Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context
This study is concerned with the persistent underperformance of secondary school students in Nigeria in physics. The study was conducted in two phases. Phase one was a survey of difficult concepts in physics, while phase two explored the potency of culturo-techno-contextual approach (CTCA) in breaki...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/2/146 |
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| author | Adekunle Ibrahim Oladejo Peter Akinsola Okebukola Victor Olu Akinola Jamiu Oluwadamilare Amusa Hakeem Akintoye Tunde Owolabi Juma Shabani Taibat Tejumola Olateju |
| author_facet | Adekunle Ibrahim Oladejo Peter Akinsola Okebukola Victor Olu Akinola Jamiu Oluwadamilare Amusa Hakeem Akintoye Tunde Owolabi Juma Shabani Taibat Tejumola Olateju |
| author_sort | Adekunle Ibrahim Oladejo |
| collection | DOAJ |
| description | This study is concerned with the persistent underperformance of secondary school students in Nigeria in physics. The study was conducted in two phases. Phase one was a survey of difficult concepts in physics, while phase two explored the potency of culturo-techno-contextual approach (CTCA) in breaking the barriers to meaningful learning of refractive indices, which ranked the most difficult concept in phase one of the study. A total of 1621 SS3 students from Nigeria and Ghana participated in the survey phase. The second phase employed a mixed-methods approach (quasi-experimental and interviews) with a total of 205 SS1 students. The control group was taught with the lecture method and had 96 students (54 males; 42 females), while the experimental group, taught with CTCA, had 109 students (65 females; 44 males). Both groups had a pretest and posttest using the achievement test in refractive indices; treatment lasted four weeks. Data gathered in the survey were analyzed using mean rank analysis, and refractive indices was perceived as the most difficult to learn. Phase two data were analyzed using one-way ANCOVA since intact classes were used. The result obtained showed that the experimental group performed better (mean for experimental = 15.49; control 11.97; F (1, 202) = 64.48; <i>p</i> < 0.01)) than the control group. Implications of the study are highlighted and the need for further studies is recommended. |
| first_indexed | 2024-03-11T08:54:35Z |
| format | Article |
| id | doaj.art-0bb55581f8404489ba875adcc97576f6 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T08:54:35Z |
| publishDate | 2023-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-0bb55581f8404489ba875adcc97576f62023-11-16T20:08:34ZengMDPI AGEducation Sciences2227-71022023-01-0113214610.3390/educsci13020146Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational ContextAdekunle Ibrahim Oladejo0Peter Akinsola Okebukola1Victor Olu Akinola2Jamiu Oluwadamilare Amusa3Hakeem Akintoye4Tunde Owolabi5Juma Shabani6Taibat Tejumola Olateju7Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo 102101, NigeriaAfrica Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo 102101, NigeriaCollege of Information and Technology Education, Lagos State University of Education, Ijanikin 102101, NigeriaPhysics Education, National Open University of Nigeria, Abuja 900271, NigeriaAfrica Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo 102101, NigeriaAfrica Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo 102101, NigeriaDoctoral School, University of Burundi, Bujumbura 1323, BurundiObafemi Awolowo University Ile-Ife, Ile-Ife 220282, NigeriaThis study is concerned with the persistent underperformance of secondary school students in Nigeria in physics. The study was conducted in two phases. Phase one was a survey of difficult concepts in physics, while phase two explored the potency of culturo-techno-contextual approach (CTCA) in breaking the barriers to meaningful learning of refractive indices, which ranked the most difficult concept in phase one of the study. A total of 1621 SS3 students from Nigeria and Ghana participated in the survey phase. The second phase employed a mixed-methods approach (quasi-experimental and interviews) with a total of 205 SS1 students. The control group was taught with the lecture method and had 96 students (54 males; 42 females), while the experimental group, taught with CTCA, had 109 students (65 females; 44 males). Both groups had a pretest and posttest using the achievement test in refractive indices; treatment lasted four weeks. Data gathered in the survey were analyzed using mean rank analysis, and refractive indices was perceived as the most difficult to learn. Phase two data were analyzed using one-way ANCOVA since intact classes were used. The result obtained showed that the experimental group performed better (mean for experimental = 15.49; control 11.97; F (1, 202) = 64.48; <i>p</i> < 0.01)) than the control group. Implications of the study are highlighted and the need for further studies is recommended.https://www.mdpi.com/2227-7102/13/2/146physicsscience educationteaching and learningtechnologyculturally relevant pedagogy |
| spellingShingle | Adekunle Ibrahim Oladejo Peter Akinsola Okebukola Victor Olu Akinola Jamiu Oluwadamilare Amusa Hakeem Akintoye Tunde Owolabi Juma Shabani Taibat Tejumola Olateju Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context Education Sciences physics science education teaching and learning technology culturally relevant pedagogy |
| title | Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context |
| title_full | Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context |
| title_fullStr | Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context |
| title_full_unstemmed | Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context |
| title_short | Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context |
| title_sort | changing the narratives of physics learning in secondary schools the role of culture technology and locational context |
| topic | physics science education teaching and learning technology culturally relevant pedagogy |
| url | https://www.mdpi.com/2227-7102/13/2/146 |
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