CREATING AND SUSTAINING ACTION LEARNING IN PHYSICS CLASSROOM
Journal Title: European Journal of Business and Social Sciences - Year 2012, Vol 1, Issue 2
Abstract
The study was conducted to find out the effect of action learning strategy on students’ academic achievement in Nigerian senior secondary school physics. A criterion sampling technique was used to select the sample schools. A total of 280 students took part in the study. A Physics Achievement Test (PAT) with coefficient of internal consistency of 0.82 using Kuder Richardson formula 21was the instrument used to collect the data. The result showed that action learning strategy enhances students’ achievement in physics more than problem-based learning strategy. Also, gender has no significant effect on the achievement of physics students taught with action learning and problem-based learning strategies. When students are allowed to discover problems and work together cooperatively in a small group to find solutions to them through join intellectual effort; resourcefulness, innovation, creativity, student - centeredness, respect for other people’s view, problem solving skills, initiative, curiosity and critical thinking can be created, developed and sustained in physics classroom.
Authors and Affiliations
Folashade, AFOLABI (corresponding author)| Department of Teacher Education, University of Ibadan, Nigeria, Akinyemi Olufunminiyi, AKINBOBOLA| Department of Science Education, University of Uyo, Nigeria, Phone no: +2348033682979
Keywords
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