Effects of TLMs and learner-centred approach in physics lessons in selected colleges of education

Abstract

This research was conducted to investigate the effects of using teaching learning materials (TLMs) and learner-centred approach on performance in physics in Colleges of Education in Ghana. The target population comprised 15 science and mathematics colleges of education in Ghana. The accessible population consisted of 3 colleges out of the 15 science and mathematics colleges of education consistingof second year science students and their physics tutors in Central and Western Regions of Ghana. Purposive sampling technique was used to select 90 science students and 3 physics tutors for the study. A combination of qualitative and quantitative (mixed method) data collecting instruments including questionnaire, observational checklist and interview schedules were used in the study. The data analysis involved the use of SPSS to determine frequency and percentages of responses. A practical activity/experiment was carried out to find how effective that approach will have on students’ performance. The findings indicated that physics tutors in colleges of educations were found of using lecture method to teach physics without involving their students in lesson mostly practical work and this might have contributed to the poor performance of science students in physics lessons. It was found out that most of the science colleges lacked adequate TLMs and resources for practical lessons. The study found out that using TLMs and learner-centred approach to teach physics helped and encouraged students to participate more actively in lessons, which resulted in an improved student’s performance in class. The study recommended that physics tutors in science colleges of education in Ghana to use TLMs and learner-centred approach in their teachings, which the study showed to be very effective in improving the performance of students in physics lessons.