Context – Based Teaching Strategy (CBTS) for Effective Learning of Simple Alternating Current (A.C.) Circuits in Senior Secondary School Physics

Abstract

The paper investigates the context-based strategy of teaching Senior Secondary School Alternating Currents (A.C) Circuits in Physics. A quasi-experimental design was adopted for the study of 450 SSS II Physics students (250 males and 190 females) drawn from 10 out of 85 secondary schools in Ikot Ekpene Education Zone. Three null hypotheses were formulated and tested at 0.05 levels of significance. Simple Alternating Current Circuits in Physics Achievement Tests (SACPATs) was employed in the data collection. The instrument was validated (reliability coefficient=0.56) and administered both as pre- and post- tests. The data were statistically analyzed. Results were that context-based teaching strategy was significantly better than the expository method in enhancing students’ transfer of learning in simple alternating current (A.C) circuits in Physics with respect to gender and school location. Recommendation made, among others, was that context-based teaching strategy be adopted in teaching and learning of Physics concepts in Nigerian schools.

DOI: 10.5901/jesr.2013.v3n8p55