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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/123456789/86

Title: Journal of Research in Curriculum and Teaching
Other Titles: Comparative Effects of Analogy, Problem solving, and concept mapping Model-based Instructional Strategies on Students Achievement in Physics.
Authors: Okoronka, U.A. Ph.D
Keywords: model-based instruction,
mental model, modelling, analogy, problem solving
Issue Date: Apr- 20
Publisher: Selfers, Academic Press Ltd
Series/Report no.: Vol. 4;No. 1
Abstract: The study investigated the comparative effects of analogy, problem solving and concept mapping model-based instruc tional strategies on students'achievment in physics. The strageies were crossed with two levels of cognitives styles and variables. A 4 x 2 x 3 pretest, posterest, control group, quasi-experimental design was employed. Data were collected using three validated and reliable instruments nameluy: the cognitive stle Test (CST) the Qualitative Ability Test (QAT), and the Achievement Test in Physics ( ATP). A total of 243 Senior Secondary Two (SSII) students from 8 school in Lagos took part in the study. Data were analysed using the Analysis of variace (ANOVA), Multiple classification Analysis (MCA), and Scheffe Post Hoe Analysis (SPHA). The result showed significant main effect of tretment on achievement and cognitive style. The most effective treatment condition was the problem solving strategy. Field independent students achieved significantly higher than their field deparment counterparts. These results have implications for inproving instructional strategies, the influence of cogntive style on students'achievement as well as the teaching of difficult concepts in physics.
Description: Journal published in the Department of Research in curriculum and teaching. Quartely Journal.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/123456789/86
ISSN: 0794 -7720
Appears in Collections:Curriculum and Teaching

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