Learning Physics through an interactive learning engagement

What is it about?

This study was carried out to determine the effects of PI on the pre-service teachers’ learning of current electricity. The choice of pre-service teachers is hinged on the critical role teachers play in students' learning of sciences in schools. The study adopted a pretest-posttest quasi-experimental design. Forty-two students of a College of Education in Nigeria were purposively sampled for the study. Two research questions were answered. Data were collected through the Current Electricity Physics Assessment (CEPA) and the Peer Instruction Dialogical Argumentation Questionnaire (PIDAQ). The collected data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). Findings revealed no significant difference in the academic performance of students taught with the PI and those with the lecture method. Besides, PI improve students understanding of current electricity, and students have many misconceptions about current electricity. Finally, the study made some recommendations.

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Photo by Julia Koblitz on Unsplash

Photo by Julia Koblitz on Unsplash

Why is it important?

The study is essential because students find this aspect of physics challenging to understand when teachers use the conventional teaching paradigm.

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