Effects of Number Talks Learning Strategy on Senior School Students Performance in Physics in Ilorin, Nigeria

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dc.contributor.authorYahaya W. O.
dc.contributor.authorShehu A
dc.contributor.authorAbdulkadir A. S.
dc.contributor.authorAkanbi A. O.
dc.date.accessioned2024-04-24T11:09:21Z
dc.date.available2024-04-24T11:09:21Z
dc.date.issued2021
dc.description.abstractThe study examined the effectiveness of number talks learning strategy on senior school students' performance in physics with gender and students' numerical ability as the moderator variables. The study was a quasi-experimental design and 45 students of non-randomized and non-equivalent Intact classes of two co-educational senior secondary school II were purposively selected and engaged in the study. Two research instruments were employed for the study: Physics Performance Test (PPT) and Numerical Ability Test (NAT). Three research questions were raised and answered and also descriptive statistics (mean and standard deviation) was used for data analysis. The findings of the study revealed that the students taught physics using number talks learning strategy performed better than those taught using conventional method and gender and students'' numerical ability has no significant influence on students'' performance.
dc.description.sponsorshipSelf
dc.identifier.citationYahaya, W. O., Shehu, A., Abdulkadir, A. S., & Akanbi, A. O. (2021): Effects of Number Talks Learning Strategy on Senior School Students Performance in Physics in Ilorin, Nigeria. Zamfara International Journal of Education (ZIJE), 1 (1), 1-9
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/123456789/12777
dc.language.isoen
dc.publisherFaculty of Education, Federal University Gusau, Zamfara State, Nigeria
dc.subjectNumber talks
dc.subjectGender
dc.subjectNumerical Ability
dc.titleEffects of Number Talks Learning Strategy on Senior School Students Performance in Physics in Ilorin, Nigeria
dc.typeArticle

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