首页> 外文期刊>Advances in Physics Theories and Applications >Effects of Learning Styles and Instructional Strategies on Students’ Achievement in Nigerian Senior Secondary School Physics
【24h】

Effects of Learning Styles and Instructional Strategies on Students’ Achievement in Nigerian Senior Secondary School Physics

机译:尼日利亚高中物理学习方式和教学策略对学生成绩的影响

获取原文
       

摘要

A shift from the traditional to a progressive mode of education in the past years had led to an increase interest in learners’ individual differences. The new paradigm is student-centered, based on inclusiveness, collaborative learning, critical thinking, creativity, innovation and encourages diversity of reception and processing of information. Hence, this study investigated the effects of learning styles and instructional strategies on students’ achievement in the concept of electricity in Nigerian senior secondary school physics. 250 senior secondary two (SSII) physics students were used for the study. A purposive sampling technique was used to select six schools from the population. A quasi-experimental design was adopted for the study. Physics Achievement Test (PAT) with reliability coefficient of 0.82 using Kuder Richardson-21 and Index of Learning Style Questionnaire (ILSQ) with reliability coefficient of 0.88 using test-retest approach were the two instruments used for gathering the data. Analysis of covariance was used to analyze the data. The results showed that guided discovery is the most effective instructional strategy for physics students with Sensing/Intuitive learning style, demonstration is the most effective instructional strategy for physics students with Sequential/Global learning style while conventional strategy is the most effective for physics students with Visual/Verbal learning style. The results also indicated that Active/Reflective learning style was placed second in the order of facilitating students’ achievement in physics when taught with guided discovery, demonstration and conventional learning strategies respectively. This implies that the three instructional strategies can be used for the enhancement of the achievement of students with Active/Reflective learning styles in the concept of electricity in physics. It is recommended among others that teachers should find out the learning styles of their students and use appropriate instructional strategies that will concise with the learning styles for effective teaching and learning to take place in physics classrooms.
机译:过去几年中,从传统的教育模式向渐进式教育模式的转变导致人们对学习者的个体差异越来越感兴趣。新范式以学生为中心,以包容,协作学习,批判性思维,创造力,创新为基础,并鼓励信息接收和处理的多样性。因此,本研究调查了尼日利亚高中物理中电学概念中学习风格和教学策略对学生成绩的影响。该研究使用了250名高中二(SSII)物理学生。目的抽样技术用于从人口中选择六所学校。研究采用了准实验设计。使用Kuder Richardson-21的可靠性系数为0.82的物理成就测试(PAT)和使用重测法的可靠性系数为0.88的学习风格问卷调查(ILSQ)是用于收集数据的两种工具。使用协方差分析来分析数据。结果表明,引导式发现是具有感觉/直觉学习风格的物理学生最有效的教学策略,示范是具有顺序/整体学习风格的物理学生最有效的教学策略,而常规策略对于具有视觉/视觉学习风格的物理学生最有效/语言学习风格。结果还表明,主动/反射学习风格分别在引导学习,示范和常规学习策略指导下,在促进学生的物理成就方面排名第二。这意味着这三种教学策略可用于提高物理电学概念中具有主动/反射学习风格的学生的成绩。建议除其他外,教师应找出学生的学习方式,并采用与该学习方式一致的适当教学策略,以便在物理教室进行有效的教学。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号