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Classroom Interaction Practices and Students' Learning Outcomes in Physics: Implication for Teaching-Skill Development for Physics Teachers

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Title: Classroom Interaction Practices and Students' Learning Outcomes in Physics: Implication for Teaching-Skill Development for Physics Teachers
Language: English
Authors: Achor, Emmanuel E. (ORCID 0000-0002-6272-0877), Danjuma, Ibrahim A., Orji, Agraptus B. C.
Source: Journal of Education and e-Learning Research. 2019 6(3):96-106.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Physics, Science Teachers, Science Instruction, Interaction, Skill Development, Science Achievement, Student Attitudes, Secondary School Science, Secondary Schools, Foreign Countries, Gender Differences, Teacher Student Relationship, Student Centered Learning
Geographic Terms: Nigeria
ISSN: 2518-0169
Abstract: In the last decade, evidence in the science education literature seems to suggest that studentcentered classroom interaction appears to have effect over and above teacher-centered interaction in enhancing learning outcomes in various science subjects especially in Physics. Based on this premise, this paper examined the effects of teacher-centered and student-centered interaction practices on students' achievement and attitude in dynamics, an aspect of Physics considered abstract at the secondary school level. This study employed both the quasi-experimental and observational survey designs. From a sample of four comparable schools in Kogi East Local Government Areas of Kogi State, Nigeria, 139 physics students from intact classes and seven teachers (4 who did the teaching and 3 others who observed in all classes) were involved in the study. Three instruments developed were used for data collection. These are Teacher-Student Classroom Observation Schedule (TSCOS), Students' Attitude Questionnaire (SAQ), and Physics Achievement Test (PAT) with reliability indices of 0.68, 0.86 and 0.79 respectively. The data generated from the use of the instruments were analyzed using descriptive statistics of mean and standard deviation to answer the research questions, while the ANCOVA statistic was used to test the hypotheses at 0.05 a-level. Results revealed that the difference between the mean performances and mean attitude of students exposed to the two types of interactions were statistically significant. Gender differences in mean performance and attitude scores were not significant. It was recommended that student-centered classroom interaction strategy should be advocated for use. Implications were drawn for teacher skills acquisition.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1223015
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Classroom Interaction Practices and Students' Learning Outcomes in Physics: Implication for Teaching-Skill Development for Physics Teachers
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  Data: <searchLink fieldCode="AR" term="%22Achor%2C+Emmanuel+E%2E%22">Achor, Emmanuel E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6272-0877">0000-0002-6272-0877</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danjuma%2C+Ibrahim+A%2E%22">Danjuma, Ibrahim A.</searchLink><br /><searchLink fieldCode="AR" term="%22Orji%2C+Agraptus+B%2E+C%2E%22">Orji, Agraptus B. C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+e-Learning+Research%22"><i>Journal of Education and e-Learning Research</i></searchLink>. 2019 6(3):96-106.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink>
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  Data: In the last decade, evidence in the science education literature seems to suggest that studentcentered classroom interaction appears to have effect over and above teacher-centered interaction in enhancing learning outcomes in various science subjects especially in Physics. Based on this premise, this paper examined the effects of teacher-centered and student-centered interaction practices on students' achievement and attitude in dynamics, an aspect of Physics considered abstract at the secondary school level. This study employed both the quasi-experimental and observational survey designs. From a sample of four comparable schools in Kogi East Local Government Areas of Kogi State, Nigeria, 139 physics students from intact classes and seven teachers (4 who did the teaching and 3 others who observed in all classes) were involved in the study. Three instruments developed were used for data collection. These are Teacher-Student Classroom Observation Schedule (TSCOS), Students' Attitude Questionnaire (SAQ), and Physics Achievement Test (PAT) with reliability indices of 0.68, 0.86 and 0.79 respectively. The data generated from the use of the instruments were analyzed using descriptive statistics of mean and standard deviation to answer the research questions, while the ANCOVA statistic was used to test the hypotheses at 0.05 a-level. Results revealed that the difference between the mean performances and mean attitude of students exposed to the two types of interactions were statistically significant. Gender differences in mean performance and attitude scores were not significant. It was recommended that student-centered classroom interaction strategy should be advocated for use. Implications were drawn for teacher skills acquisition.
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      – Text: English
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        PageCount: 11
        StartPage: 96
    Subjects:
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Secondary School Science
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      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Gender Differences
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Nigeria
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      – TitleFull: Classroom Interaction Practices and Students' Learning Outcomes in Physics: Implication for Teaching-Skill Development for Physics Teachers
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