Effects of Ict-Based intervention on conceptual understanding and performance of student-teachers in selected concepts in Physics

Abstract

The study is an action research that focused on the application of the technology Acceptance Model to identify and improve student teachers’ conceptual understanding in some selected concepts in physics (Matter, Forces and Energy) within the new four-year Basic Education Curriculum for Colleges of Education. Further, it sought to improve the performance of student teachers in the selected concepts and also to improve their attitude and intent to use ICT in science delivery in their future classrooms. The study was conducted in the Department of Basic Education, University of Education, Winneba. The sample consisted of 90 student teachers from one intact class. Tools used in data gathering consisted of a two-tier questionnaire (for determining conceptual understanding of student teachers). The main instruments for data gathering were tests (pre-test and post-test) on the three concepts of interest, a questionnaire for identifying student-teachers’ level of conceptual understanding, another questionnaire on student teachers views, attitudes and intent on usage of ICT in science teaching as well as an interview guide . Five research questions were formulated for the study. Findings of the study reveal that student teachers held misconceptions in each of these science concepts in the four year teacher education curriculum. After the intervention, the conceptual understanding of student teachers in each of the three concepts improved. It was also revealed that there were statistically significant differences (P< 0.05) in the performance of student teachers before and after the intervention. However, gender was not seen to be a contributing factor to student teachers’ performance in the concepts. The key recommendation made was the integral use of ICT in the daily teaching and learning of science by science lecturers and tutors in the University of Education, Winneba and Colleges of Education. It was also suggested that Universities and Colleges of Education should equip science student-teachers with knowledge and skills on how to access and operate ICT resources and services such as computers, projectors and internet connectivity to promote the effective usage of these resources in science teaching and learning at the basic level of education.