A New Kind of Visual-Model Instructional Strategy in Physics
Keywords:New Kind of Visual Model, Computer intelligent-based Learning, PowerPoint visual simulation
The authors’ interest is connected with the application of new technologies in physics education as a means of improving the learning achievement of Physics students at different stages of learning The New Kind of Visual Model instructional strategy introduced in this research is a computer intelligent-based PowerPoint visual simulation used to investigate learning achievement in physics. The research study adopted the Quasi-Experimental Research design. The population comprised of a sample of 168 Secondary School Class-two Physics students purposively selected and treated to 40 minutes tutorials class on the concept of motion. The instrument used consisted in two parts: PowerPoint Computer-simulated visual models which constituted the treatment; and printed materials used to elicit responses to the treatment. There were two activity groups: Experimental group; and Control group. The research study revealed that New Kind of Visual Model instructional strategy contributed positively to learning achievement in physics; result also show that there is significant effect of treatment on students’ retention of learned materials; and has positive significant effect on students’ learning attitude. New Kind of Visual Model instructional strategy will reduce the effects of novelty in method of instruction in all areas of teaching-learning, and may constitute a basis for the use of conceptualism in Computer-aided physics education.
Abimbade, A. A. (1997). Principles and Practice of Education Technology. Ibadan. International Publishers Ltd.
Akeju, O. O., Rotimi, C. O., & Kenni, A. M. (2011). Teaching with Concept Mapping instructional strategy in Nigeria Secondary Schools. Paper presented at the 1st International Biennial Conference on Teaching and Learning , FCE, Omoku, Nigeria.
Clarence, J., (1944). A study of the learning and retention of materials presented lecture and by silent film. Journal of Educational Research, 38(1), pg. 47–58.
Choi, B. & Gennaro, E. (1987). The effectiveness of using computer simulated experiments on junior high students’ understanding of the volume displacement concept. Journal of Research in Science Teaching, 24(6), 493-500.
Dean, A. Z. (2008). Teaching and Learning Physics with Interactive Video. Lincoln, USA. University of Nebraska-Lincoln Publishers. Pg 1-4
Edward, F. R. (1996). New Models of Physics Instruction Based on Physics Education Research: Part 2.. USA. University of Maryland.
Jegede, O., Okebukola, P. A., & Ajewole, G. (1992). Student’s Attitude to the Use of the Computer for Learning, and Achievement in Biological Concepts. Journal of the Science Teachers Association of Nigeria, 27(2), 61-65.
Kathy P., Wendy, A., Noah, F., Christopher, K., Carl W., Mike, D., Krista, B., Ron L., Sam, R., & Noah, P. (2006). High-Tech. Tools for Teaching Physics: the Physics Education Technology Project (PhET). Journal of Online Learning and Teaching, 2(3), 111-121.
MERLOT (2006). Multimedia Educational Resource for Learning and Online Teaching. Journal of Online Learning and Teaching. 2(3), September 2006, pg 110-121.
Nahum, K. (1987). Building an organized knowledge base: Concept mapping and achievement in secondary school physics. USA. Georgia State University.
Uniserve Science (2009). Strategies for Tertiary Science Teaching and Assessment. Australia. University of Sydney Press,
Wendell, H. P. (1970). Experimental Physics Education. Illinois, USA. University of Illinois Press.
Zollman, D. A. & Robert, G. F. (2008). Teaching and Learning Physics with Interactive Video. Lincoln, USA. University of Nebraska Lincoln Press.
How to Cite
Copyright © Authors