Efficacy of demonstration-guided simulations on male and female learners’ conceptual understanding. Lessons from electromagnetic induction in selected secondary schools of Lusaka district.
| dc.contributor.author | Kaluba, Christopher | |
| dc.date.accessioned | 2024-08-26T09:54:59Z | |
| dc.date.available | 2024-08-26T09:54:59Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Science Education. | |
| dc.description.abstract | The purpose of the study was to determine the efficacy of demonstration-guided simulations (DGSs) on male and female learner’s conceptual understanding of Electromagnetic Induction. The study employed a pre-test–post-test quasi experimental design with a Solomon four arrangement of groups, involving two experimental and two control groups. The study sample consisted of 132 grade 12 learners, of which 37 came from Experimental group 1, 26 came from Experimental group 2, 33 came from Control group 1 and 36 came from Control group 2. A Physics Achievement Test (PAT) with a 0.75 reliability coefficient was used for collecting data. Experimental group 1 and Control group 1 were pretested and then all the groups were taught Electromagnetic Induction, with the two experimental groups being taught using a Physics Education Technology (PhET) simulation called Faraday’s Electromagnetic Lab while the other two control groups were taught using the traditional method. Finally, all the groups were post tested and data was analysed quantitatively using SPSS Version 25. All statistical tests were evaluated at 𝑝 < 0.05 confidence level. Results from independent samples t tests revealed that all experimental groups performed statistically significantly better than all the control groups with 𝑝 values ranging from 0.0004 to 0.044 and effect sizes ranging from 0.51 to 1.03. This showed that demonstration-guided simulations are able to significantly improve learner’s performance. The study also found that even if boys performed statistically significantly better than girls in the experimental group, the girls from the experimental group performed statistically significantly better than the girls from the control group which showed that simulations are equally gender friendly. Based on the findings of this study, it was concluded that the use of the demonstration-guided simulation in teaching electromagnetic induction is more effective than the than the traditional method of instruction and should therefore be encouraged. It was therefore recommended that; the Curriculum Development Centre (CDC) should incorporate the use of demonstration-guided simulations into the curriculum, Ministry of General Education (MoGE) through Teacher Education and Specialised Services (TESS) should include into the teacher-training curriculum, the use of simulations as a teaching method/aid so as to adequately prepare would-be science teachers on the skills and knowledge on how to use simulations. Schools and district administrators should develop regular Continuing Professional Development (CPD) programs in form of seminars, conferences and workshops on the integration of simulations in the teaching process. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8804 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Efficacy of demonstration-guided simulations on male and female learners’ conceptual understanding. Lessons from electromagnetic induction in selected secondary schools of Lusaka district. | |
| dc.type | Thesis |