Article citationsMore >>

Ughamadu, K.A, Interactive effect of formative testing and cognitive style on students learning outcome in senior secondary school chemistry: Unpublished Ph.D Thesis University of Ibadan, 1990.

has been cited by the following article:

Article

Effects of Analogy Instructional Strategy, Cognitive Style and Gender on Senior Secondary School Students Achievement in Some Physics Concepts in Mubi Metropolis, Nigeria

1Department of Science Education, Adamawa Sate University, Mubi, Nigeria

2Government Junior Secondrary School, Muva, Mubi North, Nigeria


American Journal of Educational Research. 2014, Vol. 2 No. 9, 788-792
DOI: 10.12691/education-2-9-13
Copyright © 2014 Science and Education Publishing

Cite this paper:
UGWUMBA AUGUSTINE OKORONKA, BITRUS ZIRA WADA. Effects of Analogy Instructional Strategy, Cognitive Style and Gender on Senior Secondary School Students Achievement in Some Physics Concepts in Mubi Metropolis, Nigeria. American Journal of Educational Research. 2014; 2(9):788-792. doi: 10.12691/education-2-9-13.

Correspondence to: BITRUS  ZIRA WADA, Government Junior Secondrary School, Muva, Mubi North, Nigeria. Email: Wadazy48@Gmail.com

Abstract

The study investigated the effects of analogy instructional strategy, cognitive style and gender on senior secondary school students achievement in some physics concepts in Mubi Metropolis, Nigeria. Instructional strategy at two levels was crossed with two levels of cognitive style and two levels of gender which served as moderator variables. A 2x2x2 matrix, pre-test, post-test, control group, quasi-experimental design was employed for matching the factors. Data were collected using two validated and reliable instruments namely: the Cognitive Style Test (CST) and Physics Achievement Test (PAT). A total of 82 senior secondary school two (SS 2) students from four schools took part in the study. Data were analysed using mean, t-test, factorial analysis of variance (ANOVA) and Least Significant Difference (LSD) Post Hoc Mean Comparison Test. The results showed significant main effect of treatment on achievement and significant interaction effect on achievement when cognitive style was crossed with gender. The more effective treatment was the analogy instructional strategy. Analytical female students and non-analytical male students were homogeneous, while the analytical male and non-analytical females were not in the same homogeneous group.

Keywords