Impact of PEDDA and Cooperative Learning Approach on Students’ Conception of Energy and Society in Senior Secondary School Physics in Onitsha Education Zone of Anambra State, Nigeria

Abstract

The study investigated the impact of PEDDA and Cooperative Learning Approach (CLA) on students’ conception of energy and society in senior secondary school physics in Onitsha Education Zone of Anambra State, Nigeria. Two research questions and one null hypothesis guided the study. The study employed quasi experimental research design. The population of the study comprised all the 6,138 SS2 physics students in 32 public secondary schools in Onitsha Education Zone of which 315 students were sampled using simple random sampling technique specifically with replacement. Four public schools or groups were used for the study. Two groups were taught using PEDDA while the other two groups taught using CLA. The instrument for data collection was Conception Test on Energy and Society (CTES) consisting of 20 multiple choice questions. The reliability coefficient of 0.82 for CTES was determined using Kudder-Richardson twenty (K-R 20) formula. Mean and standard deviation were used to answer the two research questions while ANCOVA was used to test the hypothesis. The findings revealed that male and female students’ conception when taught energy and society using PEDDA and those taught using CLA is significant in favor of CLA group. Thus, the study recommended that physics teachers should adopt PEDDA so as to enhance students’ conception.

Keywords: PEDDA, Cooperative Learning Approach, Gender, Energy and Society

DOI: 10.7176/JEP/10-22-13

Publication date: August 31^st 2019