EFFECTS OF PREDICT-OBSERVE-EXPLAIN INSTRUCTIONAL STRATEGY ON STUDENTS’ LEARNING OUTCOMES IN PHYSICS PRACTICAL IN SECONDARY SCHOOLS

Authors

  • Oluwasegun Matthew Ojo Dr., Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
  • Olabode Thomas Owolabi Prof., Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria

DOI:

https://doi.org/10.46827/ejes.v8i2.3548

Keywords:

predict-observe-explain, instructional strategy, performance, attitude, physics practical

Abstract

The study investigated the effects of predict-observe-explain instructional strategy on students’ performance and attitude towards Physics practical in secondary schools. The study adopted the quasi-experimental design of pre-test, post-test and control group. The sample for the study comprised 54 Senior Secondary two (SS II) Physics students who were randomly selected through multistage technique from two co-educational Senior Secondary Schools in Osun state, Nigeria. The schools were randomly selected to experimental and control group. The experimental group was exposed to predict-observe-explain instructional strategy while the control group was taught using conventional laboratory strategy. Physics Practical Test (PPT) and Physics Practical Attitude Scale (PPAS) were the two instruments used to collect relevant data for the study. The general questions raised for the study were answered using descriptive statistics. The hypotheses generated were analyzed using t-test. Decision was taken at 0.05 level of significance. The findings from the study showed that the treatment had positive effects on students’ performance and their attitude towards Physics practical. Based on the findings of this study, it was recommended that Physics teachers should make use of predict-observe-explain instructional strategy to improve students’ performance and cultivate their positive attitude towards Physics practical in secondary schools.

 

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Author Biographies

  • Oluwasegun Matthew Ojo, Dr., Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
    Oluwasegun Matthew Ojo is a doctor of philosophy in science education. He bagged Ph.D in Science Education from Ekiti State University, Ado-Ekiti, Nigeria. He is a seasoned Physics Educator committed to academic excellence. He is a member of Science Teacher Association of Nigeria. He has a number of journal articles in Physics Education published in reputable journals.
  • Olabode Thomas Owolabi, Prof., Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
    Professor Olabode Thomas Owolabi is a lecturer in the Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria. He has edited and contributed in chapters to books in science education. He is a renowned lecturer, examiner and researcher. He has presented papers in local and international conferences across the globe.

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Published

2021-01-22

Issue

Vol. 8 No. 2 (2021)

Section

Articles

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