Joshua Okkoh ALLAHNANA 1, Peter Ashalame AGU 2, and Danjuma Christopher MUSA 2
1 Department of Physics Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
2 Department of Science Education, Nasarawa State University, Keffi, Nigeria
Abstract
This study was conducted to determine the effect of Activity, Student-centred, Experiment and Improvisation (ASEI) teaching Approach on the Students’ Achievement and Retention in Physics in Nasarawa Eggon Metropolis. It compared the ASEI and conventional teaching approaches on students’ achievement and retention in Physics in Nassarawa Eggon, Nasarawa State. Quasi-experimental research design of pre-test, post-test control group design was employed. The study answered two research questions and tested two research null hypotheses. The sample size of 96 SS II Physics students was drawn from the population of 1,938 SS II Physics students in Government Senior Secondary Schools in Nassarawa Eggon metropolis using purposive and random sampling techniques. The study made use of two groups gotten from two intact classes, out of which one was taught using ASEI teaching approach and the other one was taught using conventional teaching approach. Two instruments, the Light Waves Achievement Test (LWAT) and Post-test in Light Waves (PTLW), were developed by the researchers and validated by experts with reliability coefficients of 0.86 and 0.80 respectively. Analysis of data was done using mean, standard deviation and ANCOVA. The result of the analysis showed that, students who were taught using ASEI teaching approach performed better than those taught using conventional teaching approach. The study concludes that ASEI teaching approach is better than the conventional approach of teaching Physics if properly employed by teachers. It is therefore, recommended that teachers should engage students in the learning process by making the teaching student-centred which would make the students active in the learning process. Policy makers should intensify effort in recommending ASEI teaching approach to Physics in the review of the Curriculum for Secondary Schools.
Keywords: Physics Education, ASEI Teaching Approach, Achievement, Retention, Conventional Teaching
How to Cite this Article:
Allahnana, J. O., Agu, P. A. & Musa, D. C. (2024). Effect of ASEI Teaching Approach on Physics Students’ Achievement and Retention in Nassarawa Eggon Metropolis. VillageMath Educational Review (VER), 6(1), 1-12. http://doi.org/10.5281/zenodo.10954593
