Effects of two Teaching Methods on Academic Performance of Physics Students in Secondary Schools in Ekiti State, Nigeria
Abstract
This study investigated Effects of two Teaching Methods on Academic Performance of Physics Students in Secondary Schools in Ikere Local Government Area of Ekiti State, Nigeria. The population for this study consists of all students in Senior Secondary School I (SSS I) offering Physics as a subject in all the public Secondary Schools in Ikere Local Government Area, Ekiti State. Stratified random sampling technique was used to select twenty (25) Physics students each from each of the six (6) selected SSS class I in Ikere LGA of Ekiti State, Nigeria. A total of one hundred (150) SSS I Physics students were used as samples for the study. Three null hypotheses were posited and tested at 0.05 level of significance using the T-test method. A well validated test item was administered to the sample students drawn from the population of secondary schools in the study area. The analysis of the test items revealed there was significant difference between the performance of students taught physics with cooperate learning and those taught with laboratory method. Study also reveals that female students taught with cooperate learning. It also reveals that there was no significant difference between the performance of students in male and female students taught with laboratory method. Based on the findings of the study, conclusion and appropriate recommendations were made.
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