Effect of practical teaching approach on physics students’ achievement in the concept of reflection and refraction of light

Marilyn Doris Ilomuanya; Akintayo Ikusika; Josiah O. Aramide

doi:10.51724/ijpce.v16i1.297

Authors

Marilyn Doris Ilomuanya Department of Physics, Adeyemi Federal University of Education, Ondo https://orcid.org/0009-0000-6600-1979
Akintayo Ikusika Department of Physics, Adeyemi Federal University of Education, Ondo https://orcid.org/0000-0002-0682-9122
Josiah O. Aramide Department of Physics, Adeyemi Federal University of Education, Ondo https://orcid.org/0000-0002-4253-8410

DOI:

https://doi.org/10.51724/ijpce.v16i1.297

Keywords:

Practical teaching approach, Reflection, Refraction, Students’ achievement, T-test

Abstract

This study investigates the effect of practical teaching approach the achievement of physics students in the concept of reflection and refraction of light in senior secondary schools, typically encompassing students aged between 15 and 18 years. Employing a quasi-experimental design, a purposive sampling technique was used to select four schools in Ondo West, Ondo State. Data were collected from 100 students using a 40-item Physics Concept Test (PCT) questionnaire, with 20 items dedicated to each concept. Pre-test and post-test assessments were administered to both control and experimental groups before and after the intervention, respectively. Hypotheses were tested at the 0.01 level using Pearson product-moment correlations and an independent sample T-test. Results showed a significant effect of practical teaching methods on students’ achievement in light reflection and refraction. Recommendations include integrating practical approaches alongside theory and introducing practical activities earlier in students’ education to enhance understanding before external examinations.

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