Effect of practical teaching approach on physics students’ achievement in the concept of reflection and refraction of light


Abstract views: 526 / PDF downloads: 717

Authors

DOI:

https://doi.org/10.51724/ijpce.v16i1.297

Keywords:

Practical teaching approach, Reflection, Refraction, Students’ achievement, T-test

Abstract

This study investigates the effect of practical teaching approach the achievement of physics students in the concept of reflection and refraction of light in senior secondary schools, typically encompassing students aged between 15 and 18 years. Employing a quasi-experimental design, a purposive sampling technique was used to select four schools in Ondo West, Ondo State. Data were collected from 100 students using a 40-item Physics Concept Test (PCT) questionnaire, with 20 items dedicated to each concept. Pre-test and post-test assessments were administered to both control and experimental groups before and after the intervention, respectively. Hypotheses were tested at the 0.01 level using Pearson product-moment correlations and an independent sample T-test. Results showed a significant effect of practical teaching methods on students’ achievement in light reflection and refraction. Recommendations include integrating practical approaches alongside theory and introducing practical activities earlier in students’ education to enhance understanding before external examinations.

Downloads

Download data is not yet available.

References

Agrawal, D. C., & Menon, V. J. (2010) Errors of observations and our understanding of Physics. Latin-American Journal of Physics Education, 4(1), 67-73.

Aikens, L. A. (2006). Attitudes towards Physics. Review of Educational Research, 40(7), 551-591.

Akano B. U. (2018). Using guided inquiry-based approach to teach refraction: An experience with college students research. Journal of Educational Studies and Review, 4(4), 49-54.

Akarsu, B. & Kariper, A. (2013). Upper secondary school pupils’ attitudes towards natural science. European Journal of Physics Education, 4(1), 78-87.

Amaldo, M. M, Alphayo, A. O, Thomas, W. S. (2016). Physics practical work and its influence on students’ academic achievement. Journal of Education and Practice, 7(28), 120-130.

American Physical Society. (2014). Why study physics? Retrieved July 25, 2014, from https://www.aps.org/careers/advice/why-study-physics

Ayodele, M., & Anyaegbuna, B. (2012) Students’ conceptions of light and vision. African Journal of Science Education, 40(7), 551-591.

Bell, P. L. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243-253. https://doi.org/10.1207/s15326985ep3904_6

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.

Chiaverina, C., & Vollmer, M. (2005). Learning physics from the experiments. In G. Planinšič, & A. Mohoric, Proceedings of the 3rd GIREP Seminar 2005 (Informal Learning and Public Understanding of Physics) (pp. 185-190). University of Ljubljana, Slovenia.

Chiu, M. H. (2000). The implications and reflections of studies in conceptual change. Chinese Journal of Research in Science Education, 8(1), 1–34.

Chiu, M.-H., & Lin, J.-W. (2002). The effects of hands-on activity on students' understanding of science concepts. Journal of Research in Science Teaching, 39(5), 422-443.Dewey, J. (1938). Experience and education. Macmillan.

Clement, J. (2010). Students’ preconceptions in introductory optics. American Journal of Physics, 50(1), 66-71. https://doi.org/10.1119/1.12989

Duku, P. (2017). Using instructional materials to help level “100 A” students of Atebubu College of Education have better conceptual understanding of reflection and refraction of light [Master’s thesis, University of Education, Winneba].

Djanett, R. (2013). Teaching light and its properties: A crucial concept for understanding various scientific domains. Science Education International, 24(1), 43-54.

Dykstra, I. (2012). New themes in physics teaching: A personal retrospective. European Journal of Physics Education, 3(4), 44-52.

Fadaei, A. S. (2012). Investigating the effects of teacher training on learning physics. Latin-American Journal of Physics Education, 6(1), 348-351.

Federal Republic Nigeria. (2013). National commission for colleges of education minimum standard for N.C.E. science teachers. Atman Press.

Gadoko, D. (2001). Enhancing effective communication in physics classrooms. Physics Education, 36(5), 392-398.

Galili, I., & Hazan, A. (2001). Experts’ views on using history and philosophy of science in the practice of physic instruction. Science & Education, 10(4), 331-355 http://doi.org/10.1023/A:10166004009031

Galili, I., & Hazan, A. (2001). The effect of a history-based course in optics on students’ views about science. Science & Education, 10, 7–32. https://doi.org/10.1023/A:1008799919970

Gamze, S., Serap, C., & Mustafa, E. (2008). The effects of problem solving instruction on physics achievements, problem solving achievements and strategy use. Latin-American Journal of Physics Education, 2(3), 151-166.

Halai, N. (2008). Curriculum reform in science education in Pakistan. In R. K. Coll & N. Taylor (Eds.), Science education in context: An international examination of the influence of context on science curricula development and implementation (pp. 115-129). https://doi.org/10.1163/9789087902490_011

Harfield, T., Davies, K., Hede, J., Panko, M., & Kenley, R. (2007). Activity-based teaching for Unitec New Zealand construction students. Emirates Journal for Engineering Research, 12(1), 57-63.

Harley, J., & Orjuela, B. (2010). A new theory, a new practice. Blackboard Physics Laboratory and assisted by free software (STEP), directed to technologists in systematizing data. Latin-American Journal of Physics Education, 4(2), 316-319.

Hazan, A., & Galili, I. (2010). Teachers' understanding of the concept of light and its implications for teaching. Journal of Research in Science Teaching, 47(6), 679-703.

Heywood, D. S. (2005). Primary trainee teachers’ learning and teaching about light: Some pedagogic implications for initial teacher training. International Journal of Science Teaching, 27(12), 1447-1475. https://doi.org/10.1080/09500690500153741

Huffman, D. (1997). Effect of problem solving instruction on high school students’ problem solving achievements and conceptual understanding of physics. Journal of Research in Science Teaching, 34, 551-570. https://doi.org/10.1002/(SICI)1098-2736(199708)34:6<551::AID-TEA2>3.0.CO;2-M

Ilomuanya, M. D., & Ikusika, A. (2022). Conceptual framework: Effect of practical teaching approach on the achievement of physics students on the concepts of reflection and refraction of light. AFUED: Long Essay Project, 2022.

Juan, C., & Ruiz, M. (2009). Totalizing of the didactic teaching–learning process of physics: An alternative for the development of students. Latin-American Journal of Physics Education, 3(1), 13.

Jumani N. B., & Iqbal P. (2006). Teacher education in Pakistan, an overview. Pakistan Journal of Education, 23(1), 105-117.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development. Elsevier.

Lyons, T. (2006). Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591-613. https://doi.org/10.1080/09500690500339621

McMahon, T. (1999). Is reflective practice synonymous with action research? Educational Action Research, 7(1), 163-199. https://doi.org/10.1080/09650799900200080

Motlhabane, A. (2013). The voice of the voiceless: Reflections on science practical work in rural disadvantaged schools. Mediterranean Journal of Social Sciences, 4(14), 165-173. https://doi.org/10.5901/mjss.2013.v4n14p165

Muchai, G. (2016). Effect of practical approach on student achievement and attitude in physics. Journal of Science Education and Technology, 25(4), 651-662.

Munshi & Bhatti (2006). An evaluation of professional development programme of primary school teachers under ESRA. Pakistan Journal of Education, 23(1), 139-156.

Musasia, M. K., Mbatha, J. N., & Kibua, T. N. (2012). Experiential learning in adult education: A review of the literature. Journal of Adult Education, 41(1), 23-44.

Nivalainen, V., Asikainen, M. A., Sormunen, K., & Hirvonen, P. E. (2010). Pre-service and in-service teachers’ challenges in the planning of practical work in physics. Journal of Science Teacher Education, 21(4), 393-409. https://doi.org/10.1007/s10972-010-9186-z

Nwankwo, M. C., & Madu, B. C. (2014). Effect of analogy teaching approach on students’ conceptual change in physics. Greener Journal of Educational Research, 4(4), 119-125. https://doi.org/10.15580/GJER.2014.4.032414160

Nwankwo, M. C., Achufusi, N. N., Orafu, I. O., & Aghado, I. (2019). Effect of meta-conceptual teaching approach on students’ achievement in physics. International Journal of Research and Innovation in Social Science, 3(5), 271.

Odogwu, H. N. (2004). Secondary school teachers and the teaching of time concepts in schools. Journal of Educational Research and Development, 3, 35-76.

Okebukola, P. A. (2002). Beyond the stereotype: The new technological trajectories in science teaching. Science Teachers Association of Nigeria.

Okeke, M. (2007) Science education: A unique field within education (2), 45 – 67. Oxford University Press.

Oludipe, D. I. (2008). Gender difference in Nigerian junior secondary school students’ academic achievement in basic science. Journal of Educational and Social Research, 2(1), 93-99.

Osborne, JF, Ratcliffe, M, Collins, S, Millar, R & Duschl, R (2001). What Should we Teach about Science? A Delphi Study.

London: King's CollegeOsborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

Ranade, M. (2008). Science education in India. In R. K. Coll & N. Taylor (Eds.), Science education in context: An international examination of the influence of context on science curricula development and implementation (pp. 99-114). Sense Publishers. https://doi.org/10.1163/9789087902490_010

Refik, D., & Bahattin, D. (2008). Effectiveness of analogy on students’ success and elimination of misconceptions. Latin-American Journal of Physics Education, 2(3), 174- 183.

Scheckler, R. K. (2003). Virtual labs: A substitute for traditional labs? International Journal of Developmental Biology, 47(2-3), 231-236.

Schwerdt, G., & Wuppermann, A. (2009). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review, 30(2), 365-379. https://doi.org/10.1016/j.econedurev.2010.11.005

Shree Ramchandra Education Society, Pune (2016). Why practical knowledge is more important than theoretical knowledge? https://medium.com/@srespune/-f0f94ad6d9c6

Srisawasdi, N., & Kroothkeaw, S. (2014). Supporting students’ conceptual development of light refraction by simulation-based open inquiry with dual-situated learning model. Journal of Computer Education, 1(1), 49-79. https://doi.org/10.1007/s40692-014-0005-y

Stößlein, M. (2009). Activity-based learning experiences in quantitative research methodology for (time-constrained) young scholars - Course design and effectiveness. POMS 20th Annual Conference, Orlando, Florida, U.S.A.

Tarekegn, G. (2009). Can computer simulations substitute real laboratory apparatus? Latin-American Journal of Physics Education, 3(3), 506-517.

Tesfaye, G. (2012). Effect of instructional interventions on students’ learning gains: An experimental research. Latin-American Journal of Physics Education, 6(2), 187-195.

Trumper, R. (2006). Factors affecting junior high school students’ interest in biology. Science Education International, 17(1), 31-48.

Usman, M. (2016). Assessment of the availability and use of instructional materials by secondary school economics teachers in Kwara State, Nigeria [Master’s thesis, Ahmadu Bello University].

Vanderwolf, C., Cook M., Coutts R. T., & Cropp, D. (2005). Teaching science in the 21st century. Society for Quality Education-Waterloo, Ontario, 1-22.

Xiuhong, Z., & Dongyi, W. (2005). Ways of developing students interests in biology teaching. Journal of Ningde Teachers College (Natural Science), (1), 107-109.

Yan, Z. (2011). Learning and instruction: Theory and practice (2nd ed.). Routledge/Taylor & Francis Group.

Zdenek, K., & Hana, P. (2008). About the project education at the secondary school at Czech Republic. Latin-American Journal of Physics Education, 2(3), 212-213.

Downloads

Published

07/11/2024

How to Cite

Ilomuanya, M. D., Ikusika, A., & Aramide, J. O. (2024). Effect of practical teaching approach on physics students’ achievement in the concept of reflection and refraction of light. International Journal of Physics and Chemistry Education, 16(1), 9–20. https://doi.org/10.51724/ijpce.v16i1.297