Role of Practical Activity Method in Improving Understanding and Problem-Solving Skills of Physics Students
Keywords:Problem-solving skills, Intervention, Observation, Achievement test
The objective of this study was to use the practical activity method to improve the understanding and problem-solving skills of physics students at School A in the Eastern Region of Ghana. The study used 29 students in the Form 1. Sc. 1 class, of which 27 were boys and two were girls. The instruments used to gather data were achievement tests and observations. Simple statistical methods such as pre-intervention lessons were designed and administered to find the reasons students had problems understanding physics concepts and their inability to solve problems in physics. Several activities were undertaken to enhance students’ understanding and problem-solving skills. This research revealed that the use of practical activity-based methods in the teaching and learning process of physics enhanced students’ performance remarkably. The findings from this research showed that students’ performance was elevated during the series of lessons administered. The students got a better understanding of concepts and were able to make real-life applications of concepts. This subsequently increased their contributions and participation during lessons. Conclusions were drawn and suggestions were made for teachers who are faced with similar problems of improving students’ performance in physics.
Alyahyan, E., & D??teg?r, D. (2020). Predicting academic success in higher education: literature review and best practices. International Journal of Educational Technology in Higher Education, 17(1), 62-65.
Biswas, A., Das, S., & Ganguly, S. (2018). Activity-Based Learning (ABL) for engaging engineering students. Lecture Notes in Networks and Systems, 11(2), 601-607.
Cohen, L., Manion, L., & Morrison, K. (2008). Research methods in Education (6th ed.). New York: Routledge.
Des Forges, C., & Fox, R. (2002). Teaching and learning: The essential reading. Education, 23(2), 74-79. New York: Routledge.
Edward, N. S. (2001). Evaluation of a constructivist approach to student induction in relation to students' learning style. European Journal of Engineering Education, 26(4), 429-440.
Harmer, J. (2009). How to teach English. London: Longman.
Khan, M., Saba, P., & Shah, K. (2020, April 12). Language in India. Retrieved from languageinindia: http://www.languageinindia.com
Nolen, A. L., & Putten, J. V. (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices. Educational Researcher, 36(7), 401–407.
Vilaythong, T. (2011). The role of practical work in physics education in Lao PDR . Prentice Press.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Terms and conditions of Creative Commons Attribution 4.0 International License apply to all published manuscripts. This Journal is licensed under a Creative Commons Attribution 4.0 International License. This licence allows authors to use all articles, data sets, graphics and appendices in data mining applications, search engines, web sites, blogs and other platforms by providing appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
A competing interest exists when professional judgment concerning the validity of research is influenced by a secondary interest, such as financial gain. We require that our authors reveal all possible conflicts of interest in their submitted manuscripts.
The Editor reserves the right to shorten and adjust texts. Significant changes in the text will be agreed with the Authors.