Impact of Hybrid Activity-Based Approach on Secondary School Students’ Misconceptions and Achievement in Physics in Zonkwa Education Zone, Kaduna State, Nigeria

Moses Ottah Peter, Isa S. Usman, Mangut Mankilik

Abstract


This study investigated the impact of the Hybrid Activity Based Approach (HABA) on secondary school students' misconceptions and achievement in Physics in the Zonkwa education zone, Kaduna State Nigeria. Two research questions were raised and two research hypotheses were formulated to guide the study. The study adopted a pre-test, post-test quasi-experimental control group design. The sample consisted of 98 students from senior secondary school two (SS 2) who were selected from two schools within the Zonkwa Education Zone. The two schools were classified into two groups, the experimental group and the control group.  The experimental group was taught Physics concepts using a Hybrid Activity Based Approach (HABA) while the control group was exposed to a conventional lecture method for six weeks. The instrument for data collection was the Physics Diagnostic Test (PDT).  This instrument was validated by three experts from the University of Jos. Reliability Coefficients of 0.922, and 0.801 were obtained for PDAT when measuring students' misconception and achievement scores respectively. Data collected were analysed using descriptive statistics of mean and standard deviation for the research question while Analysis of Covariance (ANCOVA) was used to test the hypotheses of the study. The findings of this study revealed that the experimental group had a significant loss in misconceptions mean scores than their counterparts in the control group, and the experimental group had a significant gain in achievement mean scores than their counterparts in the control group. Based on the outcome of this study, it was recommended that HABA should be used as a remediating tool to reduce students' misconceptions and improve students' achievement in senior secondary schools in Kaduna state, Nigeria.


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References


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