EFFECT OF CONTEXT-BASED LEARNING ON ACADEMIC PERFORMANCE, INTEREST AND RETENTION IN PHYSICS AMONG SECONDARY SCHOOLS STUDENTS IN KATSINA ZONAL EDUCATION QUALITY ASSURANCE, KATSINA STATE, NIGERIA

Abstract

The study examined the effect of context-based learning on academic performance, interest and retention in Physics among secondary school students in Katsina State, Nigeria. The study developed six objectives, answered six research questions and tested six research hypotheses. The study adopted Quasi-experimental research design. The population of the study comprised of 12,853 students from twenty co-educational public secondary schools in Katsina Zonal Education Quality Assurance. Two schools were selected based on cluster and intact classes were used in each school with a sample size of 149 students. A validated instruments namely Physics Performance Test (PPT) and Physics Interest Questionnaire were used for data collection. The reliability coefficient of the PPT and PIQ was obtained using Pearson Product Moment Correlation Coefficient and Crobach Alpha which was 0.89 and 0.87 respectively. The Research questions were answered using mean and standard deviation, while null hypotheses were tested at p<0.05 level of ‘significance using t-test independent sample. The major findings revealed there was a significant difference in the mean academic performance, interest and retention level between experimental and control group in favor of experimental group, it was concluded that the students taught Physics using context based learning perform significantly better than those taught using lecture method. The study recommended among others that Physics concepts should be taught using context based learning approach which allows active participation of the students.