Effect of Metaconceptual Teaching Approach on Students’ Achievement in Physics

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue V, May 2019 | ISSN 2454–6186

Effect of Metaconceptual Teaching Approach on Students’ Achievement in Physics

NWANKWO, Madeleine Chinyere^1*, ACHUFUSI, Ngozi N², ORAFU, Ikenna Onyeka³, AGHADO, Innocent⁴

^1,2,3,4Department of Science Education, NnamdiAzikiwe University, Awka.
*Corresponding Author

Abstract: – Considering students’ poor achievement in physics, this study investigated the effect of interactive and learner-friendly Metaconceptual teaching approach on students’ achievement in Physics. Two research questions and three hypotheses provided a focus for the study which adopted a quasi-experimental, control group design. The sample for the study consisted of 68 SS2 physics students from two intact classes of two co-educational secondary schools in Awka South Local Government Area of Anambra State. A multi-stage sampling was used to compose the sample. The instrument used for data collection was a researcher constructed test tagged Thermal Physics Achievement Test (T-PAT). The test with their model answers was validated by experts. The reliability of the T-PAT was established using Kuder-Richardson formula 20 (KR-20) which yielded a reliability index of 0.89. The research questions were answered using mean while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings of the study showed significant effect of metaconceptual teaching approach (MTA) on students’ achievement in physics. This implies that MTA is capable of enhancing students’ achievement in physics. However, the result showed no gender influence on students’ achievement in physics when MTA was used as a method of instruction. Educational implications of this study were highlighted and recommendations made which included among others, that MTA should be incorporated in teaching of sciences especially physics in secondary schools.

Key words: Metaconceptual teaching approach, students’ achievement, physics

I. INTRODUCTION

The role of science, particularly physics in the development of a nation cannot be over-emphasized. Many countries all over the world have realized more than ever before what science and technology could offer for the improvement of social, physical and economic wellbeing of their citizens. In furtherance of this, Mekonnen (2014) stated that science has been highly valued in every part of the world as being the bedrock of modern technological breakthrough. Hence, many countries of the world, especially developing ones like Nigeria cannot develop or sustain any form of technology unless a solid foundation for effective and efficient science, particularly physics education is laid; the type that will also take into consideration how to utilize science for the benefit, rather than destruction of humankind.

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