Impact of PEDDA and Cooperative Learning Approach on Students’ Conception of Energy and Society in Senior Secondary School Physics in Onitsha Education Zone of Anambra State, Nigeria

Chukwuebuka C Nduji ,B.a Okechukwu ,Baridoma Kemsi

doi:10.7176/jep/10-22-13

Abstract

The study investigated the impact of PEDDA and Cooperative Learning Approach (CLA) on students’ conception of energy and society in senior secondary school physics in Onitsha Education Zone of Anambra State, Nigeria. Two research questions and one null hypothesis guided the study. The study employed quasi experimental research design. The population of the study comprised all the 6,138 SS2 physics students in 32 public secondary schools in Onitsha Education Zone of which 315 students were sampled using simple random sampling technique specifically with replacement. Four public schools or groups were used for the study. Two groups were taught using PEDDA while the other two groups taught using CLA. The instrument for data collection was Conception Test on Energy and Society (CTES) consisting of 20 multiple choice questions. The reliability coefficient of 0.82 for CTES was determined using Kudder-Richardson twenty (K-R 20) formula. Mean and standard deviation were used to answer the two research questions while ANCOVA was used to test the hypothesis. The findings revealed that male and female students’ conception when taught energy and society using PEDDA and those taught using CLA is significant in favor of CLA group. Thus, the study recommended that physics teachers should adopt PEDDA so as to enhance students’ conception. Keywords: PEDDA , Cooperative Learning Approach, Gender, Energy and Society DOI : 10.7176/JEP/10-22-13 Publication date : August 31 st 2019

Highlights

The demand for things been made in larger quantity by machines, led to the emergence of the term ‘industrial revolution’
HO1: There is no significant difference in the mean score of male and female students’ conception when taught energy and society using PEDDA and those taught using the Cooperative Learning Approach (CLA)
There is significant difference in the mean score of male and female students’ conception when taught energy and society using PEDDA and those taught using CLA in favor of CLA group. This implies that cooperative learning approach is gender biased while PEDDA is gender friendly instructional approach on students’ conception of energy and society

Summary

Introduction

The demand for things been made in larger quantity by machines, led to the emergence of the term ‘industrial revolution’. This occurred due to average growth in population with desire of improving living standard through manufacturing and production of commercial products (Brown, 2019). One of the influences is increase in the utility of energy since the amount of energy in a system is related to the system’s ability to perform certain task called work. Energy is the ability of a physical system to do work. Harper (2007) argued that in physics, quantitative property (energy) must be transferred to an object in order to perform work.

Methods

Discussion

Conclusion