Effect of Prior Knowledge of Instructional Objectives on Students\' Achievement in Selected Difficult Concepts in Nigerian Senior Secondary School Physics.

Abstract

The study examined the effect of prior knowledge of instructional objectives on students' achievement in selected difficult concepts in senior secondary school physics. A total of 100 senior secondary two (SS II) physics students were involved in the study. A non-randomized pretest-posttest control group design was used. From the findings, it was determined that students' prior knowledge of instructional objectives facilitates achievement on difficult concepts in physics. Generally, prior knowledge of behavioural objectives was found to be more effective in enhancing students' achievement on difficult concepts than prior knowledge of general objectives. Also, the results showed that male students achieved higher than female students given the same condition of exposure to prior knowledge of instructional objectives of physics difficult concept. Among others, it was recommended that physics teachers should introduce their lesson objectives in behavioural terms before the learning tasks begin at the instance of teaching the concept of electricity in senior secondary school physics. African Research Review Vol. 2 (1) 2008: pp. 241-260