Impact of the Three-Phase Teaching Technique on Students Achievement and Retention of Physics Concepts

  • Ndem Nsungo Udo
  • Ferdinand A Mboto
  • Uduak U Effiong

Abstract

This paper is an experimental study aimed at finding out the impact of the three-phase teaching technique on the academic achievement and retention of the concept of current electricity by secondary should physics students. The study adopted the pretest-posttest non-equivalent control group design and was carried out in Odukpani and Obubra Local Government Areas of Cross River State, Nigeria. A total of one hundred and sixty four secondary school physics students took part in the study. The t-test was used to analyze the data. The results of the study showed that there exist a significant difference in the achievement between students taught with the three phase teaching method and those taught without the three-phase teaching method; significant difference in the achievement of male and female students taught with the three-phase teaching method in favour of the males and a significant difference in the retention of physics concept between students taught with the three-phase teaching method and those taught without the three phase technique. The paper thus recommended among others the adoption of the three phase teaching technique to teach physics concepts.

LWATI: A Journal of Contemporary Research, 8(3), 24-31, 2011

Author Biographies

Ndem Nsungo Udo
Cross River State College of Education, Akamkpa, Nigeria
Ferdinand A Mboto
Cross River University of Technology, Calabar, Nigeria
Uduak U Effiong
Cross River University of Technology, Calabar, Nigeria
Section
Articles

Journal Identifiers


eISSN: 1813-2227