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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: The study sought to see the effect of cognitive styles and concept understanding on students’ achievement in Secondary School Physics practical. It reveals the level of performance of students in Physics and how the students’ cognitive styles and the level of concept understanding could influence their performance. Outcome of the study could enhance the learners’ performance through the revelation of the significance of students’ cognitive styles and concept understanding to both the learners and their teachers. This study used a quasi experimental research design with 2?2non -randomized pretest and post test control group, factorial design to determine the effect of cognitive styles and concept understanding on achievement. Two hundred and forty Senior Secondary School two ( SSS 2) students were involved. Multi-stage sampling technique was used to select four public and two private secondary schools in six Local Government Areas in Osun State. The schools were randomly assigned into experimental and control groups. The instruments used for data collection were Physics Practical Test (PPT) and Cognitive Test in Physics (CTP). A pre text was administered to determine the achievement level of the students in the two groups before the treatment .Students in the the experimental group were exposed to concepts teaching- the symbolic concepts in the experiments, understanding of principles and laws that govern the experiments and understanding of concepts of mathematical language before the practical sessions for three weeks. A posttest was later administered on the two groups at the end of the treatment. Data collected were analyzed using ANCOVA. t- test was used to determine the significant difference in the achievements between the two groups. The study revealed that cognitive styles and concept understanding have significant effect on students’ achievement, interaction effect of cognitive styles and concept understanding has significant effect on students’ achievement. Based on the findings, it was recommended that teachers should give enough time to teach the concept of Physics practical before the activities of practical itself, considerable periods should be allotted to emphasize the mathematical concept before the practical class. |
| Keywords: physics, practical, cognitive, achievement, understanding |
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