This study investigated the effect of mathematics abilities on physics students' performance in sound waves concepts. 55 secondary students participated in the study. They were grouped based on their math abilities and taught sound waves using different instructional methods. Results showed that students with high math abilities performed best in applying and analyzing sound waves concepts. When considering instructional methods, guided discovery method led to the best performance in analysis, while demonstration method enhanced performance in both application and analysis. The study concluded that solid math background and use of interactive, practical instructional methods can improve students' physics understanding and performance. It was recommended to ensure strong math foundation for physics students and utilize guided discovery and demonstration teaching approaches.
Surveying Students` Misconceptions and Understanding in Nuclear Physicsiosrjce
IOSR Journal of Applied Physics (IOSR-JAP) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of physics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in applied physics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Surveying Students` Misconceptions and Understanding in Nuclear Physicsiosrjce
IOSR Journal of Applied Physics (IOSR-JAP) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of physics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in applied physics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Virtual Laboratory are frequently measured effective learning tools, meanwhile their visual and concept power empower students to better known physical structures and phenomena. However, in previous research has not been much developed Virtual Physics Laboratory that is used to measure the character education of students. This research aims to Influences and apply Virtual Physics Laboratory (VPL) for assessment millennial character education with System Recording Students Character (SRSC). The study focused on the VPL Conceptual Change of Character Education test results. The sample consisted of 60 students’ whose age ranging from 20 to 21 years old with research design Randomized post-test only experiment group. Data to draw conclusions of research results, collected through the provision of concept tests. Conceptual Change data of Character Education that will be obtained from both groups are searched for the average Gain. Specific targets to be achieved in this research are innovations in the development of assessment tools that are valid and easy to use and can be done with Virtual Physics Laboratory for assessment millennial character education with System Recording Students Character can be done anytime and not limited by time. The result of the research showed that the N-gain mastery of the experimental group concept was 0,33 (32,6%) The conclusions of VPL with SRSC research can be used in the evaluation of physics learning because of the quality of the material according to expert judgment in the category of "excellent" and effective in facilitating assessment to character education of students.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
A Longitudinal Study of Undergraduate Performance in Mathematics, an Applicat...iosrjce
Students’ performance in mathematics has been an issue of great concern to most countries,
especially the developing nations. So many programmes have been put in place to improve performances and to
also encourage student to study the course in tertiary institution. In this study we investigate the relationship of
semester, department of a student, age and load unit on marginal mathematics performance o f undergraduate
students. A marginal model was formulated using four working correlation structure where the exchangeable
working correlation structure was selected as the best that models the dataset using quasi information criteria.
The semester, age and load unit were found to be related to the marginal performance in mathematics
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
COMPUTER-BASED EXPERIMENT OF FREE FALL MOVEMENT TO IMPROVE THE GRAPHICAL LITE...Ellianawati Subali
The use of computer-based learning learning model improved the graphical literacy capability better than the traditional learning,
which covered ability to identify experimental variables, using the experimental tools, making a graph, formulating mathematical equation, making predictions on the basis of the graph
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
International Journal of Engineering and Science Invention (IJESI)inventionjournals
International Journal of Engineering and Science Invention (IJESI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJESI publishes research articles and reviews within the whole field Engineering Science and Technology, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Virtual Laboratory are frequently measured effective learning tools, meanwhile their visual and concept power empower students to better known physical structures and phenomena. However, in previous research has not been much developed Virtual Physics Laboratory that is used to measure the character education of students. This research aims to Influences and apply Virtual Physics Laboratory (VPL) for assessment millennial character education with System Recording Students Character (SRSC). The study focused on the VPL Conceptual Change of Character Education test results. The sample consisted of 60 students’ whose age ranging from 20 to 21 years old with research design Randomized post-test only experiment group. Data to draw conclusions of research results, collected through the provision of concept tests. Conceptual Change data of Character Education that will be obtained from both groups are searched for the average Gain. Specific targets to be achieved in this research are innovations in the development of assessment tools that are valid and easy to use and can be done with Virtual Physics Laboratory for assessment millennial character education with System Recording Students Character can be done anytime and not limited by time. The result of the research showed that the N-gain mastery of the experimental group concept was 0,33 (32,6%) The conclusions of VPL with SRSC research can be used in the evaluation of physics learning because of the quality of the material according to expert judgment in the category of "excellent" and effective in facilitating assessment to character education of students.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
A Longitudinal Study of Undergraduate Performance in Mathematics, an Applicat...iosrjce
Students’ performance in mathematics has been an issue of great concern to most countries,
especially the developing nations. So many programmes have been put in place to improve performances and to
also encourage student to study the course in tertiary institution. In this study we investigate the relationship of
semester, department of a student, age and load unit on marginal mathematics performance o f undergraduate
students. A marginal model was formulated using four working correlation structure where the exchangeable
working correlation structure was selected as the best that models the dataset using quasi information criteria.
The semester, age and load unit were found to be related to the marginal performance in mathematics
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
COMPUTER-BASED EXPERIMENT OF FREE FALL MOVEMENT TO IMPROVE THE GRAPHICAL LITE...Ellianawati Subali
The use of computer-based learning learning model improved the graphical literacy capability better than the traditional learning,
which covered ability to identify experimental variables, using the experimental tools, making a graph, formulating mathematical equation, making predictions on the basis of the graph
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
International Journal of Engineering and Science Invention (IJESI)inventionjournals
International Journal of Engineering and Science Invention (IJESI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJESI publishes research articles and reviews within the whole field Engineering Science and Technology, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
القراء التحليلية لدؤلف: " قراءة ثانية لشعرنا القديم" د. مصطفى ناصف
الفصل الثامن: الحاجة إلى الخوف
الحاجة إلى الخوف اختيار من الناقد ليبرز من خلالو خوف الإنسان الجاىلي، وقلقو
The research examined the effects of hands-on teaching strategy on senior
school learners’ performance waves in Ilorin, Nigeria. Senior secondary
school (SSS2) science students were sampled at intact classes using a
purposive sampling technique. Researcher-designed instructional packages
on waves and Physics achievement test on waves (PATW) were the
instruments employed. The gathered data were analysed with the use of
descriptive and inferential statistics. Percentage, mean and standard
deviation were employed in answering the research question. Meanwhile,
Analysis of Variance (ANOVA) was utilised in testing the hypotheses
formulated at a 0.05 alpha level. The study showed that students’
performance exposed to hands-on instructional strategy was very impressive,
while students’ performance exposed to traditional strategy was low, there
was a significant effect of hands-on instructional technique on the
performance of students in waves and no statistically significant
collaborative effect of hands-on instructional technique and students’ gender
on performance in waves. It was suggested that hands-on instructional
strategies should be integrated and used to make teaching and learning more
concrete and active based for both teachers and students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A Study on the Relationship between Affective Learning outcome and Achievemen...QUESTJOURNAL
ABSTRACT: science, as a subject is universal and has no boundaries. Teaching of science should enable the students to enrich their Affective domain. The interest, attitude and aptitude in science help students to learn and apply scientific concepts and principles in a logical and effective way. Factors such as student motivation, attitudes, perceptions and values are included in the affective domain. It is therefore not surprising that affective domain learning outcomes are often the least considered when teachers plan or conduct their lessons. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning. In this paper, the investigator tried to find out whether there exists any relationship between Affective Learning Outcome and Achievement in Physics of Secondary School Students for the total sample and for the subsample based on Gender. The investigator also finds out whether exist any significant differences in the Affective Learning Outcome and Achievement in Physics among Secondary School Students based on Gender. Proper statistical techniques were used for collecting standardizing and analyzing the data.
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
Effects of Active Learning Strategies in Teaching Physicsijtsrd
The study utilized a quasi experimental method of the pretest posttest design with the pre selected groupings for the control and experimental groups. The study used validated researcher constructed pretest posttest questionnaires, online distance learning plans, attitude surveys, and focus group discussion questionnaires to determine the students performance. The study was conducted at a private high school in Cebu City. Both experimental and control groups underwent a pretest before implementing the proposed interventions. The studys findings showed the following results a both control and experimental groups manifested Above Average performance in the pretest and posttest b there was a significant mean improvement in the student’s performance in Physics in both experimental and control groups c there was no significant difference in the mean improvement in Physics between the experimental and control groups, and d the experimental group showed a very positive level of attitude towards the use of active learning strategies in teaching Physics. Based on the findings of the study, the integration of active learning strategies to the group with less teacher presence acts only as facilitator proved to be as effective as the group who received explicit teaching from the teacher in teaching Physics. In addition, it did not only enhance the students’ performance as manifested by their comparable performance with the other group but was also influential in developing a positive attitude that affected their performance. The theories of Direct Instruction by Siegfried Engelmann and Douglas Carnine believe that teacher centered teaching strategies are effective in teaching Physics since the teacher explicitly teaches and helps the students understand the lessons. Constructivism Learning by Jean Piaget states that involving the students actively and exposing them to activities that will engage them in the teaching and learning process by interacting with their actual experiences were confirmed by this studys findings. The study advises curriculum designers to provide several active learning activities that encourage student engagement and participation and apply dynamic teaching techniques in Physics instruction. Additionally, to help them overcome the challenge, students should be offered various learning methodologies, and future researchers should conduct a comparative study on face to face training. Nikko C. Catarina "Effects of Active Learning Strategies in Teaching Physics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52598.pdf Paper URL: https://www.ijtsrd.com/physics/other/52598/effects-of-active-learning-strategies-in-teaching-physics/nikko-c-catarina
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves material. The research aims are to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consists of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning is integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientificallybased learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is a quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are; 1) Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2) Physics-based scientific learning modules with material scientific electromagnetic waves can increase students' motivation to gain value 0.4 or in the category "medium".
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
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Mathematics abilities of physics students implication for the application and analysis of sound waves
1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
Mathematics Abilities of Physics Students: Implication for the
Application and Analysis of Sound Waves
1.
2.
Dr. (Mrs) Deborah T.A. Obafemi 1* Dr. (Mrs) R.A. Ogunkunle 2
Department of Curriculum Studies and Educational Technology, Faculty of Education, University of
Port Harcourt, Uniport P. O. Box 91 Choba, Port Harcourt. Rivers State Nigeria.
Center for Teacher Education, Faculty of Education, Department of Curriculum Studies and
Educational Technology,University of Port Harcourt, P M B 5323, Port Harcourt.
*E-mail of the corresponding author : deborah.obafemi@uniport.edu.ng
Abstract
The study investigated the effect of mathematics abilities of students on their performance in Sound Waves
concept in physics in Ikwerre Local Government Area of Rivers State, Nigeria. A quasi-experimental pretest
posttest design comprising of three experimental and one control group was used, each group was taught with a
different Instructional method. A purposively selected sample of fifty- five (55) physics students of Senior
Secondary 2 (SS2) class was involved in the study. Two instruments- Mathematics Ability Test (MAT) and
Physics Performance Test on Sound Waves (PPTSW) with reliability coefficients of 0.97 and 0.85 respectively
were used. The performances of the students were considered at the levels of application and analysis of Sound
waves. Data collected was analysed using Mean scores and Percentages for the research questions, while 4x3
Multivariate Analysis of Covariance was used to test the hypotheses. Analysis of results showed that there was a
significant difference in the effect of mathematics abilities of students on their performances in Sound waves.
There was also a significant difference in the effect instructional methods on the performance of the students in
Sound waves. The Post hoc analyses showed that the significant difference in the mathematics abilities was
credited to students with high mathematics ability while Guided-Discovery method accounted for the significant
difference found in instructional methods. The Implications of the findings were discussed and relevant
recommendations made thereafter.
Keywords: Mathematics Abilities, Sound Waves, Physics, Instructional methods
1. Introduction
Physics is the study of systematized knowledge produced by careful observation, measurement and experiment
which attempts to establish general laws or principles to describe phenomena under study (Ivowi, 1999). It is an
interesting and essential subject because it links the principles learnt and the phenomena observed in the
classroom with application in every human endeavour. Physics plays a major role in the proper understanding of
technological subjects. It is a major contribution to technology through the nature of its discipline and its
application in the field of engineering, medicine, manufacturing among others. Physics concepts are however
considered difficult and unattractive by many students in secondary Schools (Onwioduokit, 1996; Ivowi, 1999;
Angell, Guttersand, Henriksen, & Isnes, 2004). This could be attributed to the mathematical nature of physics
where students have to learn and understand numerous theoretical concepts which are rooted in fundamental
mathematics (Obafemi, 2005.
Mathematics is commonly referred to as “the language of science” (Redish, 2005). Scientists studying in all field
of science interweave equations into their everyday theories. The study of physics benefits from conceptual
understanding in mathematics. Physics and mathematics are actually inseparable. Physical sciences cannot do
without mathematics (Adesoji, 2008). This is because many of the expressions used in these subjects are lent
from mathematics. Students’ understanding of basic mathematical concepts influence greatly how they will cope
with higher level materials where the application of these basic mathematical concepts are required especially
when solving problems in physics (Study Up, 2009). Thanormsuay (2010) discovered from his study that
Science and Engineering students need strong mathematical background to succeed in their fields. Akatugba and
Wallace (2009) in the same vein discovered that mathematical issues among others were associated with
students’ use of proportional reasoning in physics.
It is however a matter of great concern for researchers like Adegoke (2009) who observed that many students
appear to lack the reasoning ability involved in the study of physics, they have problems with the logicalmathematics operations that are demanded in physics learning. Similarly, Brekke (2010) exclaimed “there is an
urgent arithmetic crisis in our nation” (America). He lamented that a number of students who come from
elementary to high school are deficient in basic mathematics facts such as the result of dividing a number by
zero. Study Up (2009) portrayed most students finding Physics interesting, but have trouble with the
mathematics used in physics. Most students will concede they understand the concepts of physics, but they do
not know how to show mathematically, the hows and whys of physics. This view agrees with the findings of
94
2. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
Obafemi (2005), where 90% of students complained about the cumbersome and rigorous nature of physics
concepts in which someone cannot solve a problem without using a formula, almost all the topics have several
formulae and someone must be really clever not to interchange one formula for another. Again, Owolabi (2008)
discovered that students are deficient in mathematical concepts consequently, they perform poorly in physics.
Similarly, Ighomereho (2005) found that students who perform poorly in physics have inadequate background in
mathematics.
Chief Examiner’s report of West African Examination Council (WAEC, 2006) noted that the marks lost by
physics students is as a result of their mathematical mistakes, this contributes to about half of the marks lost in
the subject’. Similarly, Ighomereho (2005) and Owolabi (2008) discovered that mistakes made by students while
performing arithmetical operations involved in solving physics problems contributed greatly to their poor
performance in physics. These stirred the interest of the researchers for this study. Hence could the poor
performance of students in physics be linked to the mathematical nature of physics? Could it be due to the
mathematics abilities of students? What are the effects of students’ mathematics abilities on their performance in
Sound waves in physics? This study therefore investigated the effect of mathematics abilities of students on their
performance in Sound waves.
1.1: Purpose of the Study
The purpose of this study was to investigate the effect of mathematics abilities of students in the study of Sound
waves. Specifically, the objectives of the study were to:
i.
Determine the effect of students’ mathematics abilities on their application and analysis of Sound waves
concept in physics.
ii.
Assertain the effect of students’ mathematics abilities on their application and analysis of Sound waves,
considering the instructional method.
1.2: Research Questions
i.
What difference exists among the performances of students with high, average and low mathematics
abilities with respect to their application and analysis of Sound waves?.
ii.
What difference exists among the performances of students with high, average and low mathematics
abilities with respect to their application and analysis of Sound waves considering the instructional
methods?.
1.3: Research Hypotheses
The null hypotheses tested in this study include:
iii.
There is no significant difference among the performances of students with high, average and low
mathematics abilities with respect to their application and analysis of Sound waves.
iv.
There is no significant difference among the performances of students with high, average and low
mathematics abilities with respect to their application and analysis of Sound waves considering the
instructional methods.
2.
Methods
For the research, the quasi-experimental, pretest- posttest experimental and control group design was used. There
were three experimental groups and one control group. The factors involved in the study were Mathematics
ability and Instructional methods. The control group was taught with Lecture method while the three
experimental groups which were taught with three other methods (Collaborative learning method, Demonstration
method(Teacher-Students) and Guided-discovery method). Purposive sampling was used to select a sample of 55
Senior Secondary 2 (SS2) students for the study. A preliminary study has been done in which Sound Waves and
their applications were found to be the one of the most difficult concepts in SS2 physics curriculum. Two
instruments namely: Physics Performance Test on Sound Waves (PPTSW) and Mathematics Ability Test (MAT)
were developed for the study. The PPTSW was constructed by the researchers to measure the performance of
students in Sound waves with respect to understanding, application and analysis. It contained 30 multiple choice
objective questions on Sound Waves. The MAT was constructed by the researchers to measure the students’
mathematical ability. It contained 26 multiple choice objective questions and 4 essay type mathematics questions
based on the mathematical concepts and skills required by the students to understand and solve problems on
Sound waves and their applications. The difficulty and discrimination indices of PPTSW were 0.51and 0.45
respectively while the difficulty and discrimination indices of MAT items were 0.59 and 0.46 respectively. The
two instruments were validated for content and constructs. Using Kuder- Richardson formula 21, the reliability
coefficients of PPTSW and MAT were found to be 0.85 and 0.97 respectively.
The PPTSW and MAT were administered as Pre-test to both the experimental and control groups. The students
in one control and three experimental groups were then taught the concept of Sound waves and their applications
with four different methods over a period of three weeks. Each of the four schools was taught with one of
Lecture Method, Collaborative learning method, Demonstration method, and Guided-discovery respectively.
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3. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
After each group was taught with the specified instructional method, the PPTSW was administered to them as
Post – test, their responses were graded and their scores were obtained. The students’ scores in the MAT during
pre-test were used to categorize them into high, average and low Mathematics abilities. Based on the data
obtained, the research questions were answered using descriptive statistics such as Percentages and Mean scores
while the 4x3 Factorial Multivariate Analysis of Covariance was used to test the hypotheses.
3.
Results of the study
3.1: Research Question 1
What difference exists among the performances of students with high, average and low mathematics abilities
with respect to their application and analysis of Sound waves?
Table 1 indicates that students with High mathematics ability have the highest percentage gains of 61.0% and
133.3% in the application and analysis of Sound waves respectively.
3.2: Research Question 2
What difference exists among the performances of students with high, average and low mathematics abilities
with respect to their application and analysis of Sound waves considering the instructional methods?
Table 2 indicates that the students with High mathematics ability taught using Demonstration method have the
highest percentage gain of 392.3% in the application of Sound waves while the students with Low mathematics
ability taught using Demonstration method have the highest percentage gain of 800.0% in the analysis of Sound
waves. The table further shows that in the analysis of Sound waves, students with High mathematics ability have
the highest percentage gain in most of the instructional methods used.
3.3: Research Hypothesis 1
There is no significant difference among the performances of students with high, average and low mathematics
abilities with respect to application and analysis of Sound waves.
Table 3 shows that Math Ability is not significant since its calculated F2,42 value is 0.623 and probability level of
0.05 against the F2,42 critical value of 3.15. This shows that there is no significant difference among the
performances of students with high, average and low mathematics abilities with respect to application of Sound
waves. Table 4 shows that Math Ability is significant since its calculated F2,42 value is 5.634 and probability
level of 0.05 against the F2,42 critical value of 3.15. This shows that there is significant difference among the
performances of students with high, average and low mathematics abilities with respect to analysis of Sound
waves.
3.4: Research Hypothesis 2
There is no significant difference among the performances of students with high, average and low mathematics
abilities with respect to application and analysis of Sound waves considering the instructional methods.
Table 3 shows that Math Ability is not significant since its calculated F2,42 value is 0.623 and probability level of
0.05 against the F2,42 critical value of 3.15. Method is not significant since its calculated F3,42 value is 1.497 and
probability level of 0.05 against the F3,42 critical value of 2.76. The interaction of Method and Math Ability is
also not significant since its calculated F6,42 value is 0.781 and probability level of 0.05 against the F6,42 critical
value of 2.25. There is no significant difference among the performances of students with high, average and low
mathematics abilities with respect to application of Sound waves considering the instructional method.
Table 4 shows that Math Ability is significant since its calculated F2,42 value is 5.634 and probability level of
0.05 against the F2,42 critical value of 3.15. Method is also significant since its calculated F3,42 value is 4.030 at
degree of freedom of 3,42 and probability level of 0.05 against the F3,42 critical value of 2.76. The interaction of
Method and Math Ability is however not significant since its calculated F6,42 value is 0.944 at degree of freedom
of 6,42 and probability level of 0.05 against the F6,42 critical value of 2.25. There is no significant difference
among the performances of students with high, average and low mathematics abilities with respect to analysis of
Sound waves considering the instructional method.
The Post hoc analysis on Table 5 indicates that the students with High mathematics abilities contributed most to
the significant difference between the effects of the three levels of mathematics abilities.
The Post hoc analysis on Table 7 indicates that method 3 which is the Guided-discovery method contributed
most to the significant difference between the effects of the instructional methods.
4.
Discussions
The students with High mathematics ability have the highest percentage gains of 61.0% and 133.3% in the
application and analysis of Sound waves respectively. This may be accounted for by their high mathematics
skills required at the realms of application and analysis which are higher levels in the Cognitive domain of the
Taxonomy of Educational objectives.
Also considering the effect of Mathematics abilities based on the instructional method used, in the analysis of
96
4. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
Sound waves, students with High mathematics ability have the highest percentage gain in most of the
instructional methods used. This reinforces the significant difference found among the performances of students
with high, average and low mathematics abilities with respect to analysis of Sound waves in favour of students
with High mathematics ability, while in the level application, no significant difference was found. This may be
also accounted for by their high mathematics skills required at the realm of analysis which is a higher level in the
Cognitive domain of the Taxonomy of Educational objectives. This finding agrees with Thanormsuay (2010)
who concluded from his study on the mathematical background of Thai Pre-Engineering Students that Science
and Engineering students need strong mathematical background to succeed in their fields. It also agrees with
Akatugba and Wallace (2009) who discovered that mathematical issues among other issues were associated with
students’ use of proportional reasoning in physics.
From the Post hoc analysis done, Guided-discovery method contributed most to the significant difference
between the effects of the instructional methods in the analysis of Sound waves. However, Demonstration
method was also found to be superior to the Collaborative and Lecture methods in enhancing the performance of
the students in Sound waves at the application and analysis levels. This finding agrees with Adegoke (2009) who
found from his study, that to stimulate students’ interest in physics, teacher needs to explain, ask questions, allow
students to participate in the teaching-learning activities and clarify issues. It also agrees with Chang, Jones, &
Kunnemeyer (2002) who found that students, who were taught physics with the interactive teaching approach
promoted their learning interest, introduced them to real life experiences, stimulated their thinking about physics
concepts and enhanced their conceptual understanding unlike the students taught with the traditional teaching
method.
5.
Conclusion and Recommendations
The findings of this study implies that if effort is not made to give physics students a sound background in
mathematics, their understanding of physics concepts may be limited and this may hinder their ability to pursue
their dream career in Science and Technology. Also, the use of instructional methods that are student-centred,
interactive and practical-oriented may enhance the performance of students in physics. Based on the findings of
this study, it is recommended that:
1. Sound mathematics background should be ensured for physics students in order to enhance their
performance in physics concepts.
2. Interactive and practical-oriented instructional methods like Guided-discovery and Demonstration methods
should be preferably used in the teaching of physics concepts.
References
Adegoke, B.A. (2009). Determining factors in secondary school students’ choice of physics. Journal of Science
Teachers’ Association of Nigeria, 4(1&2), 75-84.
Adesoji, F. A. (2008). English language and mathematics mock results as prediction of performance in S.S.C.E.
physics. Journal of Social Science, 17(2), 159-161.
Akatugba, A. H., & Wallace, J. (2009). An interactive perspective on students’ proportional reasoning in high
school physics in a West African context. International Journal of Science Education, 31(11), 14731493.
Angell, C., Guttersand, O., Henriksen, E. K. & Isnes, A. (2004). Physics: frightful, but fun, pupils’ and teachers’
views of physics and physics teaching. Science Education, 88(5), 683-706.
Brekke, S. (2010). Urgent mathematics crisis in our nation: Basic mathematics deficits affects student
performance in high school physics and chemistry. Teachers.net Gazette 7(8). Retrieved from
http://teachers.net/gazette/ wordpress/categoty/stewart-brekke.
Chang, W., Jones, A. & Kunnemeyer, R. (2002). Interactive teaching approach in year one university physics in
Taiwan: Implementation and evaluation. Asia-Pacific Forum on Science Learning and Teaching, 3(
1),Article 3.
Ighomereho, P. O. (2005). Students expressed usage of some mathematical concepts in senior secondary physics.
Unpublished Post Graduate Diploma in Education project, Lagos State University.
Ivowi, U.M.O. (1999). Physics education for technology development In Akpan, B. (Ed.) Perspectives on
education and science teaching: from the eyes of Uduogie Ivowi (638-643). Abuja: Foremost
Educational Services.
Obafemi, D. T. A. (2005). A comparative analysis of attitudes towards physics in the University Demonstration
and Unity secondary schools in Rivers State. Unpublished M.Ed Thesis, University of Port Harcourt.
Onwioduokit, F. A. (1996). Difficult concepts in physics as experienced by senior secondary students in Akwa
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Vol.4, No.24, 2013
www.iiste.org
Owolabi, T. (2008). Students’ expressed mathematics errors in solving numerical problems in physics. In
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umdperg.pbworks.com/w/page/34255731/Math-Physics:-References
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www.studyup.com/articles/careers/graduatecollegeloans.htm
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Wikipedia (2010) Science. Retrieved from http://enwikipedia.org/wiki.science
Table 1: Gain scores of the application and analysis of
Sound waves by students of high, average
and low mathematics abilities.
MA
Application
Analysis
Pre
Post
Gain
Gain%
Pre
Post
Gain
Gain%
test
test
test
test
X
X
X
X
H
4.1
6.6
2.5
61.0
2.7
6.3
3.6
133.3
A
5.2
7.9
2.7
51.9
2.4
4.5
2.1
87.5
L
4.0
6.2
2.2
55.0
1.9
3.7
1.8
94.7
KEY: MA- Mathematics Ability, H-High, A-Average, L-Low.
Table 2: Gain scores of the application and analysis of Sound waves by students of high, average and low
mathematics abilities and Instructional methods.
MA
Application
Analysis
Pre
Inst.
Post
Gain
Gain%
Pre
Post
Gain
Gain%
test
Meth.
test
test
test
X
X
X
X
H
CLM
3.3
5.0
1.7
51.5
2.3
6.7
4.4
191.3
DM
1.3
6.4
5.1
392.3
0.6
3.3
2.7
450.0
GDM
6.0
8.0
2.0
33.3
3.0
8.0
5.0
166.7
LM
5.7
7.0
1.3
22.8
5.0
7.0
2.0
40.0
A
CLM
6.0
7.3
1.3
21.7
2.0
5.5
3.5
175.0
DM
2.5
6.5
4.0
160.0
0.5
2.0
1.5
300.0
GDM
4.8
9.3
4.5
93.8
3.8
6.0
2.2
57.9
LM
7.3
8.5
1.2
16.4
3.1
4.3
1.2
38.7
L
CLM
3.6
6.4
2.8
77.8
2.4
3.8
1.4
58.3
DM
1.0
4.0
3.0
300.0
0.3
2.7
2.4
800.0
GDM
5.0
8.0
3.0
60.0
2.5
5.0
2.5
100.0
LM
5.3
6.3
1.0
18.9
2.4
3.3
0.9
37.5
KEY: CLM- Collaborative Method, DM- Demonstration Method,
GDM- Guided-discovery Method, LM- Lecture Method.
MA- Mathematics Ability, H-High, A-Average, L-Low.
98
6. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
Table 3: Summary of 4x3 Analysis of Covariance of students’ application of Sound waves classified by
mathematical abilities and instructional methods, using Pre-test scores as a covariate.
Dependent Variable: Post-test scores on application
Source of variation
Corrected Model
Intercept
Pre-test
Main Effect
Math Ability
Method
Interactions
First order
Math Ability * Method
Error
Total
Corrected Total
Sum of Squares
137.417a
87.456
46.166
df
12
1
1
Mean Square
11.451
87.456
46.166
F
3.182
24.305
12.830
Sig.
s
s
s
4.486
16.162
2
3
2.243
5.387
0.623
1.497
ns
ns
16.869
151.129
2914.000
288.545
6
42
55
54
2.811
3.598
0.781
ns
a. R Squared = 0.476 (Adjusted R Squared = 0.327)
Table 4: Summary of 4x3 Analysis of Covariance of students’ analysis of Sound waves classified by
mathematical abilities and instructional methods and using Pre-test scores as a covariate.
Dependent Variable: Post-test scores on analysis
Source of variation
Corrected Model
Intercept
Pre-test
Main Effect
Math Ability
Method
Interactions
First order
Math Ability * Method
Error
Total
Corrected Total
Sum of Squares
135.837a
95.019
31.544
df
12
1
1
Mean Square
11.320
95.019
31.544
F
5.991
50.285
16.693
Sig.
s
s
s
21.293
22.846
2
3
10.646
7.615
5.634
4.030
s
s
10.703
79.363
1280.000
215.200
6
42
55
54
1.784
1.890
0.944
ns
a. R Squared = 0.631 (Adjusted R Squared = 0.526)
99
7. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
Table 5: Post hoc analysis of students’ analysis of Sound waves based on their mathematics abilities.
Pair-wise Comparisons
Dependent Variable: Post-test scores on analysis
(I) Math
Ability
1.00
2.00
3.00
(J) Math
Ability
2.00
3.00
1.00
3.00
1.00
2.00
Mean
Difference (I-J)
1.531*
1.914*
-1.531*
0.383
-1.914*
-0.383
Std. Error
0.594
0.579
0.594
0.493
0.579
0.493
Sig.a
0.014
0.002
0.014
0.441
0.002
0.441
95% Confidence Interval for
Differencea
Lower Bound
Upper Bound
0.332
2.729
0.746
3.082
-2.729
-0.332
-0.611
1.378
-3.082
-0.746
-1.378
0.611
Based on estimated marginal means
*. The mean difference is significant at the 0.05 level.
a. Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments).
Table 6: Post hoc analysis of students’ analysis of Sound waves based on the four instructional methods.
Pair wise Comparisons
Dependent Variable: Post test scores on analysis
(I)
Method
1.00
2.00
3.00
4.00
(J)
Method
2.00
3.00
4.00
1.00
3.00
4.00
1.00
2.00
4.00
1.00
2.00
3.00
Mean
Difference (I-J)
1.446*
-0.432
1.246*
-1.446*
-1.878*
-0.200
0.432
1.878*
1.678*
-1.246*
0.200
-1.678*
Std. Error
0.678
0.707
0.573
0.678
0.846
0.767
0.707
0.846
0.662
0.573
0.767
0.662
Sig.a
0.039
0.544
0.035
0.039
0.032
0.795
0.544
0.032
0.015
0.035
0.795
0.015
95% Confidence Interval for Differencea
Lower Bound
Upper Bound
0.078
2.814
-1.859
0.994
0.089
2.402
-2.814
-0.078
-3.585
-0.172
-1.748
1.347
-0.994
1.859
0.172
3.585
0.343
3.013
-2.402
-0.089
-1.347
1.748
-3.013
-0.343
Based on estimated marginal means
*. The mean difference is significant at the 0.05 level.
a. Adjustment for multiple comparisons: Least Significant Difference (equivalent to no
100
adjustments).
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