Effects of the Three-Phase Constructivist Instructional Strategy on the Academic Achievement and Interest of Students in Mechanics in Physics

Abstract

The study investigated the effects of the threephase constructivist instructional strategy on the academic achievement and interest of students in Mechanics in Physics. A total of two hundred and fifteen senior secondary II Physics students were used for the study. The experimental group was made up of one hundred and fifteen (115) students while the control group was one hundred (100) students. The study adopted the quasiexperimental design of pre-test, post-test non-equivalent control group design. The study was carried out in Southern Cross River State, Nigeria. Two instruments were used for data collection viz: the Physics Achievement Test (PAT) and the Physics Interest Scale (PIS). The face validation was undertaken by three experts, two in Physics education and one in Measurement and Evaluation. The instrument was trial tested using forty students in schools not used in the study. The data from this trial test were analyzed and the PAT had a reliability of 0.83 while the PIS had a reliability of 0.79. The pretest was then administered to the experimental and control groups. The experimental group was taught with the three-phase constructivist strategy while the control groups were taught using the normal conventional teaching method. After the period of treatment, the post test was administered to both groups. The results show significant difference in the mean interest score of both the experimental and control groups in favour of the control group. Also, there was significant difference in the academic achievement in favour of the experimental group. The paper thus concluded that the three-phase constructivist strategy is a good teaching method that could evoke interest and enhance achievement among students. The paper then recommended the use of innovative teaching methods by Physics teachers in order to arouse students’ interest and enhance achievement.