Abstract:
This study was designed to investigate the effects of laboratory practical
activities on students’ learning and understanding of selected Physics
concepts at E.P College of Education, Bimbilla in the Northern Region of
Ghana. The target population was all the physics students in four training
colleges in the northern region of Ghana. However, the accessible population
was 95 students in E.P.College of Education, Bimbilla. The study was a
quasi-experimental design. It comprised one experimental group and one
control group. The main unit of analysis was the 95 first year students who
were purposively sampled from the science class. The two groups were
exposed to the pretest. The experimental group was taught using the
laboratory practical approach for four weeks while the control group was
taught the same topics using the traditional method. Three instruments were
used in the study. Namely: A pre-test Physics Assessment Test, Test of
Physics students motivation questionnaire (TOPM) and a Post-test Physics
Assessments test. The data collected was analysed using the statistical
package for social sciences (SPSS) Version 21. Student’s t-test was used to
compare the mean of the experimental and control groups. The significance
of the results was tested at α = .05 confidence level. The results of the study
revealed that laboratory Practical Approach resulted in higher students’
learning of physics concepts. It also yielded good understanding of physics
concepts leading to improved students’ motivation to study physics at E.P.
College of Education. The study concluded that, laboratory practical
Instructional Approach in Physics is an effective teaching method which
Physics teachers should use to enhance students’ achievements in physics. The study recommended that further studies be conducted into the use of
laboratory practical activities in teaching physics in other colleges. Since this
research was conducted in only E.P College of Education the findings may
be limited in making generalizations.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE
EDUCATION, FACULTY OF SCIENCE EDUCATION SUBMITTED
TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF
EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE AWARD OF THE DEGREE OF
MASTER OF EDUCATION IN SCIENCE EDUCATION.
DECEMBER, 2016
