Effects of I-Do-We-Do-You-Do Instructional Strategy on The Academic Performance of Students in Physics Practical in Ondo State, Nigeria

Abstract

Teaching is an essential tool to bring about desired learning outcomes from the learners, so the need to package it with essentials is imperative. However, many researchers have contributed to different innovative and interactive teaching strategies that are effective to enhance the performance of students in science. It was from this perspective that this study sought to investigate the effects of I-Do-We-Do-You-Do Instructional Strategy (IWYIS) and Conventional Instructional Strategy (CIS) on the academic performance and retention of secondary school students in Physics practical in Ondo state, Nigeria. The study further sought to clarify gender differences on physics students’ retention. This was a view to ascertain the effect of (IWYIS). The study adopted the pretest posttest non-equivalent control group quasi-experimental research design. The population for the study comprised of Physics students in Ondo State, Nigeria. The sample for the study was fifty-five SSS 2 physics students drawn through multi-stage sampling procedure from four public secondary schools in the state. A self-developed Practical Physics Test (PPT)) was validated by three experts and used for the study. The reliability of the instrument was established using Kuder-Richardson 21 which yielded a reliability index of 0.85. The hypotheses were tested at 0.05 alpha level using Analysis of Covariance (ANCOVA) and independent sample t-test. The findings of the study showed that there were significant differences between the effect of IWYIS and CIS on the academic performance and retention  of senior secondary school students in Physics practical  at [F (1, 52) =19.07, p=0.000,]  and [F (1, 52) =5.423, p=0.024,]respectively . IWYIS had more effect on the performance and retention of the students in Physics practical than the CIS. The findings further showed no significant difference in the mean score of male and female students in the Physics retention ability when exposed to I-Do-We-Do-You-Do Instructional Strategy. Based on the findings, recommendations made which included among others, I-Do-We-Do-You-Do Instructional Strategy, being gender friendly, should be used in the teaching of Physics, in Nigerian secondary schools.

Keywords:Effects, I-Do-We-Do-You-Do Instructional Strategy, Academic Performance, Students, Physics Practical

DOI: 10.7176/JEP/14-15-09

Publication date:May 31^st 2023