This study investigated the effectiveness of Experiential Teaching Strategy (ETS) on student’s achievement and scoring levels in senior secondary school physics. The study adopted the pretest, posttest, non-randomized control group quasi-experimental...
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This study investigated the effectiveness of Experiential Teaching Strategy (ETS) on student’s achievement and scoring levels in senior secondary school physics. The study adopted the pretest, posttest, non-randomized control group quasi-experimental design. Simple random sampling technique was used to select two schools used for the study. Two research questions were raised to guide the study. Also, two null hypothesis were formulated and tested for acceptance or rejection at 0.05 significance level. The sample used for the study was ninety five (95) senior secondary two (SS2) physics students randomly selected from the two schools in Akure, Ondo State, Nigeria. The study made use of Physics Achievement Test (PAT) with internal consistency of 0.82 using Kuder Richardson Formular 21. The data collected were analysed using descriptive statistics, t-test and Analysis of Covariance (ANCOVA). Findings of the study showed that Experiential Teaching Strategy (ETS) had significant effect on p
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