EFFECTS OF SELF-REGULATED LEARNING AND LECTURE METHOD ON PHYSICS STUDENTS’ ACHIEVEMENT AND ATTITUDE IN SENIOR SECONDARY SCHOOLS IN DELTA CENTRAL SENATORIAL DISTRICT

MONEY-ENWEFAH, Omoefe Linda¹ & Prof. E. KPANGBAN^2
1,2Department of Science Education, Delta State University, Abraka

ABSTRACT

This study examined the effects of self-regulated learning strategy and lecture method on academic achievement and student attitude toward physics in Delta Central Senatorial District. Six research questions and six hypotheses guided the study. The quasi-experimental design was used, the non-equivalent pre-test, post-test planned variation design. The population of the study was 19790 SSII physics students drawn from 184 public senior secondary schools in Delta Central Senatorial District of Delta State. A sample size of 220 which was randomly drawn from four secondary schools in Delta Central Senatorial District of Delta State. The instruments used for data collection were Physics Achievement Test (PAT) and Physics Attitude Questionnaire (PAQ). The reliabilities of the instruments were determined using Kuder-Richardson Formula 21 and Cronbach Alpha respectively, which yielded coefficient of internal consistencies of 0.79 and 0.83. The treatment group was assigned to the sampled schools. Data were generated through administration of the instruments. The data obtained were analyzed using mean, standard deviation, t-test and Analysis of variance (ANOVA). The following are the findings: (i) there was a significant difference between the mean achievement scores of students taught Physics using Self-Regulated learning  and those taught using lecture method, in favour of students taught using Self-Regulated learning strategy; (ii) there was no significant difference between the mean achievement scores of male and female students taught Physics using Self-Regulated learning strategy; (iii) there was a significant difference between the mean attitude scores of students taught Physics using Self-Regulated learning and those taught using lecture method; (iv) there was no significant difference between the mean attitude scores of male students taught Physics using Self-Regulated learning strategy; (v) there was no significant effect of interaction between sex and teaching method on the students’ mean achievement scores in Physics; and (vi) there was no significant effect of interaction between sex and teaching method on students’ mean attitude scores in Physics. Based on these findings it was recommended that Physics teachers should endeavour to expose students to self-regulated learning and also use of self-regulated learning will enhance students’ ability to understand and control their learning

Keywords: Self-Regulated Learning, Lecture Method, Physics Achievement, Attitude