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Effects of the teaching model for hot conceptual change on the academic performance of students in the concept current electricity

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dc.contributor.author Aidoo, S.
dc.date.accessioned 2024-08-07T09:21:24Z
dc.date.available 2024-08-07T09:21:24Z
dc.date.issued 2023
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/4187
dc.description A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba en_US
dc.description.abstract The conceptual change models have been continually developed over the years and are used to improve students’ conceptual understanding through the remedying of students’ misconceptions. Among these models, the Teaching Model for Hot Conceptual Change (TMHCC) propounded by Kural and Kocakulah was used as a teaching intervention to improve students’ academic performance in some selected topics in direct current electricity. This conceptual change model lends itself to the identification and remedying of students' misconceptions through the active engagement of students' metacognition, creation of cognitive conflict, and utilisation of motivational constructs. An action research design was adopted in this study to gather data. One intact Form Two class with a class size of 40 in a public school in Effutu Municipality was used for the study. The research instrument used were the Electricity concept test, focused group interview and field observation. The Wilcoxon signed rank test, effect size, frequencies and percentages were used in analysing the data. The results of the study showed that the TMHCC positively affect students conceptual understanding of current electricity through improved students’ critical thinking, critique, collaboration, communication, circuit connection, measurement skills, and positive attitudes towards learning physics as evidenced by punctuality, attentiveness, and enthusiasm. It was evident that TMHCC significantly impacts students' academic performance. Consequently, it was recommended among others that teachers should place more importance on teaching effectively such concepts in electricity so that students are able to grasp and overcome their inability to understand them. Students must be provided with some more opportunities for making them understand it. en_US
dc.language.iso en en_US
dc.publisher University of Education Winneba en_US
dc.subject Effect en_US
dc.subject Teaching en_US
dc.title Effects of the teaching model for hot conceptual change on the academic performance of students in the concept current electricity en_US
dc.type Thesis en_US


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