ABSTRACT
The study focused on the effect of smart board and PowerPoint instructional tools on undergraduate physics students’ achievement and motivation in Imo State. The study employed quasi experimental design. The content of lecturing covers the mechanics taught at year one. One hundred and forty two (142) year one students (eighty seven (87) males and fifty five (55) females) formed the sample of the study out of a population of six hundred and sixty eight (668) students in the degree awarding government owned institution in Imo State 2018/2019 session. Eight research questions and ten null hypotheses tested at 0.05 level of significance guided the study. Two instruments were used for data collection are the Physics Achievement Test (PAT) and Motivation Scale (MS). Two lesson plans- software and hard lesson plans. The instruments and the lesson plans were face and content validated by experts. The reliability of PAT was established using Kuder Richardson formula 20(KR-20). Data were analyzed using mean and standard deviation while the null hypotheses were tested at 0.05 significant levels using Analysis of Covariance (ANCOVA). Based on the findings of the study, it was concluded that smart board and PowerPoint usage was significantly more effective in promoting students’ achievement in physics than conventional lecture method. Hence Lecturers should use smart board and PowerPoint in teaching physics since this study has shown that meaningful learning and desired knowledge are acquired by using this technology, irrespective of the students’ gender.
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 Background to the Study 1
1.2 Statement of the Problem 4
1.3 Purpose of the Study 5
1.4 Significance of Study 6
1.5 Research Questions 7
1.6 Hypotheses 8
1.7 Scope of the Study 9
CHAPTER
2: REVIEW OF RELATED LITERATURE 10
2.1 Conceptual Framework 10
2.1.1 Concept of Physics 10
2.1.2 Academic achievement in Physics 11
2.1.3 Motivation 12
2.1.4 Smart board 13
2.1.5 PowerPoint 14
2.1.6 Technology in classroom 15
2.2 Theoretical Framework 16
2.2.1 Abraham Maslow’s (1954) hierarchy of human
needs theory 16
2.2.2 Social learning theory 17
2.2.3 The Fritz Heider (1958) Attribution theory 20
2.3 Empirical Studies 21
2.3.1 Effect of multimedia resources on
achievement and motivation 21
2.3.2 Studies on gender related differences in
science achievement and
motivation 37
2.4 Summary of Literature Review 40
CHAPTER
3: METHODOLOGY 43
3.1 Design of the Study 43
3.2 Area of the Study 44
3.3 Population of the Study 45
3.4 Sample and Sampling Technique 45
3.5 Instrument for Data Collection 46
3.6 Validation of the Instrument 46
3.7 Reliability of the Instrument 47
3.8 Experimental Procedure 47
3.9 Method of Data Collection 48
3.10
Control of Extraneous Variables 48
3.11 Method of Data Analysis 49
CHAPTER
4: RESULTS AND DICUSSION 50
4.1 Results 50
4.2 Test of Hypotheses 53
4.3 Summary of Findings 59
4.3 Discussion of Findings 61
CHAPTER
5: CONCLUSION AND RECOMMENDATIONS 67
5.1 Conclusion 67
5.2 Educational Implications of the Study 67
5.3 Recommendations 68
5.4 Limitations of the Study 69
5.5 Suggestion for Further Research 70
LIST OF
TABLES
4.1: Mean and Standard deviation achievement
scores of students taught
using smartboard and Lecture method 50
4.2: Mean
and Standard deviation achievement scores of students taught
using
Power Point and Lecture method 50
4.3: Mean
and Standard deviation motivation scores of students taught
using
Smart Board and Lecture method 51
4.4: Mean and Standard deviation motivation
scores of students taught
using
Power Point and Lecture method. 51
4.5: Mean
and Standard deviation achievement scores of Male and Female
students
taught using Smart Board. 52
4.6: Mean and Standard deviation achievement
scores of Male and Female
students
taught using Power Point. 52
4.7: Mean and Standard deviation motivation
scores of Male and Female
students
taught using Smart Board. 52
4.8: Mean
and Standard deviation motivation scores of Male and Female
students
taught using Power Point. 53
4.9 ANCOVA
result on mean difference in the achievement of
undergraduate
physics students taught physics using smart
board
and lecture method 53
4.10: ANCOVA
result on mean difference in the achievement of
undergraduate
physics students taught physics using PowerPoint
and
lecture method 54
4.11: ANCOVA
result on mean difference in the motivation of
undergraduate
physics students taught physics using smart
board
and lecture method 54
4.12: ANCOVA result on mean difference in the
motivation of undergraduate
physics
students taught physics using PowerPoint and lecture method 55
4.13: ANCOVA
result on mean difference in the achievement of male and
female
undergraduate students taught physics using smart board 56
4.14: ANCOVA result on mean difference in the
achievement of male and
female
undergraduate students taught physics using PowerPoint
instruction 56
4.15: ANCOVA
result on mean difference in the motivation of male and
female
undergraduate students taught physics using smart board
instruction 57
4.16: ANCOVA
result on mean difference in the motivation of male and
female
undergraduate students taught physics using PowerPoint
instruction
57
4.17: ANCOVA
result on the interaction effect of gender and methods on
the
achievement of undergraduate physics students 58
4.18: ANCOVA
result on the interaction effect of gender and methods on
the
motivation of undergraduate physics students 58
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The instructional delivery mode
employed by the lecturers plays an important role in skills acquisition and
meaningful learning. This mode of instruction in this era of Science and
Technology is driven by information and communication technology (ICT). This is
why governments, institutions and managements emphasize the need for a
practically oriented science education curriculum and the need also to provide
effective media for teaching science subjects in Nigerian schools and colleges
(Abd-El-Aziz, 2014). Unfortunately, most of Nigerian classrooms from
pre-primary to tertiary institutions are dominated by chalkboards and
marker-boards. The limitations of chalkboards and marker-boards instructional
delivery mode include: ineffectiveness for very large group instruction; inability
to allow information storage for future use; inability to accommodate
illustrations to support the teaching; health hazard for teachers from chalk
particles; making learning uninteresting, among other (Aliyu, 2013). To improve
students’ achievement in science related subjects in Nigeria, it is necessary
to have a paradigm shift and join the developed world in embracing smart board
and power point instructional tools to teaching and learning. Such approach
should be used in the country’s educational system beginning from the basic
school level up to the tertiary level.
In schools, various technological
tools are used and students are “digital learners”, a homogeneous generation of
proficient users of digital technology. Studies that examined the use of technology
in schools and its effectiveness found that use of technology is efficient for
students (Anderson & Dexter, 2015). Nitza Davidovitch and Roman Yavich
(2017) explored satisfaction of students with use of technology at their
schools, and the results showed that 72% of students think that each of the
technologies introduced in their school helped in the understanding of the
material taught in class. Use of assistive technologies that help convey the
material visually is highly appreciated by students. Technologies are efficient
pedagogical vehicles for conveying the study material through tools that create
a great deal of interest in the lesson (Dror & Gershon, 2012). Dori and
Kurtz (2015) checked the degree the use of technological means contribute to
understanding the study material and to students’ motivation. The research
findings indicate that most students report that learning in a technological
environment boosts their motivation, enhance their achievement and improve
their learning experience. The major contribution of technology as perceived by
students is in increasing access to a variety of tools that contribute to
understanding the study material, to organization of the information, to
efficacy in carrying out assignments, and to development of knowledge. Many
types of varied technologies were introduced in the schools with the increase
in digital use in the world in general and in the school system in particular.
The most sophisticated education instructional tools in the school system today
are the class power point projector and the class smart board; these tools help
students understand the material and create interest in the lesson (Dror & Gershon,
2012).
Enrique (2010) investigated the
introduction of tablets to the school system and their impact on students with
various levels of ability, and found that the tablet enables the weaker
students to hear the texts at their own pace without feeling insecure or
embarrassed at having to ask the teacher to review the material. Moreover, Education
technology (Edutech) enables students to hear the precise pronunciation of the
words. Its positive effect on students learning can be seen in their self
confidence in speaking correctly to the class and their participation in the
class. Encouraging this, Keengwe, Schnellert, & Mills, (2012) stressed that
teachers should increase their technological knowledge and improve it in order
to enhance teaching in class. In this study smart board and power point
instruction was used during teaching and learning processes.
A smart
board is like a large computer tablet with special touch-sensitive liquid
crystal display (LCD) screen or a touch-sensitive white board that is used with
a projector. The LCD display and white board are interactive that allow users
to touch their surfaces to access software such as internet browsers, E-mail
programs, word processors and multimedia programs. By using hand gestures,
object on the screen can be rotated, scroll through pages and perform zoom functions.
White board marker can be used with the Smart white board display with special
digital ink pen to write on the LCD display digitally. To use a smart board, the projector projects
the computer's desktop onto the screen of the interactive whiteboard. The user
controls the computer by using a special pen, finger or another tool to touch the screen of the
interactive whiteboard. Normally, interactive whiteboards are fixed on walls.
Another instruction used in this study is power point.
PowerPoint
is part of the Information and Communications Technology (ICT) program
developed by Microsoft in 1987. It is an application program of presentation
bundled in Microsoft office (El-Ikhan, 2010). It consists of slides allowing
the user to present messages (Asogwa, 2011). Information prepared on a computer
could be better projected for larger audience using Liquid Crystal Display
(LCD) or Data loss prevention
(DLP) projector. PowerPoint presentation could be used in the classroom for
supporting student learning by combining computer and projector to display
slides for illustrating a lesson. Potentials of Microsoft PowerPoint include:
its ability to do spell check, allowing the user to add, correct, make changes
to the lessons, and finally use printout materials for students’ personal use
(Teachnology.com, 2007). PowerPoint gives the user the opportunity to
incorporate visual and auditory aspects to a presentation. It permit variety of
manipulations by editing or text modification, removal of existing slides and
addition of new slides to make lesson more organized and flexible. PowerPoint
presentations can be regarded as a good instructional medium and a key for facilitating
an effective teaching-learning process. Hence the need for the researcher to
investigate its effect on students learning aimed at enhancing the
undergraduate physics student’s achievement.
Achievement
depends on several factors among which are the instructional methods, learning
environment and the learner. The brain does not pay attention to boring things.
What makes smart board and PowerPoint presentations so effective is that they
add complementary, multisensory events designed to spark an emotional response
among audience members. This helps maintain audience attention and improves achievement.
The most effective presentations are the ones that are informative,
educational, and entertaining (Gallo, 2010). Blau (2011) listed three
characteristics that transform the smart board and power point into an
efficient pedagogical tool: Divergent learning, expand students’ mind which
facilitate supported joint thinking and interactive learning. Notwithstanding
the importance of smart board and power point instructional tools in teaching,
the effects on students’ achievement and motivation do not seen to have been investigated. Hence the need to investigate effect of smart board
and PowerPoint instructional tools on undergraduate physics student’s achievement
and motivation in Imo State.
1.2 STATEMENT
OF THE PROBLEM
Physics education expands the
frontiers of our knowledge about nature; it generates fundamental knowledge
needed for future technological advances that will continue to drive the
economic engines of the world. Despite the importance, undergraduate physics
students’ performances have not been encouraging. Based on this poor
performance, students, lecturers, distances learners, school administrators,
parents, government and so on are worried. This problem could be attributed to
the method of teaching employed by the lecturers which could adversely affect
the achievement and motivation of undergraduate physics students. Hence the
need for thorough investigation into the technological developments to teaching
like smart board and PowerPoint that could enhance the achievement
and motivation of physics students during teaching and learning processes. The
problem of this study in a question form is; what is the effect of smart board
and power point on undergraduate physics student’s achievement and motivation
in Imo state?
1.3 PURPOSE
OF THE STUDY
The purpose of the study was to determine the effects
of smart board and power point instruction on undergraduate physics student’s
achievement and motivation in Imo state. Specifically, the study sought to:
1.
determine the mean achievement score of undergraduate
physics students taught physics using smart board and lecture method.
2.
determine the mean achievement score of undergraduate
physics students taught physics using PowerPoint and lecture method.
3.
determine the mean motivation score of undergraduate
physics students taught physics using smart board and lecture method.
4.
determine the mean motivation score of undergraduate
physics students taught physics using PowerPoint and lecture method.
5.
compare the mean achievement score of male and female
undergraduate physics students taught physics using smart board.
6.
compare the mean achievement score of male and female
undergraduate physics students taught physics using PowerPoint.
7.
compare the mean motivation score of male and female
undergraduate physics students taught physics using smart board.
8.
compare the mean motivation score of male and female
undergraduate students taught physics using PowerPoint.
9.
determine the interaction effect of gender and methods
on the achievement of undergraduate physics students.
10.
determine the interaction effect of gender and methods
on the motivation of undergraduate physics students.
1.4 SIGNIFICANCE OF THE STUDY
The following groups
of people are expected to benefit from the study: physics students, lecturers,
distance learners, researchers, school administrators and government. The
findings of this study will enhance physics students ‘achievement and motivation to learn, raise their level
of concentration. The result of the study will help physics lecturers to improve quality of teaching, facilitate
the ability to conduct lessons that combine multimedia, which will attract the
students’ attention and imagination in creative ways. Also, the method of
storing information for future use which can be referenced; ability to
accommodate illustrations to support the teaching and zero tolerance of health
hazard from chalk particles.
The result of the
study will
provide the researchers with access to research materials online and
opportunities for international research works. This will help to deliver
instructions to distance students who are separated from the lecturer and to
support regular and substantive interaction between the students and lecturer.
The result of the
study will help the administrators to provide instructional materials by e-mail
or electronic transmission, including examination materials.
The result of this
study will help government: it will also assist government to provide
instructional material and to check if the planned curriculum is achieved in
the education system
1.5 RESEARCH QUESTIONS
The following research questions guided the study:
1.
What is the mean achievement score of undergraduate
physics students taught physics using smart board and lecture method?
2.
What is the mean achievement score of undergraduate
physics students taught physics using PowerPoint and lecture method?
3.
What is the mean motivation score of undergraduate
physics students taught physics using smart board and lecture method?
4.
What is the mean motivation score of undergraduate
physics students taught physics using PowerPoint and lecture method?
5.
What is the mean achievement score of male and female
undergraduate students taught physics using smart board?
6.
What is the mean achievement score of male and female
undergraduate students taught physics using PowerPoint?
7.
What is the mean motivation score of male and female
undergraduate students taught physics using smart board?
8.
What is the mean motivation score of male and female
undergraduate students taught physics using PowerPoint?
1.6 HYPOTHESES
The following hypotheses are formulated for
the study and were tested at 0.05 level of significance:
1.
There is no significant mean in the achievement score
of undergraduate physics students taught physics using smart board and lecture
method.
2.
There is no significant mean in the achievement score
of undergraduate physics students taught physics using PowerPoint and lecture
method.
3.
There is no significant mean in the motivation score
of undergraduate physics students taught physics using smart board and lecture
method.
4.
There is no significant mean in the motivation score
of undergraduate physics students taught physics using PowerPoint and lecture
method.
5.
There is no significant mean in the achievement score
of male and female undergraduate students taught physics using smart board.
6.
There is no significant mean in the achievement score
of male and female undergraduate students taught physics using PowerPoint.
7.
There is no significant mean in the motivation score of
male and female undergraduate students taught physics using smart board.
8.
There is no significant mean in the motivation score
of male and female undergraduate students taught physics using PowerPoint.
9.
There is no significant interaction effect of gender
and methods on the achievement of undergraduate physics students.
10. There is no
significant interaction effect of gender and methods on the motivation of
undergraduate physics students.
1.7 SCOPE OF THE STUDY
This
research work examined the effect of smart board and power point instructional
tool on achievement and motivation of government owned degree awarding
(tertiary) undergraduate physics students in Imo State. The content of the
lecturing covered the mechanics taught at year one. The choice of this topic
was because it is one
of the main areas of physics in tertiary education. Also, the reason for
choosing year one students is that they are foundation class for tertiary education. This study covered
the strategy of using smart board and PowerPoint (independent variables) and achievement
and motivation (dependent variables). Gender was the moderating variable of
interest.
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