The effect of using plots and graphs to teach motion

Abstract

This study evaluated the effect of using plots and graphs to teach the concept motion. The study established the effects of plots and graphs to teach motion. In this study the Researcher taught using charts, diagrams, plots and graphs and the students were taken through a lot of activities. The progress of students was monitored by the Researcher through the use of the activities and the evaluation questions. The study identified students feedback to the questions asked during the Intervention lessons and their contributions made during the lesson. The extent of the intervention strategy on students’ concept development in motion and ability to solve using basic formula was determined. The study employed an Action research strategy for the data collection. Charts, diagrams, plots and graphs were used as instructional strategy in teaching five lessons during the intervention period. The strategy was used to teach thirty (30) Form 2 Visual Arts students of the Dzodze-Penyi Senior High School in the Ketu North District of Volta Region of Ghana. This study used teaching and assessment of the learning outcomes as the main instrument for data collection. The findings were that student-teacher and student-student interactions increasingly improved as their ability to ask and respond to questions improved due to the instructional strategy employed as the lessons progressed. Besides, students’ participation in the calculations was increased as the charts, diagrams, plots and graphs were used to deduce the formulae. Finally, on the basis of the results obtained in this study, it is concluded that more graphics should be used in lessons so that the lessons can attract more senses for effective concept development in science.