tests are regarded as aspects that determine the understanding of the students.
Other factors that
influence the academic achievement of the students as highlighted in the works
of Mankilik and Josiah (2013) and Sule and Mankilik (2015) include home
environment, financial position of their families, conditions of poverty,
provision of tuitions and assistance at home, counselling and guidance,
occurrence of conflicts and disputes, employment opportunities, household
chores, needs and requirements of other family members, violent and criminal
acts. The home environmental conditions and financial position of the families
have been favourable as well as unfavourable towards the academic outcomes of
the students. Also, Kudari (2006) observed the factors influencing academic
achievement to include characteristics of students, family, school and
religion, either singly or in combination. Maiana (2010) further showed that apart
from all these factors, there are factors in a formal school setting which
affect the achievement of students. These are: class size, availability of
materials, teacher’s qualification and experience and method of teaching by the
teacher.
Although, the
above were some of the reasons attributed to students’ poor achievement in
Physics, a good number of researchers laid the blame on the use of
inappropriate teaching method which might lead to lack of interest and
retention of Physics concepts. Such researchers include Omosewo (2013); Akanbi
(2013); Ojebisi & Isola (2011); .These research experts believed that
ineffective teaching strategies were being adopted in the teaching of Physics,
which led to students’ lack of interest and subsequent poor achievement and
retention. Hence, they proposed various strategies other than conventional
approached in the teaching of Science.
Current studies by
Agommuoh (2010) and Ogbonna (2007) on how students learn science and
mathematics in support of the above proposal reveal new ideas and instructional
approaches for teaching different branches of science. These studies indicate
that one of the ways of seeking solutions to the problem of teaching Physics
and other science subjects is comparing methods so as to identify the ones that
are more suitable for solving different topics in Physics. Based on this, the present
research study could adopt Individualised instruction and inquiry methods using
science skills, rather than conventional approach to improve on students’
academic achievement.
Science process
skill identified by the American for the Advance of Science, (AAS) as cited in
Vikoo (2003) number to fifteen. These include Observation, Classification,
Communication, Comparison, Measurement, Use of Numbers, Inference, Prediction, Recognition
and use of Spatial Relations, Interpretation of Data, Defining Operations,
Formulation of Hypotheses, Control of Variables, Design of Experiments and use
of Models. Any scientific process may adopt any of these skills depending on
the type of investigation. Individualised instruction is a type of teaching –
learning process in which the teacher gives consideration to the individual
learner through mastery, using the appropriate science skills.
In this strategy, there is a cleared
definition of what the students will be expected to learn and assistance given
to them whenever they express need for it .In Individualised instruction, the
teacher needs to define what level of mastery or standard of student’s performance
to be attained in pursuing the objectives. The teacher needs to employ the
science process skill relevant to the topic under discussion to teach all the
people in the group. The teacher is to evaluate the student after teaching the
units and match class performance with the mastery level already set
(Diagnostic-progress test for each unit).The teacher is to re-teach the content
units, if the mastery level for the class was not attained after the diagnostic
test. For example, in the guided independent study, learners at any grade level
in any subject area are permitted to work at their pace under the guidance of a
teacher. This method of instruction facilitates teaching behaviours that lead
to improved students achievement. In individualised instruction, students are
in teaching – learning process.
According to Igbal
(2011) students involvement indicates how actively involved students are
participating in the lesson while it take place. It is what the student does
that he learns, not necessarily what the teacher does. In individualised
instruction, instructional materials are arranged in a series of successive
frames that lead the learner from a body of know concept to unknown, from
simple to complex concept within the same area. It involves an individualized
sequence of learning governed by placement test thereby allowing students to
proceed at their own pace. It is evident that the use of instructional
strategies involves students learning specific contents and the way in which
students receive and process this information will be crucial to learning.
Inquiry teaching
method is a method of teaching where the learner is seeking to discover and
create answers to recognized problems through procedure of making a diligent
search, sometimes with minimum guidance from the teacher (Cheval & Hart, 2005).
The use of science process skills is based on scientific inquiry and teaching
science by inquiry involves teaching student’s science process skills, critical
thinking, scientific reasoning skills by scientist (Udoh, 2012). Inquiry
teaching method is also a term used in science teaching that refers to a way of
questioning, seeking knowledge, information or finding out about phenomena. It
involves investigating data and arriving at a conclusion (Sola & Ojo,
2007). In Inquiry method, students learn not only concept but also
self-direction, responsibility and social communication. It also permits
students to assimilate and accommodate information. It is the way people learn
when they are left alone.
Cheval and Hart
(2005) classify inquiry teaching method into three (3) classes, namely
structured inquiry, guided inquiry and open inquiry. All these types of inquiry
can be useful to students to learn science when taught appropriately.
Structured inquiry is the most teacher-centred of the three types of inquiry.
This type of inquiry is commonly seen in science classrooms in the form of
laboratory exercises. The teacher provides fairly structured procedures for the
inquiry activity, and students carry out the investigations. Structured inquiry
could be described as the most tradition approach to inquiry (Cheval &
Hart, 2005). The open inquiry on the other side is a type of inquiry which
requires the least amount of teacher intervention and is student centred. Students,
in this case, often work in groups and plan all phases of their investigations,
while guided inquiry is commonly used when students are asked to make tools or
develop a process that results in a desired outcome. For example, a science
teacher gives his seventh grade middle school students material to create a
rocket but no instructions for designing the rockets so that it will launch
properly, fly a certain distance, and land without being disassembled. The
teacher provides the problem and materials and the students develop the rocket
using their own scientific process or procedure (Cheval & Hart, 2005).
Retention is one of the variables that enhance student’s achievement in
Physics. Agommuoh (2010) explained that the concept of retention is the ability
to remember effectively when experience are passed across to the learner through an appropriate
instructional strategy which is capable of
arousing students’ interest. Retention is therefore a necessary factor
for students to properly apply learnt concept. Retention is ability to store
facts and remember things easily. This implies that if there is no proper
storage structure developed in the learners, information recalling may be
marred and consequently resulting to poor achievement. This structure is what
Ausuble in Ogbonna (2007) referred to as cognitive structure, which was defined
as all information pertaining to ones life experiences. Further on this,
Ausuble noted that when students’ learn new things and relate the new ideas to
what is already stored and get them organised into more complete cognitive
structure, then, they are engaged in more meaningful reception learning that
leads to retention This is why the teacher must be able to make learning meaningful
to the student, by presenting the materials or information to be learnt in
various forms. Give students the opportunity to use the information that would
often enhance fast learning, to enable its storage in the memory. When this is
done, the information can be easily recalled because learning is permanent as
far as that idea is concerned and the students has used it in various forms.
Gender issues as a
factor or variable in this study are not yet skewed to any direction. There are
different finding on gender matters, some in favour of males, others in favour
of females and sometime no gender differences are found. In a study undertaken
by Inyang and Josiah (2016) on perceived difficulty of Physics concepts in
secondary schools, it was found out that male student achieved significantly
higher than their female counterparts. However it was discovered that male
students out performed their female counterparts in difficult concrete concepts
in Physics. The researchers attributed their difference to Physics –related
subject and general lack of interest in science. Agommunoh and Nzewi (2015) in
their study on the effect of videotaped instruction and achievement found out
that male students perform better in physics than female counterparts. Other studies,
such as that of Ojediran, Oludipe and Ehindero (2014) showed that female
students achieve higher than their male counterparts in Physics.
Ojebisi
& Isola (2011), in an investigation on method of teaching physics in
secondary schools opined that the regular (lecture) method which requires the
students to listen with attention as the facts are delivered by the teacher was
mostly used; the use of this method does not allow for adequate participation
of the learners in the class and this can adversely affect their achievement.
One way of getting students to participate actively in learning Physics may be
through individualised instruction and enquiry method. This study therefore will
investigate the effect of individualised instruction and enquiry method on students’
achievement and retention in physics.
1.2 Statement
of Problem
There is generally
acknowledged poor performance of students in physics at the senior secondary
school level. This is evident in the generally low grades obtained by students
in public examinations such as in WAEC chief examiner’s report of 2015, 2016,
2017 and 2018. These reports suggested that failure in concept of machines
could be attributed to teaching and learning method employed by the Physics
teacher. The implication is that, there may be no proper and sound teaching of
Physics concepts at secondary school level. This is capable of affecting
students understanding of Physics concepts and principles.
Current studies on how
students learn Physics and other science subjects revealed new ideas and
instructional approaches for the teaching of Physics. These studies indicated
that one of the ways of seeking solution to the problem of Physics failure is
by comparing methods so as to identify the ones that are more suitable for
solving different problems in Physics and aids student understanding of the concepts
and principle. Based on this, this research study seeks to find out that the teaching
of Physics concepts in senior secondary schools could adopt Individualised
instruction and Inquiry methods rather than the conventional approach.
Researchers are of the
opinion that the ability to remember take place more effectively when
experiences are passed across to the learner through an appropriate
instructional strategy. The implication is that information recalling may be
marred and might result to poor achievement, if no proper storage structures
are developed in the learners. There is therefore the need to develop proper
storage structure in the learner through an appropriate instructional strategy.
Would the individualised instruction and inquiry methods be capable of
developing such storage structure in the learners?
In view of the fact that gender
issues are yet inconclusive, gender implication especially as it affects
achievement and retention in Physics need more verification. The problem of
this study therefore, posed as a question as what are the effects of
Individualised instruction and Inquiry methods on students’ achievement and
retention in Physics?
1.3. 1.3 Purpose
of Study
The
purpose of this study is to investigate the effects of individualised
instruction and enquiry methods on the students’ achievement and retention in
physics. Specifically, the study sought to determine:
1. The
effect of individualised instruction and inquiry methods on students’ mean
achievement in physics
2. The
effect of individualised instruction and inquiry methods on students’ mean
retention in physics.
3. The
effect of individualised instruction and inquiry methods on students’ mean
achievement in physics based on gender.
4. The
effect of individualised instruction and inquiry methods on students’ mean
retention in physics based on gender.
1.4 Significance of the Study
The individualised
instruction and inquiry methods of teaching physics are useful due to the
science process skills adopted in the strategy. This support Gagne as discussed
in Vikoo (2003), who believes that the pre-requisite knowledge of concept and
principle can be obtained only if students’ possess certain underlying capabilities
which are needed to practice and understand physics and other science subjects.
The skills are the foundation for scientific enquiry as well as the generalisable
skills needed to learn the concepts and broad principle used in making valid
inferences. They are also applicable to solving many problems and also contribute
to rational thinking. Since this
study is trying to explore the instructional approach that will facilitate
achievement and retention in physics. It may provide a framework for
considering learning processes involved in the understanding of physics.
Individualised instructions and inquire methods will be useful to the following
people. The curriculum developers can adopt and recommend the use of effective
instructional approach that may be provided by this study. Student’s
achievement and retention relative to individualize instructions and enquiry
methods will provide a basis for decision on whether to adopt the strategy in
our educational system or not.
Considering the
educational value of the individualised and enquiry methods, stakeholders in
education will be stimulated on the need to review the curriculum and
instruction in the direction to enable students achieve more in physics.
Results from this study will ensure that physics is effectively taught and
learnt in the schools.
The
findings of the study will equip physics teachers with the skill and abilities
possessed by student before formal instructions take place. It will also help
the teacher to use probing questions to allow students to express their ideas.
This will enable physics teachers to adjust their teaching style to explore the
skills possessed by students in order to facilitate quick learning and promote
their retentive memory. To the students the result of the study will help
students to become active learners because individualised instruction and
inquiry method are activity oriented and it will help the students in the
organization of incoming information, build mental bridges between what was
already known and what would be learnt, thereby improving students’ achievement
and retention in physics and also ensure better quality physics candidates for
the Senior Secondary School Certificate Examination. Again, the work will help
to produce more qualified candidates for courses in science and technology in
the tertiary institutions of learning, which in turn will bring a greater
improvement in national wealth and development. Similarly, the findings of this
study will be useful to the ministry of education/government. The findings will
provide information which will create awareness to the government/ministry of
education on the need for workshop, seminars, and refresher courses, conferences
on the best ways to create awareness in the teachers on the strategies for the
teaching and learning of physics in the Secondary Schools to improve student’s
achievement and retention in physics.
1.5
Research Questions
The
following research questions are raised to guide the study
1.
What are the mean achievement scores of
students in Physics when taught with individualised instruction and inquiry
methods?
2.
What are the mean retention scores in Physics
when taught with individualised instruction and inquiry methods?
3.
What are the mean achievement scores of
male and female students in Physics when taught with individualised instruction
and inquiry methods?
4.
What are the mean retention scores of male
and female students in Physics when taught with individualised instruction and inquiry
methods?
1.6 Hypotheses
The
following null hypotheses are formed to guide the study and will be tested at the
0.05 level of significance.
1.
There is no significant difference in the
mean achievement scores of students’ in Physics when taught with individualised
instruction and inquiry methods.
2.
There is no significant difference in the
mean retention scores of students’ in Physics when taught with individualised
instruction and inquiry methods
3.
There is no significant difference in the
mean achievement scores of male and female students’ in Physics when taught with
individualised instruction and inquiry methods.
4.
There is no significant difference in the
mean retention scores of male and female students’ in Physics when taught with
individualised instruction and inquiry methods.
1.7 Scope of the Study
The
study will focus on effect of individualised instruction and inquiry method on student’s
achievement and retention in physics. The study will be restricted to topics in
Machine. The choice of the topics in Machine was based on the fact that not
much study had been conducted in this area. Moreover, machine is one of the
topics in Physics that students find it difficult to answer in both internal
and external examination as revealed in chief examiners’ reports and internal
results of schools within the research area of the study. Specifically, the
study will be delimited to only senior secondary class two (SSII) students in
Ikot Ekpene Education zone in Akwa Ibom State. SSII students will be used
because they are most likely to devote attention to the study compared to the
SSIII students who are preparing for their senior secondary school certificate
examination (SSCE). Moreover, SS II physics students will be used because the
topics machine is within the SS II physics curriculum.
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