Vol. 11(1), pp. 11-23, 2021
Copyright ©2021, the copyright of this article is retained by the author(s)
Impact of Teaching Methods on Students Negative Attitudes towards Physics
Awandia, Joseph Tazitabong (Ph.D)
Senior Lecturer, Department of Curriculum Studies and Teaching, Faculty of Education, University of Buea.
Article No.: 041821039
This research was to investigate how teacher’s teaching methods can change students’ negative attitudes towards physics to positive. To verify this, four hypotheses were formulated and tested. The research design was Quasi-Experimental. Data were collected using a standardized test and an attitude questionnaire. A standardized test was used to test the students after they were taught using, lecture, lecture-demonstration / performance, cooperative and inquiry teaching methods. Pre-test and post-test were administered to the four groups before and after teaching using the attitude questionnaire. Reliability factor for questionnaire on student’s attitude towards physics had Cronbach’s alpha coefficient of 0.80. This study was carried out in two secondary schools in Fako Division, South West Region of Cameroon. The sample of the study was made up of 41 physics students of form three. To select schools for this study, purposive sampling technique was used. The three experimental groups and one control group were taught the concepts of temperature, heat-conduction, convection and radiation for three weeks. The data collected were subjected to both descriptive and inferential statistics. The data collected were analyzed descriptively using frequencies, means and percentages. Inferentially, the data were analyzed using one-way analyses of variance, (ANOVA). The results showed that, students taught using lecture – demonstration/ performance teaching method performed best followed by those taught using cooperative teaching method and the lecture – inquiry teaching method while those taught using traditional lecture method performed last. The conclusion was that, effective teaching methods can change students’ negative attitudes towards physics to positive. Based on the above findings the following recommendations were proffered; practicing physics teachers who are not professional should undergo in-service training through seminars and workshops, and physics teachers should also use appropriate teaching aids. For example, in the case of inquiry, this cannot be effectively carried out in schools where the libraries are not well stocked. Government should endeavour to equip the libraries with more physics text books and physics laboratories with equipment so that the learning experiences of the students can become more meaningful and interesting. This is because, it will enable the teachers to use the lecture-demonstration/performance, cooperative and inquiry teaching methods frequently.
Awandia, Joseph Tazitabong
E-mail: awandiatazi@ gmail. com
Impact; Teaching; Methods; Negative; Attitudes and Physics.
Post-Publication Peer-review Rundown
View/get involved, click [Peer-review]
Adesina, A.O. & Akinbobola, A.O. (2005). The attitude of students towards part-time degree programme of the faculty of education, Obafemi Awolowo University, Ile-Ife. Journal of Research of Education, 2(1), 1-4.
Ajzen, I. (1989). Attitudes structure and behaviour. In. Pratkanis, A.R; Brecker, S.J. & Greenwald, A.G. (Eds). Lawrence Erlbanm Associates.
Akinyemi. O. A (2009). Enhancing students’ Attitudes towards Nigeria senior secondary school physics through the use of cooperative and individualistic learning strategies. Australian journal of teacher Education 34(1)
Alao, E. A. (1990). A scale for measuring secondary school students’ attitude towards physics Journal of Science Teachers Association of Nigeria, 26(2), 75-79.
Algan, S.(1999). The Effect of physics lessons supported by lab experiments to students’ success and modern mathematics and science programmes conducted in Turkey between 1962-1985. Master Thesis,Gazi University Institute of Science, Ankara.
Ali Ismail and Sedef (2010). Malaysian students’ motivation towards Physics learning. European Journal of Science and Mathematics Education. 2(4), 223‐232
Bednar, A., & Levie, W.H. (1993). Attitudes –change principles. In Fleming, M. & Levie (Eds). Instructional message design: Principles from the behavioural and cognitive sciences
Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.
Boliner, G. & Wanke, M. (2002). Attitudes and attitudes change. Psychology Press,
Cameroon G.C.E. (2020). Results Booklet for Ordinary Level. GCE BOAD
Gagne, R.M. (1979). The conditions of learning (3rd Edition). Holt Rinehart and Winston
Greenfield, T. A. (1995). An explanation of gender participation patterns in science competitors. Journal of Research in science Teaching. 32, 735-748.
Greenwald, A.G. (1989b). Why are attitudes important? In A.R Pratkanis, S.J.; Brecleles & Greenwald, A.G. (Eds), Attitudes, structure and function, Rawrence Erilaum Associates.
Hasan Kaya and Ugur Boyuk.(2011). Attitude Towards Physics Lessons and Physical Experiments of The High School Students. European Journal of Physics Education 2(1), 23-31
Hendrickson, A. B. (1997). Predicting student success with the learning and study strategies 14. inventory (LASSI). Unpublished Master’s Thesis, Iowa State University.
Hovland, Carl I.; Sherif, Muzafer (1980). Social judgment: Assimilation and contrast effects in communication and attitude change. Greenwood. International Journal of Environmental and Science Education 4 (1), 25-48
Gok, T. & Silay, I. (2008). The effects of problem-solving strategies teaching on problem solving attitude, in the cooperative learning groups in physics education. Journal of Theory and Practice in Education, 4 (2), 253-266
Kagan, S. (1990). Cooperative learning: Resources for teachers. Resources for Teachers.
Kamrade, T. F. & Kmrade, E.J. (1999). Structured design for attitude in all instruction. Lawrence Erlbaum.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Mattern, N. & Schau, C. (2002). Gender difference in attitude-achievement relationships over time among white middle-school students. Journal of Research in Science Teaching, 39, (4), 324- 340
Muzafer, S and Carl, I. H. (1961).Social judgment: assimilation and contrast effects in communication and attitude change. Hovland.
Nasser (2011). Science teachers' beliefs and practices: Issues, implications and research agenda. International Journal of Environmental and Science Education 4 (1), 25-48
Newbill, P.l. (2005). Instructional strategies to improve women’s attitudes towards science Dissertation submitted to the faculty of Virginia polytechnic institute and state University in partial fulfilment of the requirements for the degree of Doctor of philosophy in Curriculum and instruction.
Papanastasion, E. & Zembylas, M. (2002). The effect of Attitudes on science Achievement: A study conducted among high school pupils in Cyprus, International Review of Education, 48 (6), 469-484.
Piaget, J. (1963). The origins of intelligence in children. Norton.
Pintrich, P. R. & Schunk, D. H. (1996). Motivation in education: Theory, Research, and 15. Application. Englewood Cliffs, NJ: Prentice-Hall Inc
Postlethwaite, T.N & Wiley, D.E. (1991).The I.E.A Study of Science Achievement in Twenty-three centuries. Perganon Press.
Resnick, L.B., & Resnick, D.P. (1991). Assessing the thinking curriculum: New tools for educational reform. In B.R. Gifford & M.C. O'Connor (eds.), Future assessment: Changing views of aptitude, achievement, and instruction. Academic Press.
Robert M. Gagné,R,M.(1979). Instruction: A basis beyond performance. NSPI Journal
Ronsini, B.A. (2000). The effect of cooperative learning of methods on achievement, retention and attitude of home economics students in Northern Carolina. Education Research, 2, 20-25.
Salleh, L.M. (2006). Book Review: Building High-Performance Teams (2nd Ed.). https://doi.org/10.1177/1080569906294446
Slavin, R. (1990). Cooperative learning: Theory, research, and practice. Prentice-Hall, Inc.
Stack, L. (1995). Perspectives for biological education-challenge for biology instruction at the end of the 20th century. Hacettepe University Journal of Education, (11), 29–35
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yara, P.O. (2009). Students’ attitude towards mathematics and academic Achievement in some selected secondary school in South Western Nigeria. European journal of scientific Research. 36 (3). 336-341
Cite this Article: Awandia, JT (2021). Impact of Teaching Methods on Students Negative Attitudes towards Physics. Greener Journal of Educational Research, 11(1): 11-23.
Call for Papers/Books
Call for Scholarly Articles
Authors from around the world are invited to send scholary articles that suits the scope of this journal. The journal is currently open to submissions and will process and publish articles in a timely fashion.
The journal is centered on quality and goes about its processes in a very timely fashion. Seasoned editors/reviewers will be consulted to review each article(s), profer quality evaluations and polish the articles with expertise before publication.
Simply send your article(s) as an e-mail attachment to firstname.lastname@example.org or email@example.com.
Call for Books
You are also invited to submit your books for online or print publication. We publish books related to all academic subject areas. Submit as an e-mail attachment to firstname.lastname@example.org.