IMPACT OF COMPUTER-AIDED INSTRUCTION AND ENRICHED LECTURE METHOD ON INTEREST AND PERFORMANCE IN PHYSICS AMONG SECONDARY SCHOOL STUDENTS, ZARIA-NIGERIA

TABLE OF CONTENTS
Title Page
Operational definitions of terms
Abbreviation
Table of contents
Abstract

CHAPTER ONE:
 1.1.     Introduction
1.1.1    Theoretical Framework
1.2.      Statement of The Problem
1.3.      Objectives of The Study
1.4.      Research Questions
1.5.      Null Hypotheses
1.6.      Significance of The Study
1.7.      Scope of the Study
1.8.      Basic Assumptions

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE
2.1       Introduction
2.2.      Concept of Physics as a School Science Education
2.3.      Methods of Teaching Physics at the Senior Secondary School Level
2.4       Computer-Aided Instruction In Science Education
2.4.1    Impact Of Computer-Aided Instruction In Teaching
2.5       Laboratory Facilities And Academic Performance
2.6       Curriculum Implication Of Computer-Aided Instruction
2.6.1    Challenges Of Senior Secondary School Physics Curriculum Implementation
2.7       Lecture Method
2.8       Interest And Academic Performance In Science Education
2.9       Gender And Academic Performance In Science Education
2.9.1    Overview Of Similar Studies
2.9.2    Implications Of The Review To The Present Study

CHAPTER THREE: METHODOLOGY
3.1       Introduction
3.2       Research Design
3.3       Population Of The Study
3.4       Sampling And Sampling Technique
3.5       Instrumentation
3.5.1    Availability Of Computer-Aided  Instruction And  Laboratory Facilities
3.5.2    Wave Performance Test
3.5.3    Wave Interest Inventory Questionnaire
3.5.4.   Validity of Research Instruments
3.5.5    Pilot Testing
3.5.6    Reliability Of The Instruments
3.6       Administration Of Treatments
3.7       Data Collection Procedure
3.8       Procedure For Data Analysis
3.8.1    Research Question
3.8.2    Null Hypotheses

CHAPTER FOUR: DATA ANALYSIS, RESULTS, AND DISCUSSIONS
4.1       Introduction
4.2       Data Analysis And Result Presentation
4.3       Discussion Of Results

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1       Introduction
5.2       Summary
5.3       Summary Of The Major Findings
5.4       Conclusions
5.5       Contrubution To Knowledge
5.6       Recommendations
5.7       Limitations Of The Study
5.8       Suggestions For Further Study
References
Appendix


ABSTRACT
This study examined the Impact of Computer-Aided Instruction and Enriched Lecture Method on Interest and Performance in Physics among Secondary School Students, Zaria Nigeria. The study developed five research objectives among which included the determination of the impact of Computer-Aided Instruction and Laboratory Facilities on interest and academic performance of students exposed to wave concept of physics in Senior Secondary Schools of the study area. The study was guided by five Research Questions and four null hypotheses. Two research designs: namely, Survey and Quasi-experimental-control group designs involving pre-and post-tests were used in this study. The population of this study covered all public Senior Secondary Schools with population of one thousand six hundred and ninety six (1,696) year II physics students as at 2014/15 academic session out of which a total number of 198 SS II students were sampled from three public Senior Secondary Schools of Zaria education zone selected using systematic sampling technique. Three validated instruments developed by the researcher namely; Availability of Computer-Aided Instruction and Laboratory Facilities Questionnaire, Wave Performance Test and Wave Interest Inventory Questionnaire with reliability coefficients of 0.8, 0.7 and 0.9 respectively were used for the study. Research Questions raised were answered using means and standard deviations, while null hypotheses were tested with inferential statistics using t-test and Analysis of Varience at 0.05 level of significance. Results of finding showed that there is significant difference between the mean academic performance of students taught wave concept using Computer-Aided Instruction and Laboratory Facilities enriched with lecture method and those taught the same concept using Lecture Method in favour of Computer-Aided Instruction and Laboratory Facilities enriched with lecture method groups. Also, there is significant difference between the interest of physics students‟ taught wave concept using Computer-Aided Instruction and Laboratory Facilities enriched with lecture method and Lecture Method at Senior Secondary Schools of the study area. Similarly, the findings revealed no significant difference between the mean academic performance scores of male and female students taught wave concept of Physics using Computer-Aided Instruction and those taught the same concept using Lecture Method only at Senior Secondary Schools of the study area. The study recommended for the need of state government to train and retrain teachers on the use of Computer-Aided Instruction in teaching physics at Secondary School level.


CHAPTER ONE
THE PROBLEM
1.1.          Introduction
Physics is one of the science subjects taught at senior secondary and tertiary levels of education in Nigeria. It is defined as that branch of science which is concerned with fundamental ideas about nature and attempts to establish relationships between different quantities as precise as possible. According to Okpala,(2001), physics is a physical science subject that is concerned mainly with matter as it relates to energy. The subject also deals with the study of laws that determine the structure of the universe with reference to the matter and energy in the universe (Ike, 2002). Physics is the most utilized basic science subject in most instruction and instruction-related professions. It is based on this that the Federal Government of Nigeria (FRN, 2013) placed the subject as one of the core subjects that each science student must be exposed to at Senior Secondary School level as stipulated in the National Policy on Education..

The importance of Physics for the development of a nation can not be over emphasized. As noted by Josiah (2012), the knowledge of physics facilitates the understanding of other disciplines: Physics is also a cross-cutting discipline that has applications in many sectors of economic development, including health, agriculture, water, energy, and information instruction. For instance, understanding of Physics is quite necessary for developing new instrumentation and techniques in the health sector: With the help of medical physics, the right equipment for the diagnosis of diseases and the efficient communication of medical data are acquired.

Adeyemo (2010) added that Physics is a unique subject, which promotes the acquisition of specialized science skills and knowledge, which explain the natural phenomena of life in the society. It is a subject that grew up with civilization as man's.....

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Item Type: Postgraduate Material  |  Attribute: 98 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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