Comparative effectiveness of pedagogical pattern of running a course and talk and chalk methods on secondary school students’ achievement in waves

Margaret Ndidiamaka Anugwo

Abstract


This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. 216 students participated in the study. Physics Achievement Test (PAT) containing 50-item multiple-choice objective researcher-developed items was used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in wave; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in Nigerian secondary school education system and in training of teachers.

Keywords


Pedagogical pattern of running a course, Talk and chalk method, Gender and Achievement.



DOI: http://doi.org/10.11591/ijere.v10i1.20729
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International Journal of Evaluation and Research in Education (IJERE)
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