ABSTRACT
The traditional instructional strategies employed by most physics teachers in teaching
the subject has consistently led to low student achievement. Hence there is need to
employ new instructional strategies such as problem-based learning (PBL) and interactive
invention (IIS) instructional strategies, particularly, among the NCE pre-service
teachers in Nigeria. The two strategies have been proved in the literature to help in
alleviating the problem of low student achievement in physics, but they have not been
adopted in the teaching of physics in Nigerian Colleges of Education. This study,
therefore, ascertained the effects of problem–based learning and interactive invention
instructional strategies on NCE pre-service teachers‘ achievement in physics and
acquisition of science process skills.
A pretest-posttest, control-group, quasi–experimental research design with a 3x3x2
factorial matrix was used. Three state and three federal colleges of education from
South-western Nigeria were purposively selected. Ninety eight female and 94 male
final year NCE physics students with high, medium and low self-efficacy constituted
the sample. One state and one federal college of Education were used for each of the
two experimental groups and the control group. The Instruments used were: Physics
Achievement Test (r=0.875), Students‘ Physics Self–Efficacy Questionnaire
(r=0.956), Science Proces Skills Worksheets (SPSW), Classroom Activities Rating
Scale (r=0.820), Teachers‘ Instructional Guides for Problem-Based Learning Strategy
(PBLS), Interactive Invention Strategy (IIS) and Conventional Lecture Method
(CLM). Three research questions were answered and seven null hypotheses were
tested at 0.05 level of significance. Data were analysed using Analysis of Covariance
(ANCOVA), Multiple Clasification Analysis (MCA) and Scheffe post hoc analysis.
Treatment had a significant main effect on pre-service teachers’ achievement in
physics concepts (F(2,174) = 43.44, P .05). The three-way interactions of treatment, selfefficacy
and gender showed a significant interaction effect for achievement in
physics (F (3,174) = 3.27, P
UKOH, E (2021). Effects Of Problem-Based Learning And Interactive Invention Instructional Strategies On Nce Pre-Service Teachers’ Achievement In Physics Concepts And Acquisition Of Science Process Skills. Afribary. Retrieved from https://afribary.com/works/effects-of-problem-based-learning-and-interactive-invention-instructional-strategies-on-nce-pre-service-teachers-achievement-in-physics-concepts-and-acquisition-of-science-process-skills
UKOH, EDIDIONG "Effects Of Problem-Based Learning And Interactive Invention Instructional Strategies On Nce Pre-Service Teachers’ Achievement In Physics Concepts And Acquisition Of Science Process Skills" Afribary. Afribary, 23 Apr. 2021, https://afribary.com/works/effects-of-problem-based-learning-and-interactive-invention-instructional-strategies-on-nce-pre-service-teachers-achievement-in-physics-concepts-and-acquisition-of-science-process-skills. Accessed 03 May. 2024.
UKOH, EDIDIONG . "Effects Of Problem-Based Learning And Interactive Invention Instructional Strategies On Nce Pre-Service Teachers’ Achievement In Physics Concepts And Acquisition Of Science Process Skills". Afribary, Afribary, 23 Apr. 2021. Web. 03 May. 2024. < https://afribary.com/works/effects-of-problem-based-learning-and-interactive-invention-instructional-strategies-on-nce-pre-service-teachers-achievement-in-physics-concepts-and-acquisition-of-science-process-skills >.
UKOH, EDIDIONG . "Effects Of Problem-Based Learning And Interactive Invention Instructional Strategies On Nce Pre-Service Teachers’ Achievement In Physics Concepts And Acquisition Of Science Process Skills" Afribary (2021). Accessed May 03, 2024. https://afribary.com/works/effects-of-problem-based-learning-and-interactive-invention-instructional-strategies-on-nce-pre-service-teachers-achievement-in-physics-concepts-and-acquisition-of-science-process-skills