Effects of Drill-and-Practice on Retention of Electricity Formulas in Senior Secondary Students

Abstract

This study evaluated the effectiveness of the drill-and-practice instructional strategy on the retention of electricity formulas among senior secondary students in Ekiti State, Nigeria. Employing a pretest-posttest control group quasi-experimental design, the research sampled one hundred students from four senior secondary schools using a multistage random sampling technique. Data collection was conducted through the Physics Retention Test (PRT) and analyzed using Analysis of Covariance (ANCOVA) at a significance level of 0.05. Contrary to initial expectations, results indicated that the drill-and-practice method did not significantly enhance students' retention of electricity formulas. The study also examined gender differences in learning outcomes but found no significant interaction effects between the instructional strategy and gender. Given these findings, it is recommended that educators and curriculum developers consider integrating a broader array of instructional strategies to effectively cater to diverse learning needs and enhance the educational impact on physics education.

Keywords

• Formulae
• Electricity
• Retention Strategy
• Drill and Practice