Abstract
The study investigated how utilizing interactive students’ notebook with feedback strategies could enhances science process skills acquisition, performance in and attitude towards physics in Plateau state, Nigeria. Three research questions and three null hypotheses formulated guided the study. The study adopted quasi-experimental research design. The population consists of 3,182Senior Secondary (SS) II Physics students. A sample of 113 SS II Physics students in four intact classes was used for the study. Physics Students’ Academic Performance Test (PSAPT) with reliability coefficient of 0.97, Test of Physics Related Attitude (TOPRA) with reliability coefficient of 0.84 and Test of Science Process Skills Acquisition (TOSPSA) with reliability coefficient of 0.98 were used for data collection. Data were analyzed using mean and standard deviation Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. It was found that there was significant difference in the mean attitude scores towards physics [F(1,112) = 4.675; p = 0.033 Article visualizations:
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