Browsing by Author "Badmus, O. T."
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item EFFECTS OF VIDEO INSTRUCTIONAL PACKAGE ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN PHYSICS IN ILORIN(Federal University of Minna, Department of Science Education, 2020-09) Adigun, G. W.; Badmus, O. T.; Mohammed, Ridwan Enuwa; Omosewo, E. OIt is essential for science teachers to improve on the strategies employed in impacting knowledge for better performance within and outside the classroom. The introduction of technologies to aid learning is tenable, even among scholars. This study investigated effects of Video Instruction Package integration on students’ performance in senior school physics in Ilorin, Nigeria the population were all secondary school students offering physics in Ilorin, Kwara State. Intact classes of two purposively selected co-educational secondary schools form the sample for this study. Force, motion and friction were the topics taught and tested in this study. Three research questions and respective hypotheses were raised and answered in this study using t-Test and ANCOVA as appropriate. Aside the main hypothesis, moderator variables of gender and school type were also examined. This study was a quasi-experiment of non-equivalent and non-randomised control group design with pre-test and post-test. Video Instruction Package was the stimulus instrument and Physics Performance Test (PPT) was used as the instrument to collect data. Significant difference was experienced in the performance of students who were taught physics using Video Instruction Package against those taught without. Gender was not significantly influential in this study. Also, score levels had significant influence on students’ performance in physics using Video Instruction Package.Item Mathematical concepts pre-teaching strategy as predictor of senior school students' performance in physics in Ilorin, Nigeria(Al-Hikmah University, Ilorin, Nigeria, 2015) Badmus, O. T.; Akanmu, M. A.; Akanbi A. O.Students’ performance according to scholars often follows a given pattern and the principle of individual differences is further reflected in variations in individual ability. Thus, students’ performances in related subjects from empirical evidence may follow the same pattern. This study, therefore investigated the predictive effects of the mathematical concepts pre-teaching on physics students’ performance. A total of 62 (F= 30; M=32) students drawn from an intact class of two purposively selected schools (experimental and control) in Ilorin, Kwara State, Nigeria that participated in the study formed the sample frame for the study. Three research hypotheses with corresponding research questions were tested and answered respectively. Being a quasi-experimental study, the Physics Performance Test (PPT) of five theory questions based on projectile motion covered in the study was used to elicit data and analysis was done using a t-test and analysis of variance at 0.05 level of significance. Amongst others, it was found that students exposed to pre-teaching mathematical concepts performed significantly better than their counterparts not exposed to the same treatment. This study like other studies also affirmed that gender had no role in students’ academic performance. Recommendations in line with the findings were made.