EFFECTS OF HANDS-ON ACTIVITIES AND LECTURE INSTRUCTIONAL STRATEGIES ON STUDENTS’ ATTITUDE TOWARDS PHYSICS IN DELTA SOUTH SENATORIAL DISTRICT

ANUBI, Moses Oghenemaro
DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION,
DELTA STATE UNIVERSITY, ABRAKA.

ABSTRACT

The study examined the effects of hands-on activities and lecture instructional strategies on students’ attitude towards Physics in Delta South Senatorial District. Three research questions and three hypotheses guided the study. The quasi-experimental design was used, specifically the non-equivalent pretest posttest plan variation design. The population for the study was 58,190 Senior Secondary Class Two (SS II) students. A sample of 376 SSII physics students selected from six public mixed secondary schools in Delta south senatorial district was used for the study. The instrument for data collection was Attitude to Science Scale (ASS). The reliability of the instrument was established using Cronbach alpha, which yielded co-efficient index of 0.79. Data were collected by administering the AAS as pretest, posttest and post-posttest. The data obtained were analyzed using mean standard deviation, t-test, and Analysis of variance (ANOVA). The result showed that there was a significant difference in the mean attitude scores among students taught physics using hands-on activities instructional strategy and those taught using lecture method; there is significant difference in the mean attitude score between male and female students taught physics using hands-on activities instructional strategy. It was re-commended that physics teacher should adopt hands-on activities instructional strategy in teaching physics concepts.

Keywords: Hands-on activities, lecture instructional strategies, attitude,  physics