EFFECTIVENESS OF EXPERIENTIAL TEACHING STRATEGY ON STUDENTS' ACHIEVEMENT AND SCORING LEVELS IN SENIOR SECONDARY SCHOOL PHYSICS

Abiodun Adekunle Bada, Akinyemi Olufunminiyi Akinbobola

Abstract


This study investigated the effectiveness of Experiential Teaching Strategy (ETS) on students' achievement and scoring levels in senior secondary school physics. The study adopted the pretest, posttest, non-randomized control group quasi-experimental design. Simple random sampling technique was used to select two schools used for the study. Two research questions were raised to guide the study. Also, two null hypothesis were formulated and tested for acceptance or rejection at 0.05 significance level. The sample used for the study was ninety five (95) senior secondary two (SS2) physics students randomly selected from the two schools in Akure, Ondo State, Nigeria. The study made use of Physics Achievement Test (PAT) with internal consistency of 0.82 using Kuder Richardson Formular 21. The data collected were analysed using descriptive statistics, t-test and Analysis of Covariance (ANCOVA). Finding of the study showed that Experiential Teaching Strategy (ETS) had significant effect on physics student’s achievement (t-cal = 3.572, p = 0.000) and scoring level (F(2, 38) = 16.025 at p = 0.000) in the concepts of Optics in physics. The findings also showed that the high scorers benefitted most from the treatment followed by the average and low scoring students. The study concluded that teachers should be encouraged to adopt the use of Experiential Teaching Strategy in teaching the concept of Optics in physics in order to improve student’s achievement in the subject.

 

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experiential teaching strategy, achievement, scoring levels

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.1375

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