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Practical Electronics as a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria

Year 2022, , 88 - 98, 01.03.2022
https://doi.org/10.24331/ijere.1029589

Abstract

The need to scale-up physics students’ interest in learning the concept of electricity at the senior secondary school level has remained a concern for physics educators. This study examined the influence of practical electronics activities as an intervention towards raising the students’ interest in learning electricity related topics in physics. A non-experimental design of causal-comparative research type was adopted while multi-stage sampling procedure was used to select 280 senior secondary III (SS3) physics students from Education District II in Lagos State. A self-developed questionnaire titled “STUDENTS INTEREST SCALE ON LEARNING THE CONCEPT OF ELECTRICITY (SIS-LCE)” was administered to capture the demographic profile of the students and their interest in learning the concept of electricity. The ordinal alpha reliability coefficient yielded a value of 0.88. Descriptive statistics of mean and standard deviation were used in the analysis while independent Sample t-test was deployed to test the hypothesis at 0.05 significance level. Findings showed that students who engaged in practical electronics had higher interest in learning the concept of electricity than those who did not. Thus, the author recommends that practical electronics activities should be encouraged among physics students at the secondary school level.

References

  • Abu Bakar, N., Mamat, I., & Mudassir, I. (2017). Influence of parental education on academic performance of secondary school students in Kuala Terengganu. International Journal of Academic Research in Business and Social Sciences, 7(8), 296–304.
  • Amusa, J.O. (2020). Appraisal of the physics education programme in the National Open University of Nigeria. Technical University of Varna Annual Journal. 4(1), 1-12 https://doi.org/10.29114/ajtuv.vol4.iss1.158
  • Amusa, J.O. (2019). Diagnosing and Remediating Students’ Perceived Difficult Topics in Secondary School Physics. Niger Delta Journal of Education. 2(2), 153 – 170.
  • Anyakoha, M.W. (2016). New School Physics. Africana. Onitsha, Nigeria. First Publishers Plc
  • Azar, A., & Şengülec, Ö. A. (2011). Computer-Assisted and Laboratory Assisted teaching methods in physics teaching: The effect on student achievement and attitude towards physics. Eurasian Journal of Physics and Chemistry Education (Special Issue), 4350.
  • Buthelezi, N. (2012). Inside efforts to turn the tide on South Africa’s poor Mathematics and Science performance. www.engineeringnews.co.za/article
  • Erinosho, S.Y. (2013). How do students perceive the difficulty of physics in secondary school? An Exploratory Study in Nigeria. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 3(3), 1510 - 1515.
  • Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43‒71. https://doi.org/10.1002/piq.21143
  • Federal Ministry of Education, (2018). National Policy on Science and Technology Education
  • Mioković, Ž., Ganzberger, S., & Radolić, V. (2012). Asssessment of the University of Osijek engineering students' conceptual understanding of electricity and magnetism. Tehnički vjesnik, 19(3), 563-572.
  • Hussain, N. H., Latiff, L. A., & Yahaya, N. (2012). Alternative conception about open and short circuit concepts. Procedia - Social and Behavioral Sciences, 56, 466- 473.
  • Kanamugire, C., Yadav, L. L., & Mbonyiryivuze, A. (2019). Tutors’ perceptions about science curriculum reforms and challenges for their implementation in Teacher Training Colleges in Rwanda. African Journal of Educational Studies in Mathematics and Sciences, 15(1), 101-116
  • Kerka, S. (1997). Constructivism, workplace learning, and vocational education. (ERIC Document Reproduction Service No. ED 407 573.)11-40
  • Lee, M, & Sulaiman, F. (2018). The Effectiveness of Practical Work in Physics to Improve Students’ Academic Performances. People: International Journal of Social Sciences, 3(3), 1404-1419.
  • Mbonyiryivuze, A., Yadav, L. L. & Amadalo M. M. (2019). Students’ conceptual understanding of electricity and magnetism and its implications: A review. African Journal of Educational Studies in Mathematics and Sciences 15 (2), 55 - 67
  • Muise, J. M. (2015). Using Peer Instruction to promote conceptual understanding in high school physics classes. Montana: Montana State University.
  • Nigerian Educational Research and Development Council (NERDC). (2007). Curriculum for basic electronics. Abuja. NERDC press.
  • Odubunmi, O., & Balogun, T. A. (1991). The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science. Journal of Research in Science Teaching, 28(3), 213–224. https://doi.org/10.1002/tea.3660280303
  • OECD (2016). PISA 2015 results (Volume I): Excellence and equity in education. Paris: OECD Publishing.
  • Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in science classroom. Journal of Research in Science Teaching, 41(10), 994-1020
  • Owolabi, O. T. & Oginni, O. I. (2013). Assessing the relative effectiveness of three teaching methods in the measurement of students’ performance in Physics. International Journals of Material, Methods and Technologies, 1(8), 116-125
  • Semela, T., (2010). Who is joining physics and why? Factors influencing the choice of physics among Ethiopian university students, International Journal of Environment & Science Education, 5(3), 319-340
  • Şirin, S. R. (2005). Socioeconomic status and academic achievement: A meta‐analytic review of research. Review of Educational Research, 75(3), 417–453.
  • Suna, H. E., Tanberkan, H., Gur, B. S., Perc, M., Ozer, M. (2020). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, 61, 41-64. https://doi.org/10.26650/JECS2020-0034
  • Von Korff, J., Archibeque, B., Gomez, K. A., Heckendorf, T., McKagan, S. B., C. Sayre, E., Sorell, L. (2016). Secondary analysis of teaching methods in introductory physics: A 50 k-student study. American Journal of Physics, 84(12), 969-974.
  • Vygotsky, L. S. (1978). Tool and symbol in child development. In M. Cole, V. John – Steiner, S. Scribner, & E. Souberman (Eds). Mind in Society: The development of higher logical psychological processes. Cambridge: Harvard University Press
  • Uwizeyimana, D., Yadav, L. L., Musengimana, T., & Uwamahoro, J. (2018). The impact of teaching approaches on effective physics learning: an investigation conducted in five Secondary Schools in Rusizi District, Rwanda. Rwandan Journal of Education, 4(2), 2-14.
  • West African Examination Council (2019). Chief Examiner’s Report on Physics Paper 2. https://www.waecgh.org/uploads/examinersReport/2019/Science19.pdf
  • Wieman, C., & Perkins, K. (2005). Transforming physics education. Physics Today, 58(11), 3641.
Year 2022, , 88 - 98, 01.03.2022
https://doi.org/10.24331/ijere.1029589

Abstract

References

  • Abu Bakar, N., Mamat, I., & Mudassir, I. (2017). Influence of parental education on academic performance of secondary school students in Kuala Terengganu. International Journal of Academic Research in Business and Social Sciences, 7(8), 296–304.
  • Amusa, J.O. (2020). Appraisal of the physics education programme in the National Open University of Nigeria. Technical University of Varna Annual Journal. 4(1), 1-12 https://doi.org/10.29114/ajtuv.vol4.iss1.158
  • Amusa, J.O. (2019). Diagnosing and Remediating Students’ Perceived Difficult Topics in Secondary School Physics. Niger Delta Journal of Education. 2(2), 153 – 170.
  • Anyakoha, M.W. (2016). New School Physics. Africana. Onitsha, Nigeria. First Publishers Plc
  • Azar, A., & Şengülec, Ö. A. (2011). Computer-Assisted and Laboratory Assisted teaching methods in physics teaching: The effect on student achievement and attitude towards physics. Eurasian Journal of Physics and Chemistry Education (Special Issue), 4350.
  • Buthelezi, N. (2012). Inside efforts to turn the tide on South Africa’s poor Mathematics and Science performance. www.engineeringnews.co.za/article
  • Erinosho, S.Y. (2013). How do students perceive the difficulty of physics in secondary school? An Exploratory Study in Nigeria. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 3(3), 1510 - 1515.
  • Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43‒71. https://doi.org/10.1002/piq.21143
  • Federal Ministry of Education, (2018). National Policy on Science and Technology Education
  • Mioković, Ž., Ganzberger, S., & Radolić, V. (2012). Asssessment of the University of Osijek engineering students' conceptual understanding of electricity and magnetism. Tehnički vjesnik, 19(3), 563-572.
  • Hussain, N. H., Latiff, L. A., & Yahaya, N. (2012). Alternative conception about open and short circuit concepts. Procedia - Social and Behavioral Sciences, 56, 466- 473.
  • Kanamugire, C., Yadav, L. L., & Mbonyiryivuze, A. (2019). Tutors’ perceptions about science curriculum reforms and challenges for their implementation in Teacher Training Colleges in Rwanda. African Journal of Educational Studies in Mathematics and Sciences, 15(1), 101-116
  • Kerka, S. (1997). Constructivism, workplace learning, and vocational education. (ERIC Document Reproduction Service No. ED 407 573.)11-40
  • Lee, M, & Sulaiman, F. (2018). The Effectiveness of Practical Work in Physics to Improve Students’ Academic Performances. People: International Journal of Social Sciences, 3(3), 1404-1419.
  • Mbonyiryivuze, A., Yadav, L. L. & Amadalo M. M. (2019). Students’ conceptual understanding of electricity and magnetism and its implications: A review. African Journal of Educational Studies in Mathematics and Sciences 15 (2), 55 - 67
  • Muise, J. M. (2015). Using Peer Instruction to promote conceptual understanding in high school physics classes. Montana: Montana State University.
  • Nigerian Educational Research and Development Council (NERDC). (2007). Curriculum for basic electronics. Abuja. NERDC press.
  • Odubunmi, O., & Balogun, T. A. (1991). The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science. Journal of Research in Science Teaching, 28(3), 213–224. https://doi.org/10.1002/tea.3660280303
  • OECD (2016). PISA 2015 results (Volume I): Excellence and equity in education. Paris: OECD Publishing.
  • Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in science classroom. Journal of Research in Science Teaching, 41(10), 994-1020
  • Owolabi, O. T. & Oginni, O. I. (2013). Assessing the relative effectiveness of three teaching methods in the measurement of students’ performance in Physics. International Journals of Material, Methods and Technologies, 1(8), 116-125
  • Semela, T., (2010). Who is joining physics and why? Factors influencing the choice of physics among Ethiopian university students, International Journal of Environment & Science Education, 5(3), 319-340
  • Şirin, S. R. (2005). Socioeconomic status and academic achievement: A meta‐analytic review of research. Review of Educational Research, 75(3), 417–453.
  • Suna, H. E., Tanberkan, H., Gur, B. S., Perc, M., Ozer, M. (2020). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, 61, 41-64. https://doi.org/10.26650/JECS2020-0034
  • Von Korff, J., Archibeque, B., Gomez, K. A., Heckendorf, T., McKagan, S. B., C. Sayre, E., Sorell, L. (2016). Secondary analysis of teaching methods in introductory physics: A 50 k-student study. American Journal of Physics, 84(12), 969-974.
  • Vygotsky, L. S. (1978). Tool and symbol in child development. In M. Cole, V. John – Steiner, S. Scribner, & E. Souberman (Eds). Mind in Society: The development of higher logical psychological processes. Cambridge: Harvard University Press
  • Uwizeyimana, D., Yadav, L. L., Musengimana, T., & Uwamahoro, J. (2018). The impact of teaching approaches on effective physics learning: an investigation conducted in five Secondary Schools in Rusizi District, Rwanda. Rwandan Journal of Education, 4(2), 2-14.
  • West African Examination Council (2019). Chief Examiner’s Report on Physics Paper 2. https://www.waecgh.org/uploads/examinersReport/2019/Science19.pdf
  • Wieman, C., & Perkins, K. (2005). Transforming physics education. Physics Today, 58(11), 3641.
There are 29 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Jamiu Oluwadamilare Amusa

Publication Date March 1, 2022
Published in Issue Year 2022

Cite

APA Amusa, J. O. (2022). Practical Electronics as a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria. International Journal of Educational Research Review, 7(2), 88-98. https://doi.org/10.24331/ijere.1029589
AMA Amusa JO. Practical Electronics as a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria. IJERE. March 2022;7(2):88-98. doi:10.24331/ijere.1029589
Chicago Amusa, Jamiu Oluwadamilare. “Practical Electronics As a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria”. International Journal of Educational Research Review 7, no. 2 (March 2022): 88-98. https://doi.org/10.24331/ijere.1029589.
EndNote Amusa JO (March 1, 2022) Practical Electronics as a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria. International Journal of Educational Research Review 7 2 88–98.
IEEE J. O. Amusa, “Practical Electronics as a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria”, IJERE, vol. 7, no. 2, pp. 88–98, 2022, doi: 10.24331/ijere.1029589.
ISNAD Amusa, Jamiu Oluwadamilare. “Practical Electronics As a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria”. International Journal of Educational Research Review 7/2 (March 2022), 88-98. https://doi.org/10.24331/ijere.1029589.
JAMA Amusa JO. Practical Electronics as a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria. IJERE. 2022;7:88–98.
MLA Amusa, Jamiu Oluwadamilare. “Practical Electronics As a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria”. International Journal of Educational Research Review, vol. 7, no. 2, 2022, pp. 88-98, doi:10.24331/ijere.1029589.
Vancouver Amusa JO. Practical Electronics as a Tool for Enhancing Physics Students’ Interest in Learning the Concept of Electricity in Lagos, Nigeria. IJERE. 2022;7(2):88-9.

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