Development and Validation of a Hybrid Active Learning Strategy for Teaching Direct Current Electricity Concepts for Secondary Schools in Nigeria
DOI:
https://doi.org/10.31686/ijier.vol3.iss8.409
Abstract views: 145
/ 
PDF downloads: 117
Keywords:
Hybrid Active Learning Strategy (HALS), Direct Current Electricity Concepts (DCEC), Development, Validation, Secondary School, SimulationAbstract
The study was carried out to develop and validate a Hybrid Active Learning Strategy (HALS) for teaching direct current electricity concepts (DCEC) in physics for secondary schools in Nigeria. The relevant literature reviewed revealed that the inappropriate use of relevant teaching strategies and the non-use of modern innovative technology in the teaching of physics result in lack of better understanding of concepts and hence, the poor performance of students in physics. In view of this, the HALS package which is a combination of active learning strategies including computer simulation was developed to help teachers to be more effective and students to understand DCEC concepts better. The developmental platform for the package is Microsoft visual basic 6. Other applications used during the design process include Adobe (macromedia) Director, Flash 8, Fireworks and Flash Player for animation, construction and display. The validation of HALS Package was done applying: subject content validation, computer expert validation, educational technology expert validation, personalized validation and group validation. The HALS package is generally perceived as very educative, comprehensive, adequate, relevant, user friendly and loaded with a lot of ingenuity.
Downloads
References
Abubakar, S. (2012). Role of physics education for technological development for employment
and self productivity in Nigeria. Journal of Educational and social Research, 2(10), 166-170.
Adegoke, B. A. (2011). Effects of multimedia instruction on senior secondary school students’ achievement in physics. European Journal of Educational Studies, 3(3), 537-550.
Adeyemo, S. A. (2010). Students ability level and their competence in problem solving task in physics. International Journal of Education Research and Technology, 1(2), 35-47.
Afolabi, F., & Akinbobola, A. O. (2009). Constructivist problem- based learning technique and the academic achievement of physics students with low ability level in Nigerian secondary schools. Eurasian Journal of Physics and Chemistry Education, 1(1), 45-51.
Akinbobola, A. O. (2009). Enhancing students’ attitude towards Nigerian senior secondary school physics through the use of cooperative competitive and individualistic learning strategies. Australian Journal of Teacher Education, 34(1), 1-9. DOI: https://doi.org/10.14221/ajte.2009v34n1.1
Akinbobola, A. O., & Afolabi, F. (2010). Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics. Eurasian Journal of Physics and Chemistry Education, 2(1), 16-25. DOI: https://doi.org/10.51724/ijpce.v2i1.180
Baser, M., & Durmus, S. (2010). The effectiveness of computer supported versus real laboratory inquiry learning environments on the understanding of direct current electricity among pre-service elementary school teachers. Eurasia Journal of Mathematics, Science & Technology, 6(1), 47-61. DOI: https://doi.org/10.12973/ejmste/75227
Bello, T. O (2011). Effects of group instructional strategy on students’ performance in selected physics concepts. The African Symposium, 11(1), 71-79.
Dick, W., & Carey, L. (2006). Instructional design model. Retrieved from http://www.jessegentile.com/---/Dick%20&%20...html
Erinosho, S. Y, (2013). How do students perceive the difficulty of physics in secondary school? An exploratory study in Nigeria. International Journal for Cross-disciplinary Subjects in Education (IJCDSE), 3(3), 1510-1515. DOI: https://doi.org/10.20533/ijcdse.2042.6364.2013.0212
Fakomogbon, M. A., Shittu, A. T., Omiola, M. A., & Morakinyo, O. K. (2012). Design, development and validation of a web-based instructional package for teaching ceramics concepts in basic technology for the junior secondary school students in Nigeria. Interdisciplinary Journal of Contemporary Research in Business, 3(10), 533-541.
Federal Republic of Nigeria (2004). National Policy on Education, Lagos: NERDC.
Gambari,I. A., & Yusuf, M. O. (2014). Development and Validation of computer instructional package on physics for secondary schools in Nigeria. Educational Research International, 3(1), 112-130.
Kaduna State Ministry of Education, KSMOE, (2008). Kaduna State Education Sector Analysis. Kaduna: Author
Kagan, S. (2009). Cooperative Learning: PIES. Retrieved from http://mset.rst2.edu/ portfolio /.../Cooperative%20learning/PIES.htm
Okorie, E. U. (2014). Development and validation of teacher-made instructional software package for teaching chemical bonding in secondary schools. Journal of Education and Practice, 5(22), 28-33.
Oyelekan, O. S., & Olorundare, A. S. (2009). Development and validation of a computer instructional package on electrochemistry for secondary schools in Nigeria. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 5(2), 88-104.Udoh, O. A. (2012). Refocusing physics education in Nigeria: Issues and challenges in teacher education. Mediterranean Center of Social and Educational Research, 3(13), 11-19.
WAEC. (2005-2013). The West African Examination Council: Chief examiners’ reports (Nigeria). Lagos, Nigeria: Author.
WAEC. (2008). Executive summary of entries, results and chief examiners report on West African Senior Secondary School Certificate Examination (WASSCE) conducted in Nigeria. Lagos, Nigeria: Author.
Zacharia, Z. C., & Olympiou, G. (2010). Physical versus virtual manipulative experimentation in physics learning. Learning and Instruction, 21(3), 317-331. DOI: https://doi.org/10.1016/j.learninstruc.2010.03.001
Downloads
Published
Issue
Section
License
Copyright (c) 2015 Uche Connie Ofodile, Mangut Mankilik
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
