Department of Physics Education

Influence of sports betting on academic work among Teacher-Trainees of Bagabaga College of Education, Northern Region, Ghana.

Mon, 01 Jan 2024 00:00:00 GMT

Influence of sports betting on academic work among Teacher-Trainees of Bagabaga College of Education, Northern Region, Ghana. Krofa, M. This research explores the impact of integrating multimedia tools into cognitive load theory (CLT) learning strategies to improve the teaching and understanding of fluid mechanics among Senior High School students. The primary objectives were to assess students’ pre-existing knowledge of fluid mechanics, evaluate the effectiveness of multimedia-enhanced CLT strategies in fostering conceptual change, and understand students' attitudes toward this instructional approach. The research focuses on the challenges students face in grasping fluid mechanics concepts and aims to design educational interventions that reduce cognitive overload while enhancing student engagement. Employing a mixed-methods research design, the study gathered data from students at Asamankese Senior High School in the West Akim Municipality, Eastern Region of Ghana, using the Fluid Mechanics Conceptual Test (FMCT), Physics Student Attitude Questionnaire (PSAQ), and Physics Student Semi-Structured Interview (PSSI). The findings reveal that students' prior conceptions of fluid mechanics fell into three categories: correct, alternative, and null conceptions. Initial assessments showed a significant number of students at Asamankese SHS held alternative or null conceptions, coupled with negative attitudes towards fluid mechanics. This highlighted the need for targeted educational interventions. Post-intervention results indicated notable improvements in students' understanding and attitudes. The study emphasizes the role of multimedia tools - such as text, visuals, simulations, and diagrams - integrated with cognitive load theory principles like segmentation and modality to enhance understanding of fluid mechanics at Asamankese Senior High School. The research concludes with recommendations for educators and policymakers to refine fluid mechanics instruction through these strategies, contributing to the advancement of physics education and setting the stage for future studies in this field. A Thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba

Effectiveness of augmented feedback in the acquisition of motor skill among Primary School Pupils in Navrongo, Ghana

Sun, 01 Jan 2023 00:00:00 GMT

Effectiveness of augmented feedback in the acquisition of motor skill among Primary School Pupils in Navrongo, Ghana Asabia, P.A. This study aimed at determining the effectiveness of knowledge of results (KR) and knowledge of performance (KP) in learning a motor skill. A two-group pretest posttest, quasi experimental design was used. Target population for the study was Primary School pupils in the Kasena Nankana Municipality. A simple random sampling technique was used to sample 60 pupils in the lower grade for the study. Data was collected using Test of Gross Motor Development -2 (TGMD-2) instrument and a self-designed observation checklist instrument. The instruments were used to assess the process and product measure of overhand throwing skill respectively. A paired sample t-test was used to determine the difference in pre-test and post-test results of KP and KR group and an independent sample t-test was used to determine the difference in KP and KR interventions with alpha level set at 0.05 for two tailed. Findings of the study revealed a very low performance in the overhand throwing skill at the pretest phase which suggests that the pupils did not have enough proficiency in the overhand throwing skills. The study also showed an improvement in the mean difference on post-test skill acquisition over pre-test skill acquisition by both the KR (M= 1.48) and KP (M= 3.81) groups. The results also revealed a significant effect of KP intervention (M=7.74, SD=1.26) over KR intervention (M=5.37, SD= .99). Hence, the findings supported the idea that KP is more effective than KR in this current study. It was concluded that, without the knowledge of performance, learning would be very slow and will often stop. It is, therefore, recommended that; lower primary teachers should focus on providing KP in relation to the objective established than KR to their pupils' performances. A thesis in the Department of Health, Physical Education, Recreation and Sports, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Physical Education) in the University of Education, Winneba

Effects of the teaching model for hot conceptual change on the academic performance of students in the concept current electricity

Sun, 01 Jan 2023 00:00:00 GMT

Effects of the teaching model for hot conceptual change on the academic performance of students in the concept current electricity Aidoo, S. The conceptual change models have been continually developed over the years and are used to improve students’ conceptual understanding through the remedying of students’ misconceptions. Among these models, the Teaching Model for Hot Conceptual Change (TMHCC) propounded by Kural and Kocakulah was used as a teaching intervention to improve students’ academic performance in some selected topics in direct current electricity. This conceptual change model lends itself to the identification and remedying of students' misconceptions through the active engagement of students' metacognition, creation of cognitive conflict, and utilisation of motivational constructs. An action research design was adopted in this study to gather data. One intact Form Two class with a class size of 40 in a public school in Effutu Municipality was used for the study. The research instrument used were the Electricity concept test, focused group interview and field observation. The Wilcoxon signed rank test, effect size, frequencies and percentages were used in analysing the data. The results of the study showed that the TMHCC positively affect students conceptual understanding of current electricity through improved students’ critical thinking, critique, collaboration, communication, circuit connection, measurement skills, and positive attitudes towards learning physics as evidenced by punctuality, attentiveness, and enthusiasm. It was evident that TMHCC significantly impacts students' academic performance. Consequently, it was recommended among others that teachers should place more importance on teaching effectively such concepts in electricity so that students are able to grasp and overcome their inability to understand them. Students must be provided with some more opportunities for making them understand it. A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba

Effect of cooperative instructional approaches on students’ performance in chemical bonding at Asuom senior high school

Sun, 01 Jan 2023 00:00:00 GMT

Effect of cooperative instructional approaches on students’ performance in chemical bonding at Asuom senior high school Dei, E. This study investigated the effect of cooperative instructional approach on the performance of Form One General Science students of Asuom Senior High School in chemical bonding. The study adopted an action research design and utilised the purposive sampling technique to select an intact class of forty (40) students for the research. Data were gathered using tests and questionnaire, and analysed using descriptive and inferential statistics. The findings of the study indicated that students exhibited a notable improvement in academic performance from the pre-intervention test (Mean= 6.18) to the post-intervention test (Mean= 9.84). The t-test analysis revealed a statistically significant difference between the pre-intervention test mean score and the post- intervention test mean score (p= 0.037; p< 0.05). Also, the findings revealed the effects of the intervention on the mean performance of both male (Mean= 6.81) and female (Mean= 9.67) senior high school (SHS) students in chemical bonding. The t-test analysis of the pre and post-intervention test scores revealed a statistically significant difference between the mean academic performance of the male and female SHS students after being taught with cooperative instructional approach were p-value = 0.028 and its lesser than the alpha value which is 0.05. Moreover, the findings of the study revealed that SHS students have overwhelmingly positive views on the use of cooperative instructional approach in the teaching and learning of chemical bonding. Based on the findings the researcher recommended that teachers should include cooperative instructional approach as in their lessons to increase student’s confidence level. Additionally, teachers should engage students in cooperative instructional activities to enable students the exhibit attitudes needed for effective group methods. Teachers should use cooperative instructional approaches to sustain students’ interest in lesson activities and ensure their active participation as well A thesis in the Department of Science Education, Faculty of Science Education submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba