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Learning Methods and Academic Performance of Students in Physics

Learning Methods and Academic Performance of Students in Physics

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ABSTRACT

The study examined learning methods and academic performance of students in Physics in Ukanafun Local Government Area. One research question and four null hypotheses were formulated to guide the study. A sample of one hundred and eighty (180) students from five public secondary schools were selected using simple random sampling method. An expost-facto research design was adopted.

The instrument for data collection was a 20-item multiple choice Physics Achievement Test (PAT). The data collected were subjected to statistical analysis using percentage and t-test. The results revealed that there is a significant difference in the academic performance of students on the basis of learning methods. This was evident in calculated t-value of 8.34 against a critical t-value of 1.98 (table 2).

However, there was no significant difference in the mean achievement scores of male and female students using visual, auditory and kinesthetic learning methods in physics. It was therefore recommended among others that students should adopt visual learning method in the learning of physics in order to enable them remember what they were taught during test and examinations.

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Purpose of the Study

1.4     Research Question

1.5     Research Hypotheses

1.6     Significance of the Study

1.7     Limitation of the Study

1.8     Delimitation of the Study

1.9     Definition of Terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1     The concept of Learning Methods

2.2     Learning Methods and Academic Performance of Students

2.3     Visual Learning and Academic Performance of Students

2.4     Auditory/Verbal Learning and Academic Performance of Students

2.5     Kinesthetic Learning and Academic Performance of Students

2.6     Surface Learning and Academic Performance of Students

2.7     Deep Learning and Academic Performance of Students

2.4     Summary of Literature Review

 CHAPTER THREE: RESEARCH METHODS

3.1     Area of the Study

3.2     Research Design

3.3     Population of the Study

3.4     Sample and Sampling Technique

3.5     Instrument for Data Collection

3.6     Validity of Instrument

3.7     Administration of the Instrument

3.8     Method of Data Analysis

CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

 4.1     Analysis of Data and Results

4.2     Discussion of Finding

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

 5.1     Summary

5.2     Recommendation

5.3     Conclusion

References

Learning Methods and Academic Performance of Students in Physics

            
CHAPTER ONE

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INTRODUCTION

1.1    Background to the Study

It is known that learning processes vary from person to person due to the presence of biological and psychological differences. Every student has his/her unique way of learning and processing information (Honey, 2006). Some learn by oral repetition, some learn by writing it out, while others may learn through practical work. Individuals differ in the way they learn (Biggs, 2008).

According to Grasha (2009), learning method is the preference students have for thinking, relating to others, and particular types of classroom environment and experiences. Quite a number of different learning methods exist (Entwistle, 2004; Honey, 2006); Schemeck, 2001). The various methods that learners adapt in learning include: visual learning method, auditory learning method, and kinesthetic learning method.

Visual learning method is related to seeing or sight. Diagrams, mind maps, word webs and other forms of graphic organizers help the visual learners to get a good form of instruction (Dana, 2003). James (2005) opines that visual learning is the best learning method based on the graphical way of working with ideas and presenting information. Confidently, students use visual tools, combining pictures, text, numbers and spoken words to develop vocabulary, word recognition, comprehension, reasoning and problem solving skills.

Students with auditory learning method learn best by hearing and speaking. They often talk more than the average person; very sociable, enjoy hearing stories and jokes, understanding concepts by talking about them and may excel in music and in the performing arts, verbal reception is an effective means of study for auditory learners (Njoku, 2008). According to the author, auditory learners learn best by reading word aloud to help them remember key points.

When learning takes place by the students carrying out physical activities rather than listening to the teacher or watching a demonstration, kinesthetic learning method is manifested. Students with this learning method are commonly called “doers”. Kinesthetic learning is the human body’s ability to express itself through movement and dance (Goldes, 2003). These learning methods have contributed immensely to the academic performance of students in physics in particular and science in general.

1.2    Statement of the Problem

Students’ academic performances are somewhat associated with learning methods, for instance, students with better academic performances scored higher in concrete experience, abstract conceptualization and reflective observation than those with poorer academic performances (Cano and Justicia, 2003).

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Consequently, learners with special learning disabilities will end up having poor academic performance in physics. The may be partly responsible for the poor academic performance of students in external examinations like West African School Certificate Examination (WASCE) and National Examination Council (NECO) (Phan, 2007).

Whereas learning methods have been implicated as a factor in the academic performance of students in Physics. Whereas other variables such as teaching/instructional methods, students intelligence, parental education, parental socio-economic status, students’ birth order, family size, interest in Physics and attitude towards Physics have been given adequate research attention.

There appears to be little or no work relating learning methods to the academic performance of students in Physics in Ukanafun Local Government Area. The problem of this study are stated as follows:

What learning method is common among physics students in Ukanafun Local Government Area?

What is the extent of differences between these learning methods and the academic performance of students in physics in Ukanafun Local Government Area?

Learning Methods and Academic Performance of Students in Physics

1.3    Purpose of the Study

The general purpose of this study is to examine the different learning methods used by students in their study of Physics and how these methods affect their academic performance in Ukanafun Local Government Area.

Specifically, the objectives of the study were to:

  1. Find out the learning methods used by Physics students in Ukanafun Local Government Area.
  2. Determine whether there is any difference in the mean achievement score of students on the basis of their learning methods.
  3. Ascertain the differences in the mean achievement scores of male and female students using visual learning methods.
  4. Determine whether there is any difference in the mean achievement scores of male and female students using auditory learning method.
  5. Determine whether there is any difference in the mean achievement scores of male and female students using kinesthetic learning method.

1.4    Research Question

For the purpose of this study, the following research questions were raised:

  1. What are the available learning methods to which Physics students belong?

1.5    Research Hypotheses

The following null hypotheses were formulated to guide the study:

  1. There is no significant difference in the mean achievement scores of students on the basis of their learning methods.
  2. There is no significant difference in the mean achievement scores of male and female students using visual learning methods.
  3. There is no significant difference in the mean achievement scores of male and female students using auditory learning method
  4. There is no significant difference in the mean achievement scores of male and female students using kinesthetic learning method.
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1.6    Significance of the Study

The findings of this study may be useful to students, teachers and parents.

  1. It may help the students to get to know the available learning methods in their today learning.
  2. It may assist would be teachers and practicing teachers in the acquisition of adequate knowledge about learning methods adopted by learners so that they can tailor their teaching strategies to improve students’ academic performance.
  3. It may serve as a source of reference material to those who want to undertake studies related to the present one in the years ahead.

1.7    Limitation of the Study

The result of this study is limited only to Ukanafun Local Government Area. It is also limited only to public secondary schools in the study area. Academic performance is determined by a multiplicity of factors and not specifically due to variation in learning methods.

1.8    Delimitation of the Study

The study on learning methods and academic performance of students in Physics covered senior secondary two (SS2) Physics students in five (5) public secondary schools in Ukanafun Local Government Area of Akwa Ibom State.

1.9    Definition of Terms

For the purpose of avoiding ambiguity in the use of terms, the following terms used in this study are defined:

Learning method: This is the way individuals acquire and process information.

Achievement Score: Marks earned by students as a result of exposure to test items. It is a measure of the academic performance of the students in the subject.

Visual Learning Method: This is the method whereby a student learns by seeing or sight.

Auditory Learning Method: This is the method whereby a student learns by hearing.

Kinesthetic Learning Method: This is the method whereby students express themselves through movement and dance.

Physics: This is the scientific study of matter and energy and how they interact with each other.

Mr. Harrison

Project Gurus is a subsidiary website owned by Harrilibrary Integrated Services which was registered under the Corporate Affairs Commission of Nigeria that was established in 1990 vide Companies and Allied Matters Act no 1 1990 as amended, now on Act cap C20 Laws of Federation of Nigeria. Our aim and objective is to assist students all over the world on their educational research works. We are committed toward assisting students at all level of education in their academic work. We have a team of seasonal writers who are vested with the current knowledge in research work. For more information contact on via Email @[email protected] or WhatsApp us on +2348127963962

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