Activity-Based Instructional Strategies: Gender Analysis of Students’ Academic Performance and Attitude towards Physics Practical

Oluwasegun Matthew OJO, Olabode Thomas OWOLABI

Abstract


The study investigated whether gender has any effect on academic performance and attitude towards Physics practical when students are exposed to activity-based instructional strategies. The study adopted the quasi-experimental design of pre-test, post-test and control group. The sample for the study comprised 74 Senior Secondary two (SS II) Physics students who were randomly selected from three co-educational Senior Secondary Schools in Osun state, Nigeria through multistage technique. Physics Practical Test (PPT) and Physics Practical Attitudinal Scale (PPAS) were the two instruments used to collect relevant data for the study. The hypotheses generated were analyzed using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). Decisions were taken at 0.05 level of significance. The findings from the study showed that gender had significant effect on students’ performance mean scores in the three groups. The male students in the experimental groups outperformed their female counterparts. The main effect of gender on students’ attitude towards Physics practical was not statistically significant. Based on the findings of this study, it was recommended that Physics teachers should be gender inclusive while making use of activity-based instructional strategies to teach Physics practical in secondary schools.

Keywords: Activity-Based Instructional Strategies, Performance, Attitude, Gender, Physics Practical


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Copyright (c) 2021 Oluwasegun Matthew OJO, Olabode Thomas OWOLABI

Copyright CC BY © European Modern Studies Journal 2017-2021   ISSN 2522-9400

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