Effects of Cognitive Task Analysis Technique on Senior Secondary School Students' Performance in Simple Harmonic Motion in Ilorin
| dc.contributor.author | Akanbi A. O. | |
| dc.contributor.author | Ojerinde I. A. | |
| dc.date.accessioned | 2024-04-22T11:41:49Z | |
| dc.date.available | 2024-04-22T11:41:49Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | The study investigated the effect of cognitive task analysis technique on senior secondary school students' performance in Physics in secondary schools in llorin. It determine the effects of cognitive task analysis technique on senior school students' performance in Physics; It investigated the influence of gender on students’ performance in Physics when taught using cognitive task analysis technique; and also investigated the influence of gender and students' scoring level abilities on students' performance in Physics. An intact class of two coeducational senior secondary school two (SSII) in llorin, Kwara State constituted the sample of the study. The research was a quasi-experimental and employed the use of two major instruments. Simple Harmonic Motion Task Analysis was used as a guide to teach the experimental group and 20-item multiple choice and 5 short answer questions tagged Simple Harmonic motion performance test (SHMPT) which was adapted from West African Senior Secondary Certificate Examination (WASSCE) past questions. Three research hypotheses were formulated and tested. Findings revealed that there was a significant difference existed in favour of the group that was exposed to cognitive task analysis technique when compared to their counterparts who were not exposed to cognitive task analysis technique. Female students taught Physics using cognitive task analysis technique performed better than their male counterparts who were also taught using same technique. The findings also showed that high scoring level students benefitted more followed by medium scoring level students and the low scoring level students respectively. It was recommended among others that Physics teachers should make the teaching and learning of Physics an interactive and learning by doing. Teacher should try to encourage students to create their own knowledge in order to improve their critical thinking. | |
| dc.description.sponsorship | Self | |
| dc.identifier.citation | Akanbi, A. O. & Ojediran, I. A. (2017): Effects of cognitive task analysis technique on senior school students’ performance in simple harmonic motion in Ilorin. Journal of Media Educational Technology and Communications. 4(1); 12 – 20 | |
| dc.identifier.issn | 5489-1462 | |
| dc.identifier.uri | https://uilspace.unilorin.edu.ng/handle/123456789/12528 | |
| dc.language.iso | en | |
| dc.publisher | Department of Educational Technology and Library Studies, Faculty of Education, Obafemi Awolowo University, Ile-ife. | |
| dc.subject | Cognitive Task Analysis Technique | |
| dc.subject | Performance | |
| dc.subject | Physics | |
| dc.subject | Gender | |
| dc.subject | Scoring level | |
| dc.title | Effects of Cognitive Task Analysis Technique on Senior Secondary School Students' Performance in Simple Harmonic Motion in Ilorin | |
| dc.type | Article |