Effect of Using Fabricated Motor Generator Device in Teaching Energy Concepts on Basic Science Students’ Achievement of Zamfara Central Education Zone
Keywords:
Basic Science, understanding, achievement, demonstration method, appraisalAbstract
Communication in Physical Sciences, 2023, 10(3):194-201
Authors :Sirajo Ibrahim and Yunusa Idris
Received: 17 September 2023/Accepted: 06 December 2023
This research work investigated the effect of using a fabricated motor-generator device to teach energy concepts to Zamfara Basic Science Students’ Achievement. The study adopted a quasi-experimental pretest--post-test design. The multi-stage sampling techniques were used to collect data from 101 students representing a sample size for a total population of 2,798 students. The instrument for data collection was developed by the researcher and validated by experts on the concepts of energy, types and forms of energy,. Two research questions and two null hypotheses guided the study. The two null hypotheses were tested at a 0.05 level of significance using analysis of covariance (ANCOVA). The research questions were answered using mean and standard deviation. An energy achievement test (EAT) was used for data collection, a split-half reliability method was used to determine the internal consistency of the instruments, and a reliability coefficient of 0.86 was obtained. The study revealed that the use of a fabricated motor generator in teaching energy concepts can improve achievement with female students performing better than male students. We recommended that teachers of basic science should use a fabricated motor generator when teaching energy concepts but with due consideration of gender preference that provides more attention to the male students..
Downloads
References
Adeniyi, A. & Nneji, Y. (2012).Comparative study of the academic performance in biology, chemistry and Physics of male and female students in Nigerian Tertiary Institutions. Journal of Scientific Research in Education and Practice, 9, 20, pp.68-76.
Agbaje, D. & Alake, S. (2014). Effect of gender on students’ academic achievement in computer studies in secondary schools in New Bussa, Borgu Local Government Area of Niger State, Nigeria. Journal of Education and Practice, 6, 33, pp. 3-8.
Amosun, T. (2011). Effect of gender on student academic achievement in secondary schools basic science. Journal of Education and Practice.5, 8. pp. 78-84.
Apata, D. F. (2011). Some students perceived difficult concepts in secondary school physics in Jos metropolis, Nigeria. Journal of Research and Methods in Education, 6, 5, pp. 1-5.
Awofala, A.O. (2012). An Analysis of the 9-year Basic Education Mathematics Curriculum In Nigeria. Acta Didactic Nanpo censta. 5, 1, pp. 18-28.
Christogonus, O.A & Okechukwu, S. A (2014). Effect of Experiential Teaching Method on Pupils’ Achievement in Basic Science and Technology; International Journal of Scientific &Engineering Research, .5, 5, pp. 875-881..
Dania, P. O (2014). Effect of gender on students academic achievement secondary schools social studies. Journal of Education and Practice.5, 21, pp.20-21.
Duit, R. & Haubler, A. (2014). Teaching and learning energy concepts in Physics. European Journal of Science Education: 3, 4. pp. 291-302.
Eniayeju,P.A.& Jibrin, T. (2014). Issues in Nigerian science and technology education agenda: A Source Book of Research on Contemporary Issues in Education; Makurdi, Benue state, Nigeria: Destiny publishers.
Eriba, J. O. (2013). Effect of concept mapping strategy on students’ achievement in difficult concepts; Journal of Educational Research, 4,2, pp. 182- 189.
Godspower, E. G. & Ihenko, S. (2017).Influence of gender on interest and academic achievement of students in integrated science in Obio Akpor Local Government. of Rivers state; Educational Studies Journal,3,10, pp. 272-279.
Heron, P. Moses, M. & Alberto, S. (2014).Teaching and learning the concepts of energy in primary schools. Research Gate Journal,2, 1, pp. 1-8.
Igwebuike, A. & Thomas, B. (2012). Effect of conceptual change pedagogy on achievement by high ability integrated science students on energy concepts; Journal of Research in Educational Technology, 2, 1, pp. 3-14.
Iwuji, N.P (2012). Effect of activity teaching strategy on academic achievement and retention in basic science concepts among junior secondary school students. Unpublished Med. dissertation, A.B.U ,Zaria.
Kyei, A. K. (2011). Some gender differences in performance in senior secondary schools mathematics examination in mixed high schools. Wisconsin University College Press.
Nenty, H. (2010).Threat of perceived stereo type on behavior related to choice and practice as a career among teacher Trainee. International Journal of Scientific Research in Education.5, 2, pp. 82-93.
Nordine, J., Krayeik, J. & Fortus, D. (2011). Transforming energy Instructions in Middle Schools to Support Integrated Understanding and Future Learning. New York Academy of Science Journal. 95, 4, pp. 670-699.
Ogwu, T. U (2014). Effect of guided inquiry method on achievement and interest in basic science. Science Education journal. 6,2, pp. 50-59.
Oludipe, D. & Daniel, I.(2012).Gender Difference in Nigerian junior secondary students academic achievement in basic science. Journal of Educational and Social Research; 2,1, pp. 20-26.
Omorogbe, E & Ewansiha, J. (2013).The Challenges of Effective Science Teaching in Nigerian Secondary Schools; Academic Journal of Inter-disciplinary Studies,2,7 pp.181-188.
Otuka, J. O. E & Uzoechi, B. C. (2014).The nature of science and its implication for science education in Nigeria. A sourcebook of research on contemporary issues in Education. Makurdi, Benue State, Nigeria: Destiny publishers.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Journal and Author
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
