Peer-Tutoring, Reverse-Jigsaw, Expository Instructional Methods and Physics Students’ Academic achievement on Electromagnetic Waves in Uyo, Akwa Ibom State
DOI:
https://doi.org/10.67487/tjesd.v2i5.298Keywords:
Peer-Tutoring, Reverse-Jigsaw, Expository, Achievement, Electromagnetic WavesAbstract
The study is an empirical examination of peer-tutoring, reverse-jigsaw, and expository instructional methods and physics students’ academic achievement on electromagnetic waves in Uyo, Akwa Ibom State. Two research questions and two null hypotheses guided the study. The design of the study was quasi-experimental with a non-randomized pretest, posttest control group. The population consisted of all 6,353 Senior Secondary School Two (SS 2) students. The sample size of 183 (85 males and 98 females) Senior Secondary Two (SS 2) students in three intact classes of three co-educational secondary schools in Uyo, Akwa Ibom State, was selected using a purposive sampling technique. The Physics Achievement Test (PAT) was used for data collection. PAT had forty (40) multiple-choice items. The test measured students’ pretest and posttest. The reliability of PAT was determined using the test-retest method with a reliability index of .77. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at a 0.05 level of significance. The result showed that there exists a significant difference among the mean achievement scores of physics students taught electromagnetic waves using peer-tutoring, reverse-jigsaw, and expository instructional methods, respectively. Also, there is no significant difference in the mean achievement scores of male and female physics students taught electromagnetic waves using peer-tutoring, reverse-jigsaw, and expository instructional methods, respectively. It was concluded that peer-tutoring and reverse-jigsaw instructional methods were more effective than expository ones in facilitating students’ achievement in electromagnetic waves in physics. Based on the findings, it was recommended, among others, that physics teachers should make effective use of peer-tutoring and reverse-jigsaw instructional methods in teaching the concept of electromagnetic waves in physics.
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