The Effectiveness of Locally Constructed Amplifier on Secondary School Physics Students’ Achievement and Motivation towards Learning Energy Concept in Minna, Nigeria

  • Alabi, T. O.
  • FALODE, Oluwole Caleb Ph.D.
  • Tukura, C. S.
  • Abdulkareem, A. Y
Keywords: Achievement, Amplifier, Construction, Energy, Motivation, Physics

Abstract

Secondary school physics students in Minna, Nigeria perceive physics to be a difficult subject probably because physics teachers have not been using appropriate resources in the teaching ofabstract physics concepts.This study was therefore carried out to determine the effectiveness of locally constructed amplifier and physics students’ motivation towards learning energy concept when taught using the constructed amplifier. The research was an experimental research adopting a pretest, posttest experimental and control groups design. Three research questions were raised and one hypothesis wastested. Thirty secondary school one (SSI) physics students from two government-owned schools in Minna metropolis were randomly sampled for the study and assigned to experimental and control groups. Students in the experimental group were taught energy concept using the constructed amplifier while students in the control group learnt the concept using conventional lecture method.Physics Achievement Test (PAT) and Physics Students’ Motivational Questionnaire (PSMQ) were used for data collection. PAT consisted of 10 multiple choice objective question items on the concept of energy while PSMQ consisted of 15 items using a four point Likert Rating Scale. Both PAT and PSMQ were validated by experts and the reliability of a pilot study carried out yielded0.87 for PAT using KR-21 formula and 0.89 for PSMQ using Cronbach Alpha’s formula. Data collected from the administration of the research instruments were analyzed using percentage and t-test statistics in SPSS 16.0 version. Findings revealed that there was significant difference between the mean achievement scores of students in the two groups (t (58)=1.465, p<0.05) in favour of the group taught using the constructed amplifier. Also,86.44% of the responses to the questionnaire revealed that students had positive motivation towards learning energy concept using the constructed amplifier. Based on these findings, it was recommended thatphysics teachers should encourage the use of locally constructed resources in the absence of commercial ones in order to facilitate students’ understanding of physicsand positively motivate them towards learning abstract physics concepts.

Author Biographies

Alabi, T. O.

Department of Educational Technology

Federal University of Technology Minna, Nigeria

FALODE, Oluwole Caleb, Ph.D.

Department of Educational Technology,

Federal University of Technology Minna, Nigeria.

Tukura, C. S.

Department of Educational Technology
Federal University of Technology Minna, Nigeria

Abdulkareem, A. Y

Department of Educational Technology
Federal University of Technology Minna, Nigeria

References

Aina, J.K. (2013). Instructional materials and improvisation in physics class: Implications for teaching and learning. Journal of Research and Method in Education, 2 (5),38-42.
Bamigbala, P. A. (2000). Factors influencing students’ perception of difficulty concepts in senior secondary school physics in Osun State. Unpublished M. Ed thesis, CSET Department, University of Ilorin, Nigeria.
Biehler, R. F. and Snowmnan, J. (1986). Psychology Applied toTeaching(5th Ed.) Boston: Houghton Mifflin Company.
Gambari, A.I. (2010). Effectiveness of computer-assisted instructional package in coopera¬tive settings on senior school students’ performance in physics, in Minna, Nigeria: PhD thesis: Ilorin: University of Ilorin.
Green, M., &Sulbaran, T. (2006). Motivation assessment instrument for virtual reality scheduling simulator. In T. Reeves, & S. Yamashita (Eds.), Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education 2006 (pp. 45e50). Chesapeake, VA: AACE.
Falode, O. C. &Ajala, N. A. (2014). Availability and teachers’ awareness of the existence of software packages for developing physics instruction for secondary school students in Minna, Nigeria. Chemistry: Bulgarian Journal of Science Education, 23 (3), 431-438.
Fontana, D. (1981). Psychology for teachers. London: Macmillan Press Ltd.
Onasanya, S. A. &Omosewo, E. O. (2011). Effect of improvised and standard instructional materials on secondary school students’ academic performance in physics in Ilorin, Nigeria. Singapore Journal of Scientific Research, 1: 68-76.
Owolabi, T. (2004). A diagnosis of students’ difficulties in physics. Educ. Perspect., 7(2), 15 – 20.
Salami, I. O. (2003). Influence of teachers sequencing coverage of the secondary physics curriculum on students’ performance in Kwara State. Unpublished Ph.D thesis, Department of Curriculum Studies & Educational Technology.
Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156.
Published
2020-10-31
How to Cite
T. O., A., Caleb, F., C. S., T., & A. Y, A. (2020). The Effectiveness of Locally Constructed Amplifier on Secondary School Physics Students’ Achievement and Motivation towards Learning Energy Concept in Minna, Nigeria. IJER-International Journal of Educational Research, 3(10), 01- 09. Retrieved from http://gphjournal.org/index.php/er/article/view/311