Gender Difference in Achievement Among Secondary School Students Taught Physics Concepts Using a Metacognitivc Instructional Technique

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dc.contributor.authorB.C, Uzoechi.
dc.contributor.authorM, Gimba.
dc.date.accessioned2023-12-13T07:31:09Z
dc.date.available2023-12-13T07:31:09Z
dc.date.issued2015-03-10
dc.description.abstractThe study aimed at determining the gender difference in achievement of secondary school physics students taught using a metacognitivc instructional technique. The quasiexperimental pretest-posttest experimental-control group research design was adopted for the study. A sample of90 students (61 males and 29females), in two intact classes from two secondary schools randomly drawn from thirty two senior secondary schools in Minna Education Zone B were used for the study. One class was randomly assigned as the experimental group while the other class served as the control group. The treatment lasted for four weeks during which the experimental group was taught using a metacognitive technique. The control group was taught by means of the conventional expository method. Three research questions were raised and answered and three hypotheses were also formulated and tested at 0.05 level of significance. Data were collected using Physics Achievement Test (PAT) developed by the researchers. The reliability coefficient ofPAl is 0.76. Data collected were analyzed using means, standard deviation and t-test statistics. The results showed that students exposed to metacognitive teaching achieved significantly better than those taught using the conventional expository method. There was significant difference in achievement of male and female students in the experimental group. Based on the result, the researchers recommended that physics teachers should be encouraged to employ metacognitive technique in preference to conventional expository method for classroom instruction in both single d co-educational schools. Curriculum planners/developers should consideration the inclusion of metacognitive instructional technique in our school curriculum for use by teachers especially those in the sciences.en_US
dc.identifier.citationAbdullahi, M.A. (2004) Fostering Physics Education Amongst Females in Nigeria. Studies in Physics Education. 7(1), 12-15 Agwagah, U.N.V. and Ezeugo, N.C. (2000). Effect of Concept Mapping on Students' Achievement in Algebra: Implication for Secondary Mathematics Education in 21“ Century. ABACUS. Journal of Mathematics Association of Nigeria. 26 (1), 1 -3. Chidi, O.I. (2006).The Impacts of Metacognitive Teaching Strategies on the Attitude and Academ ic Ach ievement of Physics Student in Secondary School in Owerri, Imo State of Nigeria. Unpublished M.Sc. (ED). Thesis University of N igeria, Nsukka. Danmole, B.T. & Adeoye, K.O. (2004). Effect of Concept Mapping Technique on Senior Secondary School Students' Achievement and Retention of Ecology. Journal of the Science Teachers Association of Nigeria. 39(l&2),31-37. Demola, T.S. (2004). Gender Differences in Performance and Attitude of Secondary School Students in Biology Taught with Activity Based Method. A Paper Presented at the Seminar Series of Niger State College of Education, Minna. Duniya, J.N. (2009). The Efficacy of Comparative Laboratory Approaches and Expository Method on Acquisition of Science Process Skills and Performance by Biology Students of Polytechnics. A Paper Presented at the Seminar Series of Faculty of Education, Science Education Section, Ahmadu Bello University, Zaria, Nigeria. Ezenwa, V.I. (2005). Concept Mapping: A Veritable tool in Science Education, Inaugural Lecture Series of the Federal University of Technology, Minna. Gimba, M.S. (2010). Effects of a Metacognitive Teaching Strategy on-Performance, Attitude and Retention of Secondary School Low Achievers in Physics. Unpublished M.Tech Thesis, Federal University of Technology, Minna.en_US
dc.identifier.urihttps://keffi.nsuk.edu.ng/handle/20.500.14448/3954
dc.language.isoenen_US
dc.publisherDepartment of Physics,Nasarawa State University Keffi.en_US
dc.titleGender Difference in Achievement Among Secondary School Students Taught Physics Concepts Using a Metacognitivc Instructional Techniqueen_US
dc.typeArticleen_US

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