Impact of Audio-Visual Aids on Senior High School Students’ Achievement in Physics
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Department of Science and Mathematics Education, University of Cape Coast, Ghana
Department of Basic Education, University of Cape Coast, Ghana
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
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.
Isaac Buabeng   
Department of Basic Education, University of Cape Coast, Ghana
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