Effects of practical activities on learning and understanding of selected physics concepts.(a case study)

Abstract

This study was designed to investigate the effects of laboratory practical activities on students’ learning and understanding of selected Physics concepts at E.P College of Education, Bimbilla in the Northern Region of Ghana. The target population was all the physics students in four training colleges in the northern region of Ghana. However, the accessible population was 95 students in E.P.College of Education, Bimbilla. The study was a quasi-experimental design. It comprised one experimental group and one control group. The main unit of analysis was the 95 first year students who were purposively sampled from the science class. The two groups were exposed to the pretest. The experimental group was taught using the laboratory practical approach for four weeks while the control group was taught the same topics using the traditional method. Three instruments were used in the study. Namely: A pre-test Physics Assessment Test, Test of Physics students motivation questionnaire (TOPM) and a Post-test Physics Assessments test. The data collected was analysed using the statistical package for social sciences (SPSS) Version 21. Student’s t-test was used to compare the mean of the experimental and control groups. The significance of the results was tested at α = .05 confidence level. The results of the study revealed that laboratory Practical Approach resulted in higher students’ learning of physics concepts. It also yielded good understanding of physics concepts leading to improved students’ motivation to study physics at E.P. College of Education. The study concluded that, laboratory practical Instructional Approach in Physics is an effective teaching method which Physics teachers should use to enhance students’ achievements in physics. The study recommended that further studies be conducted into the use of laboratory practical activities in teaching physics in other colleges. Since this research was conducted in only E.P College of Education the findings may be limited in making generalizations.