Activation of Science Laboratories in Jordanian Public Schools and Its Impact on Students’ Achievement in Physics (Published)
The present study aimed to identify the effect of activating the physics labs in Jordanian public schools on the achievement of students in physics. To achieve the objectives of the study, the researcher followed the analytical descriptive method in terms of applying the study tool and data collection and analysis. For the Directorate of Education Jerash, while the sample of the study was (30) students.The study found that the effect of activating the physics labs in the Jordanian public schools on students’ achievement in the physics subject. The study also found that the lack of materials for lab work is one of the most important obstacles that prevent the use of physics labs, The researcher recommended the need to hold training courses for the physicists in particular and science teachers in general to clarify the importance of the physics lab in increasing student achievement.
Keywords: Achievement, Laboratories, physics
Effect of Instructional Resources on Student’s Achievement in Physics and Chemistry in Secondary Schools in Ebonyi State, Nigeria (Published)
This study effect of instructional resources on student’s achievement in physics in secondary schools in Ebonyi State of Nigeria is a quasi-experimental design that deals with pre-test, post-test, non-equivalent, control group. Intact classes were used for the study. The participants for the study were drawn from four secondary schools in Ebonyi State. The schools were selected through simple random sampling. All the physics students of SS II in the selected sample schools were used for the study. Two schools out of the four schools were assigned to the treatment group while the remaining two were assigned to the control group. Two packages were developed by the researcher for control and treatment groups. Three research questions and three hypotheses guided the work. One instrument was used for the study, i.e. physics achievement test (PAT). Mean and standard deviations were used to answer the research questions while ANCOVA was used to test the null hypotheses. The following findings were made, physics students taught with instructional resources achieved higher and better than those taught without instructional resources. There is no gender bias in terms of students achievement in physics. Among other recommendations, both male and female students should be encouraged through counselling to see physics as one of the subjects needed for the country technological break through.
Keywords: Achievement, Instructional resources, PAT, Quasi-experimental, control group, physics