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dc.contributor.author Okeke, Uchenna Kingsley
dc.contributor.author Ramaila, Sam
dc.contributor.author Ukoh, Edidiong E.
dc.date.accessioned 2024-02-14T12:18:21Z
dc.date.available 2024-02-14T12:18:21Z
dc.date.issued 2023
dc.identifier.issn 25210262
dc.identifier.issn 2662012x
dc.identifier.uri http://hdl.handle.net/10386/4450
dc.description Journal article published in African Perspectives of Research in Teaching & Learning (APORTAL Vol. 7 (3) (2023) en_US
dc.description.abstract In order to maximize students’ classroom learning experiences, there is a need to consider the informal knowledge they bring into the classroom. The context of students’ life plays an important role in the learning process. This study examined the comparative effect of contextualized-cubing and teacher-centred conventional instructional strategies on secondary school Physics students’ academic achievement. The study also examined the moderating effect of numerical ability. The constructivist theory provided the theoretical foundation. The empirical investigation adopted a quasi-experimental design and involved 107 Physics students from selected secondary schools in Ibadan Metropolis, Nigeria. Quantitative data was collected through the administration of Physics Achievement Test (PAT) and Students’ Numerical Ability Test (SNAT).Mixed model analysis was utilised by the study. The contextualised cubing instructional strategy was found to be effective in enhancing the students’ academic achievement in Physics irrespective of students’ numerical ability. The study, therefore, concludes that the contextualised-cubing instructional strategy is a suitable pedagogical strategy for Physics classroom instruction. Theoretical implications for contextually responsive pedagogy are discussed. en_US
dc.format.extent 17 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Contextual Learning en_US
dc.subject Cubing instructional strategy en_US
dc.subject Numerical ability en_US
dc.subject Academic achievement en_US
dc.subject Teacher-centred conventional instructional strategy en_US
dc.subject.lcsh Academic achievement -- Africa en_US
dc.subject.lcsh Learning en_US
dc.subject.lcsh Physics -- Study and teaching en_US
dc.title Comparative effect of contextualized cubing and teacher-centred conventional instructional strategies on secondary school physics students’ academic achievement en_US
dc.type Article en_US


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