Scientific Explanations of Phenomenon, Margination and Concept of Formation as Concern Student

ABSTRACT The main purpose of this study was to ascertain if relationship exists between each of scientific explanation of phenomenon, imagination, concept formation and students’ understanding of physics concepts. To guide the study, seven research questions were posed and seven hypotheses were equally formulated and tested at 5% probability level. A correlational research design was adopted for this study. The study was carried out in Government owned secondary schools in Akure Education Zone of Ondo State. The sample size for this study consists of 385 Senior Secondary III Physics Students for the 2015/2016 academic session. This sample was drawn using the simple random sampling method to select thirty schools out of the fifty three schools contained in the population. Proportionate Stratified Random Sampling was used to select Senior Secondary III physics students present in the selected samples. Four instruments were used for the study, namely: Students’ Scientific Explanation of Phenomenon Test (SSEPT), Students’ Scientific Imagination Scale (SSIS), Students’ Scientific Concept Formation Test (SSCFT), and Students’ Understanding of Physics Concept Test (SUPCT). Students’ Explanation of Phenomenon Test (SSEPT) and Students’ Understanding of Physics Concept Test (SUPCT) were reliable using kendel tau. The internal consistency indices obtained were 0.81 and 0.86 respectively. The reliability of Students’ Scientific Imagination Scale (SSIS) was determined using Cronbach alpha formula and the reliability index obtained was 0.85. While, the reliability index of SSCFT was determined using Kudder-Richardson 20 (K-R20) Formula. With this formula, the internal consistency index of the instrument was calculated to be 0.82. The research questions were answered using Pearson Product Moment Correlation and the Null hypotheses were tested using Multiple-Regression analysis at 0.05 level of significance. The findings of the study were proffered among others that there exists a direct positive relationship among students’ scientific explanation of phenomenon, students’ scientific imagination, scientific concept formation and students’ understanding of physics concepts. Additionally, there was a statistically significant relationship among students’ scientific explanation of phenomenon, students’ scientific imagination, students’ scientific concept formation and students’ understanding of physics concepts. In line with the findings of the study, the educational implications of the findings were highlighted and recommendations were equally made. One of this recommendation is; Physics teachers, the Authors and Publishers of physics textbooks should take illustrations by models beyond their physical limitations to involve application of physics concepts learnt into phenomena that students observe and experience around them. Finally, Physics teachers were encouraged to help in fostering conceptual understanding of physics concepts in physics students using scientific explanation of phenomenon, scientific imagination and scientific concept formation.

TABLE OF CONTENTS

TITLE PAGE I

APPROVAL PAGE II

CERTIFICATION III

DEDICATION IV

ACKNOWLEDGEMENTS V

TABLE OF CONTENTS VI

LIST OF TABLES X

LIST OF FIGURES XI

ABSTRACT XII

CHAPTER ONE: INTRODUCTION 1

Background of the Study 1

Statement of the Problem 8

Purpose of the Study 9

Significance of the Study 10

Scope of the Study 12

Research Questions 12

Hypotheses 13

CHAPTER TWO: LITERATURE REVIEW 14

Conceptual Framework 15

Overview of Scientific Explanation of Phenomenon 15

Overview of Scientific Imagination 21

Overview of Scientific Concept Formation 23

Students Understanding of Physics Concepts 28

Theoretical Framework 30

Piaget’s Cognitive Theory 30

Prototype Theory 34

Bruner’s Theory 35

Constructivist Theory 37

Empirical Studies 38

Related Studies on Scientific Explanation of phenomenon 38

Related Studies on Scientific Imagination 40

Related Studies on Scientific Concept Formation 42

Related Studies on Students Understanding of Physics Concepts 43

Summary of Literature Reviewed 47

CHAPTER THREE: RESEARCH METHOD 50

Design of the Study 50

Area of the Study 50

Population of the Study 51

Sample and Sampling Techniques 51

Instrument for Data Collection 51

Validation of Instruments 52

Reliability of the Instrument 53

Method of Data Collection 54

Method of Data Analysis 54

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 55

Research Question One 55

Hypothesis One 56

Research Question Two 57

Hypothesis Two 58

Research Question Three 59

Hypothesis Three 60

Research Question Four 61

Hypothesis Four 62

Research Question Five 63

Hypothesis Five 64

Research Question Six 65

Hypothesis Six 66

Research Question Seven 67

Hypothesis Seven 68

Summary of the Findings 69

CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS AND 70

 RECOMMENDATIONS


Discussions of findings 70

The Relationship between Students’ Scientific Explanation of Phenomenon 71

and Students’ Understanding of Physics Concepts

The Relationship between Students’ Scientific Imagination and Students’ 71

Understanding of Physics Concepts

The Relationship between Students’ Scientific Concept Formation 72

and Students’ Understanding of Physics Concepts

The Relationship among Students’ Scientific Explanation of Phenomenon, 73

Students’ Scientific Imagination and Students’ Understanding of

Physics Concepts

The Relationship among Students’ Scientific Imagination, Students’ Scientific 74

Concept Formation and Students’ Understanding of Physics Concepts

The Relationship among Students’ Scientific Explanation of Phenomenon, 75

Students’ Scientific Concept Formation and Students’ Understanding of

Physics Concepts

The Relationship among Scientific Explanation of Phenomenon, Scientific 76

Imagination, Scientific Concept Formation and Students’ Understanding of

Physics Concepts

Conclusion 77

Implications of the Study 78

Recommendations 80

Limitations of the Study 81

Suggestions for Further Study 82

Summary of the Study 82

REFERENCES 85

APPENDICES 91

A: Population figure of SSIII Students in Akure Education Zone 91

B: Sample Schools and Students in Akure Education Zone 93



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APA

M, O (2022). Scientific Explanations of Phenomenon, Margination and Concept of Formation as Concern Student. Afribary. Retrieved from https://afribary.com/works/scientific-explanations-of-phenomenon-margination-and-concept-of-formation-as-concern-student

MLA 8th

M, Oluwatomisin. "Scientific Explanations of Phenomenon, Margination and Concept of Formation as Concern Student" Afribary. Afribary, 20 Sep. 2022, https://afribary.com/works/scientific-explanations-of-phenomenon-margination-and-concept-of-formation-as-concern-student. Accessed 14 Jul. 2024.

MLA7

M, Oluwatomisin. . "Scientific Explanations of Phenomenon, Margination and Concept of Formation as Concern Student". Afribary, Afribary, 20 Sep. 2022. Web. 14 Jul. 2024. < https://afribary.com/works/scientific-explanations-of-phenomenon-margination-and-concept-of-formation-as-concern-student >.

Chicago

M, Oluwatomisin. . "Scientific Explanations of Phenomenon, Margination and Concept of Formation as Concern Student" Afribary (2022). Accessed July 14, 2024. https://afribary.com/works/scientific-explanations-of-phenomenon-margination-and-concept-of-formation-as-concern-student