Learning Methods And Academic Performance Of Students In Physics

Learning Methods And Academic Performance Of Students In Physics

                                                  ABSTRACT

The study examined learning methods and academic performance of students in Physics in Ukanafun Local Government Area. One research question and four null hypotheses were formulated to guide the study. A sample of one hundred and eighty (180) students from five public secondary schools were selected using simple random sampling method. An expost-facto research design was adopted. The instrument for data collection was a 20-item multiple choice Physics Achievement Test (PAT). The data collected were subjected to statistical analysis using percentage and t-test. The results revealed that there is a significant difference in the academic performance of students on the basis of learning methods. This was evident in calculated t-value of 8.34 against a critical t-value of 1.98 (table 2). However, there was no significant difference in the mean achievement scores of male and female students using visual, auditory and kinesthetic learning methods in physics. It was therefore recommended among others that students should adopt visual learning method in the learning of physics in order to enable them remember what they were taught during test and examinations.

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

It is known that learning processes vary from person to person due to the presence of biological and psychological differences. Every student has his/her unique way of learning and processing information (Honey, 2006). Some learn by oral repetition, some learn by writing it out, while others may learn through practical work. Individuals differ in the way they learn (Biggs, 2008).

According to Grasha (2009), learning method is the preference students have for thinking, relating to others, and particular types of classroom environment and experiences. Quite a number of different learning methods exist (Entwistle, 2004; Honey, 2006); Schemeck, 2001). The various methods that learners adapt in learning include: visual learning method, auditory learning method, and kinesthetic learning method. Visual learning method is related to seeing or sight. Diagrams, mind maps, word webs and other forms of graphic organizers help the visual learners to get a good form of instruction (Dana, 2003). James (2005) opines that visual learning is the best learning method based on the graphical way of working with ideas and presenting information. Confidently, students use visual tools, combining pictures, text, numbers and spoken words to develop vocabulary, word recognition, comprehension, reasoning and problem solving skills.

Students with auditory learning method learn best by hearing and speaking. They often talk more than the average person; very sociable, enjoy hearing stories and jokes, understanding concepts by talking about them and may excel in music and in the performing arts, verbal reception is an effective means of study for auditory learners (Njoku, 2008). According to the author, auditory learners learn best by reading word aloud to help them remember key points.

When learning takes place by the students carrying out physical activities rather than listening to the teacher or watching a demonstration, kinesthetic learning method is manifested. Students with this learning method are commonly called “doers”. Kinesthetic learning is the human body’s ability to express itself through movement and dance (Goldes, 2003). These learning methods have contributed immensely to the academic performance of students in physics in particular and science in general.

1.2    Statement of the Problem

Students’ academic performances are somewhat associated with learning methods, for instance, students with better academic performances scored higher in concrete experience, abstract conceptualization and reflective observation than those with poorer academic performances (Cano and Justicia, 2003). Consequently, learners with special learning disabilities will end up having poor academic performance in physics. The may be partly responsible for the poor academic performance of students in external examinations like West African School Certificate Examination (WASCE) and National Examination Council (NECO) (Phan, 2007). Whereas learning methods have been implicated as a factor in the academic performance of students in Physics. Whereas other variables such as teaching/instructional methods, students intelligence, parental education, parental socio-economic status, students’ birth order, family size, interest in Physics and attitude towards Physics have been given adequate research attention. There appears to be little or no work relating learning methods to the academic performance of students in Physics in Ukanafun Local Government Area. The problem of this study are stated as follows:

What learning method is common among physics students in Ukanafun Local Government Area?

What is the extent of differences between these learning methods and the academic performance of students in physics in Ukanafun Local Government Area?

1.3    Purpose of the Study

The general purpose of this study is to examine the different learning methods used by students in their study of Physics and how these methods affect their academic performance in Ukanafun Local Government Area.

Specifically, the objectives of the study were to:

1.           Find out the learning methods used by Physics students in Ukanafun Local Government Area.

2.           Determine whether there is any difference in the mean achievement score of students on the basis of their learning methods. 

3.           Ascertain the differences in the mean achievement scores of male and female students using visual learning methods.

4.           Determine whether there is any difference in the mean achievement scores of male and female students using auditory learning method.

5.           Determine whether there is any difference in the mean achievement scores of male and female students using kinesthetic learning method. 

1.4    Research Question

For the purpose of this study, the following research questions were raised:

1.           What are the available learning methods to which Physics students belong?

1.5    Research Hypotheses

The following null hypotheses were formulated to guide the study:

1.           There is no significant difference in the mean achievement scores of students on the basis of their learning methods.

2.           There is no significant difference in the mean achievement scores of male and female students using visual learning methods.

3.           There is no significant difference in the mean achievement scores of male and female students using auditory learning method

4.           There is no significant difference in the mean achievement scores of male and female students using kinesthetic learning method.