Location, Demonstration, Enhanced Teaching Methods and Students’ Achievement in Practical Physics in Public Secondary Schools in Nsit Ubium, Akwa Ibom State, Nigeria
Keywords:
School location, demonstration, enhanced teaching methods, students' achievement, practical PhysicsAbstract
This study examined students’ achievement in practical Physics in secondary schools, using school location, demonstration and enhanced teaching methods in Nsit Ubium, Akwa Ibom State, Nigeria. Three research hypotheses guided the study. The researchers adopted a pretest, posttest non-equivalent quasi-experimental group design. The population was all students of the 2024/2025 academic session in the 12 co-educational public secondary schools in the area. A sample of 143 Physics students was drawn from four SS2 intact classes of four selected secondary schools using simple random sampling. One instrument and two treatment packages were used to gather data, one for the location and demonstration group, and the other for the enhanced teaching group. The instruments underwent face and content validation. Reliability was established using the Kuder Richardson formula 21 statistics, yielding a coefficient of 0.75. The data were analyzed using descriptive statistics and analysis of covariance (ANCOVA). Results revealed a significant interaction between school demonstration and instructional strategies on students’ academic performance in the concept of electricity in Physics. Therefore, the study concludes that the demonstration method would enhance students’ academic performance in teaching electricity in both urban and rural schools. Consequently, Physics teachers should adopt the demonstration teaching method to improve students’ academic performance in Physics.
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