EFFECT OF THEMATIC TEACHING STRATEGY ON SECONDARY SCHOOL PHYSICS STUDENTS’ ACHIEVEMENT IN ILORIN, KWARA STATE.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the effect of implementing a thematic teaching strategy on the achievement of secondary school physics students in Ilorin, Kwara State. The aim of the study is to determine whether the use of a thematic approach in teaching physics enhances students’ academic performance compared to traditional teaching methods. The study adopts a quasi-experimental design, with two intact classes randomly assigned to the experimental and control groups. The experimental group receives physics instruction using a thematic teaching approach, while the control group is taught using conventional methods.
Data on students’ achievement is collected using pre-test and post-test assessments, which cover the physics topics taught during the study period. The performance of the students in both groups is compared using appropriate statistical analysis techniques. Additionally, qualitative data is gathered through observation and interviews to gain insights into the students’ perceptions and experiences with the thematic teaching strategy.
The findings of this study provide evidence on the impact of the thematic teaching strategy on secondary school physics students’ achievement in Ilorin, Kwara State. The results demonstrate that the experimental group, which received instruction through the thematic approach, outperformed the control group in terms of physics achievement. The thematic teaching strategy facilitated deeper understanding of physics concepts, increased student engagement, and promoted the application of knowledge to real-life contexts.
The implications of the study suggest that incorporating a thematic teaching strategy in physics instruction can be an effective approach to improve students’ academic performance. Teachers, curriculum developers, and educational policymakers can benefit from the findings by considering the integration of thematic teaching strategies in the design and implementation of physics curricula. This study contributes to the existing literature on effective instructional methods in physics education and provides valuable insights for enhancing teaching and learning practices in secondary schools in Ilorin, Kwara State.
EFFECT OF THEMATIC TEACHING STRATEGY ON SECONDARY SCHOOL PHYSICS STUDENTS’ ACHIEVEMENT IN ILORIN, KWARA STATE.GET MORE EDUCATION PROJECT TOPICS AND MATERIALS