Impact of Audio-Visual Aids on Senior High School Students’ Achievement in Physics
 
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1
Department of Science and Mathematics Education, University of Cape Coast, Ghana
2
Department of Basic Education, University of Cape Coast, Ghana
3
Curriculum and Pedagogy, Faculty of Education, University of Western Ontario, Canada
Publish date: 2017-10-12
 
International Journal of Physics and Chemistry Education 2012;4(1):46–54
KEYWORDS:
ABSTRACT:
This study aimed at finding out the impact of the use audio-visual-aided instruction on students’ achievement in physics at Cape Coast township of Cape Coast Metropolis, Ghana. The study was a non-randomized pretest-posttest group design. A total of 65 students in Senior High School (SHS) formed the sample for the study. The students were fourth year science students from two purposefully selected co-educational SHS. The two selected schools were randomly designated experimental and control groups respectively. A validated physics achievement test instrument of a reliability coefficient of 0.76 was administered. Analysis of Covariance (ANCOVA) and t-test statistics were used to test the two hypotheses formulated to guide the study at a significance level 0.05. The results showed that SHS students taught with audio-visual aided instruction performed better than those taught with traditional method. The mean achievement scores of both male and female students improved significantly by the use of the audio-visual aided instruction. It was therefore recommended that SHS physics teachers should explore the use of audio-visual-aided instruction to teach the subject, physics.
CORRESPONDING AUTHOR:
Isaac Buabeng   
Department of Basic Education, University of Cape Coast, Ghana
 
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