Impact of Laboratory-Based Instructional Intervention on the Learning Outcomes of Low Performing Senior Secondary Students in Physics

DOI: 10.4236/ce.2014.54029   PDF   HTML     7,521 Downloads   9,974 Views   Citations


This study investigated the impact of laboratory-based instructional intervention on the learning outcomes of low performing senior secondary students in Physics. The study adopted the pre-test and post-test control group quasi-experimental design. The treatments were at two levels (LBII and CTM). A total number of 194 SSS II students participated in the study. Physics Achievement Test (PAT) was the main instrument used to collect data from students. The data collected were analyzed using descriptive statistics and t-test, using SPSS 15.00 statistical packages at 0.05 level of significance. The results of this study indicated that there was significant difference in the achievement in Physics of low performing students exposed to laboratory-based instructional intervention (LBII) and those exposed to conventional teaching method (CTM). This study concludes that the use of laboratory based instructional intervention method of teaching should be embraced as a good asset to Physics Students and teachers in the senior secondary schools.

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Ojediran, I. , Oludipe, D. and Ehindero, O. (2014) Impact of Laboratory-Based Instructional Intervention on the Learning Outcomes of Low Performing Senior Secondary Students in Physics. Creative Education, 5, 197-206. doi: 10.4236/ce.2014.54029.

Conflicts of Interest

The authors declare no conflicts of interest.


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