Changing the Narratives of Physics-Learning in Secondary Schools: The Role of Culture, Technology, and Locational Context

Abstract

This study is concerned with the persistent underperformance of secondary school students in Nigeria in physics. The study was conducted in two phases. Phase one was a survey of difficult concepts in physics, while phase two explored the potency of culturo-techno-contextual approach (CTCA) in breaking the barriers to meaningful learning of refractive indices, which ranked the most difficult concept in phase one of the study. A total of 1621 SS3 students from Nigeria and Ghana participated in the survey phase. The second phase employed a mixed-methods approach (quasi-experimental and interviews) with a total of 205 SS1 students. The control group was taught with the lecture method and had 96 students (54 males; 42 females), while the experimental group, taught with CTCA, had 109 students (65 females; 44 males). Both groups had a pretest and posttest using the achievement test in refractive indices; treatment lasted four weeks. Data gathered in the survey were analyzed using mean rank analysis, and refractive indices was perceived as the most difficult to learn. Phase two data were analyzed using one-way ANCOVA since intact classes were used. The result obtained showed that the experimental group performed better (mean for experimental = 15.49; control 11.97; F (1, 202) = 64.48; p < 0.01)) than the control group. Implications of the study are highlighted and the need for further studies is recommended.

Keywords

• physics
• science education
• teaching and learning
• technology
• culturally relevant pedagogy