Browsing by Author "Yusuf, A. A."
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Item Effects of Jigsaw II Cooperative Learning Strategy on Senior School Students’ Performance in Physics in Lafiagi, Kwara State, Nigeria(Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2022) Usman, A.; Akanbi A. O.; Usman, R. S.; Yusuf, A. A.The study investigated the effects of Jigsaw II cooperative learning strategy on senior school students' performance in physics. The study also determined how moderating variables of score levels influence students’ performance in physics when jigsaw II cooperative learning strategy was used as instructional strategy. The study employed a quasi-experimental design of non randomized, non-equivalent pre-test post-test control group design. Random sampling technique was used to select two senior secondary school III (SSSIII) physics students comprising 146 (68 male and 78 female) from two intact classes in Lafiagi, Kwara State, Nigeria. Jigsaw II Cooperative Learning Instructional Package on Electric Field (JIICLIPEF) and Electric Field Performance Test (EFPT) were used as treatment and test instruments. Data were collected and analyzed with t-test and Analysis of Covariance (ANCOVA) statistical tools Findings indicated that students taught electric field (current electricity) using jigsaw II cooperative learning strategy performed better than those taught with conventional methods, and there was no significant difference in the performance of students taught electric field with Jigsaw II on the basis of score level. It was therefore recommended based on the findings that teachers should make use of Jigsaw II cooperative learning strategy in order to enhance students’ performance in the electric field.Item Flipping the classroom and students' performance in physics(Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria, 2024) Akanbi A. O.; Eben, O. T.; Yusuf, A. A.The study examined flipping the classroom and students' performance in physics. The study adopted the quasi experimental design. The population for this study was all senior school two (SS II) students offering Physics. Three research instruments were used for data gathering and were analyzed with the t-test, ANOVA, and ANCOVA to test all the formulated hypotheses at the 0.05 alpha level. The results showed that there was no significant difference in the performance of students taught Simple Harmonic Motion using flipped classroom instructional strategy and those taught with the conventional teaching method, no significant difference in the performance of male and female students when taught using Flipped Classroom Instructional Strategy, no significant difference between low and medium scorers and there is a statistically significant two–way interaction effect between gender and score level when students are taught using flipped classroom instructional strategy. It was recommended, among others, that flipped classrooms be implemented in teaching other topics in physics.