EFFECTS OF TWO SELECTED INTELLIGENT TUTORS ON PRE-SERVICE PHYSICS TEACHERS’ ACADEMIC PERFORMANCE IN COLLEGES OF EDUCATION ON SOUTHWESTERN NIGERIA

Authors

  • Temitope Adetokunbo Oteyola Dr., Department of Educational Technology and Library Studies, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria
  • Lanre Idowu Dr., Department of Educational Technology and Library Studies, Faculty of Education, Obafemi Awolowo University Ile-Ife, Nigeria
  • Lade Joel Adeyanju Prof., Department of Educational Technology and Library Studies, Faculty of Education, Obafemi Awolowo University Ile-Ife, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.773

Keywords:

pre-service physics teachers, academic performance, the intelligent tutors

Abstract

This study investigated the effects of the developed and adapted intelligent tutoring systems on academic performance of pre-service physics teachers in colleges of educations, southwestern Nigeria. It determines the effect of the intelligent tutors on retention of Physics concepts at the colleges of education. This is with the ultimate goal of proffering solution to the challenges of achieving some of the objectives of Physics education in the nation. The study adopted non-equivalent pretest - posttest control group design. The population comprised Physics students in colleges of education in Southwestern Nigeria. Three colleges of education were purposively selected from three states in Southwestern Nigeria based on proximity, willingness to participate in the experiment, availability of ICT facilities and a favourable academic calendar. Three intact classes of 200 Level Physics students who were randomly assigned to the locally developed intelligent tutoring systems labelled (ITPA), adapted intelligent tutoring systems labelled (ITPB) and the control groups were taught the topics Vector and Circular Motion. Intelligent Tutoring Performance Test (ITPT) an achievement test was used as pre and posttests for the academic performance. Data collected were analyzed using mean, t-test, one way Analysis of Variance (ANOVA), Scheffé and Bonferroni post-hoc analyses. The results showed significant difference in the posttest as well as in the retention test of those taught using the developed tutor, the adapted tutor and control (F = 144.32; p < 0.05).

 

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References

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Published

2017-05-30

Issue

Vol 3, No 6 (2017)

Section

Articles

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