Effects of Hybrid Active Learning Strategy on Students’ Understanding of Direct Current Electricity Concepts in Nigerian Secondary Schools

Mangut Mankilik, Uche Connie Ofodile

Abstract


The study investigated the effects of Hybrid Active Learning Strategy (HALS) on students’ understanding of direct current electricity concepts (DCEC) in Nigerian secondary schools. The pretest-posttest control group design was adopted for the study. Proportionate stratified random sampling technique and table of random numbers were used to select the sample of 172 physics students from four co-educational senior secondary schools in Kaduna Educational Zone, Kaduna State, Nigeria. The students were randomly assigned to the experimental (n=86) and control (n=86) groups. The experimental group was taught DCEC using HALS while the control group was taught the same concepts using the conventional lecture approach. The Written Concept Test (WCT) and the Direct Current Electricity Practical Test (DCEPT) developed by the researchers with reliability coefficients 0.81 and 0.83 respectively were used to collect data. Experts established the validity of the instruments before being used for data collection. Employing the SPSS software, data were analysed using t-test and effect size based on Cohen’s d. The results of the study showed that the performance levels of both experimental and control group before treatments were low with no significant difference in their understanding of DCEC. The results further showed that students taught using HALS performed significantly better than their counterparts taught with conventional lecture approach. Furthermore, the result revealed that gender and school type had no effect on students’ performance when taught using HALS. The researchers concluded that the use of HALS package promotes students better understanding of concepts translating to optimal performance in physics examinations.

Keywords


Hybrid; Active Learning Strategy; Direct Current Electricity; Concepts; Understanding.

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