The utilization of insufficient methodology for solving difficult concepts is one of the most referred to issues in executing science educational plans. This makes it imperative to suggest an approach for teaching physics that aims at enhancing understanding rather than promoting rote-learning, memorizing, and juggling of facts. An effective way of dealing with this problem is for the physics teacher to provide a bridge between the unfamiliar concepts and the knowledge which physics students already have. This research investigated physics students’ capability and attitude in handling mapping concept as a tool for metacongnitive enhancer.. The population of the study consist of all senior secondary school students (SS2) in Dunkofia Local Government area of Anambra State Nigeria with total sample under study as seventy six (N =76). The physics students were divided into Experimental and Control group with thirty eight (n=38) students in each group. The research instrument were validated by Physics Mapping Concept Capability Test (PMCCT), Physics Mapping Concept Attitude Test (PMCAT) which contained ten (10) item each and a summarized work on mapping concept. Reliability of the data instrument were 0.74 and 0.81 as regards to the pilot study. Two research questions and hypotheses were developed. These questions were answered using mean and standard deviation whereas the hypotheses were tested at probability less than 0.05 significant level using t-test statistics. Furthermore questionnaires were also used to evaluate student’s capability in handling mapping concept. Overall, the result of the study indicated that the experimental group exceptionally performed better than the control group. It is therefore, evident from the drawn conclusions that students’ capability in handling mapping concept tool enhances metacognitive ability and with a positive attitude at a very large extent.
| Published in | Science Journal of Education (Volume 9, Issue 6) |
| DOI | 10.11648/j.sjedu.20210906.14 |
| Page(s) | 221-225 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2021. Published by Science Publishing Group |
Capability, Attitude, Mapping Concept, Metacognitive Ability Enhancement
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APA Style
Theresa Ugonwa Okafor. (2021). Physics Students’ Level of Capability and Attitude in Handling Mapping Concept: A Tool for Metacognitive Ability Enhancement. Science Journal of Education, 9(6), 221-225. https://doi.org/10.11648/j.sjedu.20210906.14
ACS Style
Theresa Ugonwa Okafor. Physics Students’ Level of Capability and Attitude in Handling Mapping Concept: A Tool for Metacognitive Ability Enhancement. Sci. J. Educ. 2021, 9(6), 221-225. doi: 10.11648/j.sjedu.20210906.14
AMA Style
Theresa Ugonwa Okafor. Physics Students’ Level of Capability and Attitude in Handling Mapping Concept: A Tool for Metacognitive Ability Enhancement. Sci J Educ. 2021;9(6):221-225. doi: 10.11648/j.sjedu.20210906.14
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Download@article{10.11648/j.sjedu.20210906.14,
author = {Theresa Ugonwa Okafor},
title = {Physics Students’ Level of Capability and Attitude in Handling Mapping Concept: A Tool for Metacognitive Ability Enhancement},
journal = {Science Journal of Education},
volume = {9},
number = {6},
pages = {221-225},
doi = {10.11648/j.sjedu.20210906.14},
url = {https://doi.org/10.11648/j.sjedu.20210906.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210906.14},
abstract = {The utilization of insufficient methodology for solving difficult concepts is one of the most referred to issues in executing science educational plans. This makes it imperative to suggest an approach for teaching physics that aims at enhancing understanding rather than promoting rote-learning, memorizing, and juggling of facts. An effective way of dealing with this problem is for the physics teacher to provide a bridge between the unfamiliar concepts and the knowledge which physics students already have. This research investigated physics students’ capability and attitude in handling mapping concept as a tool for metacongnitive enhancer.. The population of the study consist of all senior secondary school students (SS2) in Dunkofia Local Government area of Anambra State Nigeria with total sample under study as seventy six (N =76). The physics students were divided into Experimental and Control group with thirty eight (n=38) students in each group. The research instrument were validated by Physics Mapping Concept Capability Test (PMCCT), Physics Mapping Concept Attitude Test (PMCAT) which contained ten (10) item each and a summarized work on mapping concept. Reliability of the data instrument were 0.74 and 0.81 as regards to the pilot study. Two research questions and hypotheses were developed. These questions were answered using mean and standard deviation whereas the hypotheses were tested at probability less than 0.05 significant level using t-test statistics. Furthermore questionnaires were also used to evaluate student’s capability in handling mapping concept. Overall, the result of the study indicated that the experimental group exceptionally performed better than the control group. It is therefore, evident from the drawn conclusions that students’ capability in handling mapping concept tool enhances metacognitive ability and with a positive attitude at a very large extent.},
year = {2021}
}
TY - JOUR T1 - Physics Students’ Level of Capability and Attitude in Handling Mapping Concept: A Tool for Metacognitive Ability Enhancement AU - Theresa Ugonwa Okafor Y1 - 2021/12/24 PY - 2021 N1 - https://doi.org/10.11648/j.sjedu.20210906.14 DO - 10.11648/j.sjedu.20210906.14 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 221 EP - 225 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20210906.14 AB - The utilization of insufficient methodology for solving difficult concepts is one of the most referred to issues in executing science educational plans. This makes it imperative to suggest an approach for teaching physics that aims at enhancing understanding rather than promoting rote-learning, memorizing, and juggling of facts. An effective way of dealing with this problem is for the physics teacher to provide a bridge between the unfamiliar concepts and the knowledge which physics students already have. This research investigated physics students’ capability and attitude in handling mapping concept as a tool for metacongnitive enhancer.. The population of the study consist of all senior secondary school students (SS2) in Dunkofia Local Government area of Anambra State Nigeria with total sample under study as seventy six (N =76). The physics students were divided into Experimental and Control group with thirty eight (n=38) students in each group. The research instrument were validated by Physics Mapping Concept Capability Test (PMCCT), Physics Mapping Concept Attitude Test (PMCAT) which contained ten (10) item each and a summarized work on mapping concept. Reliability of the data instrument were 0.74 and 0.81 as regards to the pilot study. Two research questions and hypotheses were developed. These questions were answered using mean and standard deviation whereas the hypotheses were tested at probability less than 0.05 significant level using t-test statistics. Furthermore questionnaires were also used to evaluate student’s capability in handling mapping concept. Overall, the result of the study indicated that the experimental group exceptionally performed better than the control group. It is therefore, evident from the drawn conclusions that students’ capability in handling mapping concept tool enhances metacognitive ability and with a positive attitude at a very large extent. VL - 9 IS - 6 ER -
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