Abstract
This study examined the impacts of Interactive–Invention Instruction with Pre-Lesson Assignments (PLA) and Weekly Formative Tests Assessment Strategies (WFTAS) on students with low achievement in Physics in Ibadan, Nigeria. Pre-test post-test quasi-experimental research design and ninety Senior Secondary II students participated in the study. Two experimental groups and control were taught using Interactive-invention instruction, in addition, experimental group (1) was exposed to PLA while group (2) was exposed to WFTAS but the control group was only taught with interactive-invention instruction. Physics Achievement Test (r=0.89) and three teachers guides were instru-ments used while analysis of covariance (ANCOVA) was used to analyse the data. The treatments had significant main effect on low achieving students’ achievements in physics (F(2,75) =9.205; p<0.05, partial η2 = 0.197). Low achieving students exposed to the treat-ments obtained a higher post-test mean score of 14.10 for PLA, 16.02 for WFTAS, than those exposed to Interactive-invention instruction only 11.47. It was therefore concluded that the pre-lesson assignments and weekly formative tests assessment strategies improv-ed the performance of low achieving students in physics. It was recommended that teach-ers identify students with low achievement early and inter-twine their chosen instructio-nal strategies with Pre-Lesson Assignment and Weekly Formative Test Assignment.
Highlights
Physics is a science subject that lays foundation for a high reasoning and coping ability in the science and technology related courses in the higher institutions
The experimental group I was exposed to Interactive–invention instruction and Prelesson assignments, experimental group II was exposed to Interactive–invention instruction and Weekly formative tests assessment strategy while the control group was taught using interactiveinvention instructional strategy only
Post achievement of students exposed to Pre-lesson Assignment Strategy (PLAS) was significantly different from their counterparts exposed to Weekly Formative Tests (WFTS) with both groups taught with interactive-invention Strategy, but significantly different from those exposed to Interactive-Invention Strategy Only in their post-achievement scores
Summary
Physics is a science subject that lays foundation for a high reasoning and coping ability in the science and technology related courses in the higher institutions. In spite of the fact that knowledge and applications of principles of physics are very important in the quest for technological advancement of a nation, students’ poor performance in physics has continued to be of great concern to the researchers in the field (Adegoke, 2010; Nwagbo, 2008; Ukoh, 2016). Most students studying physics has shown to be in the low achievers category which is very disturbing as the nation desires scientific and technological advancement.
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