Effect of Ethnophysics - Based Instruction on Students’ Academic Performance and Attitude Towards Density, Forces and Heat Transfer in College Physics: A Case of Mufulira College of Education

Abstract

This study investigated the effect of Ethnophysics – Based Instruction on students’ academic performance and attitude towards Density, Forces and Heat Transfer at Mufulira College of Education, Mufulira District, Copperbelt Province of Zambia. The study employed a quasi -experimental: pre-test – post-test control group design on 156 purposively sampled students. The research questions were answered using descriptive statistics. The hypotheses on both academic performance and attitude were tested using two sample t-test statistic, at 0.05 level of significance. The study found that the experimental group performed better than the control group t ₍₁₅₄₎ = 6.06; p < 0.05. It also found that Ethnophysics – Based Instruction which was used to teach the experimental group enhanced the attitude better than the conventional method which was used to teach the control group t ₍₁₅₄₎ = 7.49; p < 0.05. Lastly the study revealed that Ethnophysics – Based Instruction is a gender friendly teaching approach when teaching Density, Forces and Heat Transfer to students t ₍₆₉₎ = - 0.68; p > 0.05. The study concludes that this instructional approach is a viable innovation for the enhancement of students’ academic performance and attitude towards the mentioned three topics and that it is not gender biased. The study recommends that lecturers should use Ethnophysics - Based-Instructions in their teaching. Physics courses in pre-service teacher training should be taught using Ethnophysics - Based Instruction. At the in-service level, seminars and workshops should be organized to educate practicing lecturers on how to use Ethnophysics - Based Instruction in teaching.

Keywords: ethnophysics, attitude, home practices, ethnophysics – based instruction

DOI: 10.7176/JEP/10-20-03

Publication date:July 31^st 2019