Use of improvised experiment materials to improve Teacher Training College students’ achievements in Physics, Rwanda
Abstract
The aim of this study was to investigate the extent to which the making and use of improvised experiment materials contribute to students’ achievement in Physics. The study used experimental research design and involved students from two Teacher Training Colleges in Rwanda. To conduct this study, a pre-test was given to students. Then, two groups were randomly constituted; the treatment group and the observation group. As an intervention, the treatment group was taught using local hands-on materials to supplement the chalk and talk traditional teaching method. At the end of the experimental period, a post-test was conducted to ascertain the contribution of making and use of improvised hands-on materials. Using multivariate analysis of variance, it was found that there was no statistically significant difference between teaching using improvised materials or not. However, reference made to the Bloom’s cognitive taxonomy domain, item questions related to analysis have shown a statistically significant difference (p=.043< .05) when improvised experiment materials are used in a science lesson.
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