scholarly journals The Effect of Inquiry-Based Science Teaching Approach on Self- Concept of Secondary School Physics Students in Kitui County, Kenya

2021 ◽  
Vol 7 (2) ◽  
pp. 18-29
Author(s):  
Kunga John ◽  
Henry Embeywa ◽  
Peter Koech
Keyword(s):  
Secondary School ◽  
Science Teaching ◽  
Research Design ◽  
Teaching Approach ◽  
Self Concept ◽  
Control Group ◽  
Unique Contribution ◽  
Physics Students ◽  
Significant Difference ◽  
Secondary School Physics

Purpose: The study sought to investigate the effect of Inquiry-Based Science Teaching Approach on learners’ self-concept of secondary school physics students in Kitui County, Kenya. Methodology: The study adapted Quasi Experimental Research Design and in particular the Solomon’s Four Non-Equivalent Control Group Research Design. The target population of the study was 1600 form four Physics students from 40 Extra-County secondary schools in Kitui County. Stratified random sampling was used to select four Extra-County schools (2 Girls and 2 Boys). Purposive sampling was used to select 40 students from each of the four schools and a Physics teacher from each of the two sampled schools; giving a sample size of 160. A students’ questionnaire on self- concept was the research instrument. A reliability coefficient of 0.776 was obtained. Both descriptive and inferential data were analysed. The descriptive analysis was by means of frequencies, means, standard deviation and percentages. Inferential analysis was through Analysis of Variance, Chi-square and the Least Significant Difference (LSD) technique at a significance level of coefficient alpha α=0.05. Findings: The results showed a statistically significant difference in self-concept between students taught using IBSTA and those taught by the conventional methods. The study established that out of the four indicators of self-concept, only role performance was not statistically significant. Consequently, the study concludes that IBSTA is effective in improving students’ self-concept. Unique contribution to theory, practice and policy: The theories were validated in that there was knowledge was actively constructed and need to prepare a learner to have a self -concept after learning. The researcher recommended that creation of an enabling environment for IBSTA be adopted in schools, an appropriate policy should be developed for diploma colleges and universities to train their teacher trainees with an emphasis on IBSTA as part of their Physics training curriculum and KICD should introduce and develop a programme for the Induction and Mentorship of Physics Teachers on the implementation of IBSTA so as to empower them with inquiry skills.

scholarly journals Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics

2010 ◽  
Vol 2 (1) ◽  
pp. 16-25
Author(s):  
Akinyemi Olufunminiyi Akinbobola ◽  
Folashade Afolabi
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Cognitive Achievement ◽  
Control Group ◽  
Guided Discovery ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Senior Secondary ◽  
Constructivist Practices ◽  
Secondary School Physics

The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.

Effect of Metacognitive Scaffolding Teaching Strategy on Secondary School Physics Students’ Achievement and Attitude to Thermal Energy

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
P.A. Agu ◽  
C.O. Iyamu
Keyword(s):  
Secondary School ◽  
Thermal Energy ◽  
Teaching Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Physics Teachers ◽  
Physics Students ◽  
Research Questions ◽  
Metacognitive Scaffolding ◽  
Secondary School Physics

This study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement and attitude to thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria. The study asked two research questions and postulated two null hypotheses which were tested at 0.05 level of significance. Quasi experimental research design involving non randomized control pretest-posttest design was utilized. The study population consisted of 2,699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select two intact classes having 75 SSII physics students from two SS as sample for the study. Two instruments consisting of Thermal Energy Achievement Test (TEAT) and Attitude to Thermal Energy Questionnaire (ATEQ) were used for data collection. The data collected from these instruments were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better than those physics students taught using conventional teaching method. Also, physics students taught using metacognitive scaffolding teaching strategy had better attitude towards thermal energy than their counterparts in the control group. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences.

scholarly journals Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

2021 ◽  
Vol 18 (19) ◽  
pp. 10499
Author(s):  
Julius B. Apidogo ◽  
Johannes Burdack ◽  
Wolfgang I. Schöllhorn
Keyword(s):  
Secondary School ◽  
Retention Test ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Learning Group ◽  
Differential Learning ◽  
Significant Difference ◽  
Repetitive Learning

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

scholarly journals Self-Concept Transformation on Senior Secondary School Students' Academic Achievement in Central Zone, Plateau State, Nigeria

2021 ◽  
Vol 2 (2) ◽  
pp. 213-223
Author(s):  
Gwaison Panan Danladi ◽  
Shuaibu Saidu ◽  
Jacob, I. Otaha
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Central Zone ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
Senior Secondary School ◽  
Plateau State ◽  
Quantitative Economics ◽  
Senior Secondary

Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.

scholarly journals The Effect of the round house strategy on the achievement of physical concepts at the ninth grade in Jordan: فاعلية استراتيجية البيت الدائري في إكساب المفاهيم الفيزيائية لطالبات الصف التاسع في الأردن

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Rida Ali Alsous
Keyword(s):  
Secondary School ◽  
Ninth Grade ◽  
The Other ◽  
Control Group ◽  
Average Performance ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of the study was to clear-out the effect of the round house strategy on the achievement of physical concepts at the ninth grade. The study consisted of (48) students at the Jufa Secondary School for girls for the second semester 2018/2019, distributed randomly to two divisions in the same school, one of which was experimental and the other experimental. This study found that there was a statistically significant difference in the post-test in the students' acquisition of physical concepts at (α = 0.05) between the average performance of the experimental group studied using the circular house strategy and obtained an average of (19.70), and the control group studied in the usual way and obtained Average (14.63), in favor of the experimental group. In light of these results, the researcher recommended using the circular house strategy because of its importance in gaining physical concepts among students. In light of these results, the researcher recommended using the round house strategy and its role in acquiring physical concepts in demand

scholarly journals Effectiveness of Cognitive Restructuring in the Management of Mathophobia Among Secondary School Students in Khana L.G.A of Rivers State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 260
Author(s):  
Ernest-Ehibudu Ijeoma Regina ◽  
Wayii Augustine Lezorgia
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Restructuring ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Rivers State ◽  
And Control

This study was developed and conducted to test the effect of cognitive restructuring in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated for testing at 0.05 level of significance. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 SS2 students drawn from three public secondary schools only. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring and control groups. Data analysis was done using mean, and standard deviation for the research questions, while independent sample and paired sample t-test were used for the hypotheses. The result obtained showed that the cognitive restructuring was significantly effective in the management of mathophobia among secondary school students. There is a slight reduction in the effect of cognitive restructuring during follow-up; there is a statistical significant difference in the mathophobic level of students treated with cognitive restructuring and those in the control group. Based on the major findings, recommendations were made among which is that functional guidance and counselling centers be established at all educational levels and be manned by professional counsellors who are competent in cognitive restructuring techniques to assist those who have mathophobia and other maladaptive behaviours. Suggestions for further study were made.

scholarly journals Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

2018 ◽  
Vol 6 (10) ◽  
pp. 183
Author(s):  
Serhat Üstündağ ◽  
Gülsen Özcan
Keyword(s):  
Secondary Schools ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Educational Games ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Spring Semester ◽  
Significant Difference ◽  
Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

scholarly journals Effect of ginger tea on chemotherapy-induced nausea and vomiting among cancer patients in selected hospitals, Bhubaneswar, Odisha

2020 ◽  
Vol 11 (1) ◽  
pp. 1165-1171
Author(s):  
Sasmita Das ◽  
Mary Preety Banra ◽  
Neethu Maria Joseph
Keyword(s):  
Cancer Patients ◽  
Research Design ◽  
Demographic Data ◽  
Large Population ◽  
Nausea And Vomiting ◽  
Control Group ◽  
Food Component ◽  
Significant Difference ◽  
Chi Square Analysis ◽  
And Control

A quasi-experimental research study (posttest only research design) was conducted to evaluate the effect of ginger tea on chemotherapy-induced nausea and vomiting among cancer patients in selected hospitals of Bhubaneswar and to find out the association of level of chemotherapy-induced nausea and vomiting with selected socio-demographic variables. For this study, a quantitative experimental approach and post-test only research design was adopted. 100 patients were selected by convenience sampling technique and categorized into experimental (n=50) and control group (n=50) for this study. Self- structured socio-demographic proforma and self- structured record analysis proforma was used to collect socio-demographic data and modified nausea and vomiting scale was used to measure the level of chemotherapy-induced nausea and vomiting among cancer patients. The data was analyzed by using SPSS version 20.0 (Statistical Package for the Social Science). The post-testt level of chemotherapy-induced nausea and vomiting among experimental and control groups was compared by unpaired‘t’ test and the result showed (p=<0.0001) significant difference between both groups. The chi-square analysis shows a statistically significance association between chemotherapy-induced nausea and vomiting and the emetogenic potential of the drug in both groups and in control group age was also significance associated. The ANOVA test revealed the statistically significance of the posttest level of chemotherapy-induced nausea and vomiting within groups of the emetogenic potential of a drug. The present study concluded that the food component, like ginger tea, is an effective home remedy for the reduction of chemotherapy-induced nausea and vomiting among cancer patients. Further study can be conducted with a large population, different dose and compositions of ginger and with different adjuvant therapy to manage nausea and vomiting among cancer patients.

scholarly journals Analysis of Lavender Aroma and Guided Imagery on Insomnia in Lansia in Technical Specific Unit Social Tresna Wherda Glenmore District Banyuwangi

2019 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Grenda Aprilyawan
Keyword(s):  
Sleep Quality ◽  
Research Design ◽  
Guided Imagery ◽  
Simple Random Sampling ◽  
The Elderly ◽  
Control Group ◽  
Cultural Issues ◽  
Significant Difference ◽  
Before And After ◽  
Cochran Test

Naturally the elderly is experiencing a decline both in terms of physical, biological and mental and this is not independent of economic, social and cultural issues. Sleep disorders is one of the health problems often faced by the elderly. The elderly require good sleep quality to improve health and restore the condition of the illness. There are several ways to deal with insomnia can be done in 2 ways: pharmacology and non pharmacology. The purpose of this study was to determine the effect of lavender and guided imagery on insomnia in elderly in Technical Implementation Unit (UPT) of Social Tresna Werdha Glenmore Sub-district of Banyuwangi Regency. In this research, the research design used is True experimental research design. The population of the study were all elderly people who experienced insomnia of 36 people and sample of 33 people by using simple random sampling. Data collection using checklist sheet then analyzed using Cochran test. The results showed that significant probability value of Cochran test of 0,032 <0,05 means there is significant difference between giving of lavender scent, guided imagery and control group to insomnia. While the treatment before and after the lavender scent there is a significant influence on insomnia (p: 0.008 <0.05). Treatment before and after guided imagery there is a significant effect on insomnia (p: 0,016 <0,05). Treatment before and after the control group there was no significant effect on insomnia (p: 0,500> 0,05). Based on the results of this study non pharmacology treatment can be maintained and continued for better sleep quality. Whether using aroma therapy or guided imagery lavender because it has been proven to reduce insomnia.

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