Effect of Teacher-directed Play Teaching Strategy on Academic Achievement of Physics students in Abia state.

Abstract

The study investigated the effect of teacher play teaching strategy on academic achievement of physics students in Abia State. The design of the study is quasi-experimental design using pretest and posttest control groups. The population of the study consist of two thousand, three hundred and twenty six (2,326) senior secondary school one (SSS1) physics students’ from two co-educational public secondary schools in Abia State. Fifty-four(54) senior secondary school one students (SSS1)  from two intact classes in public secondary schools in Abia State were obtained using simple random sampling technique. The experimental group were taught Physics using Play teaching strategy while the control group were taught using conventional teaching method. The instrument for Data collection was a twenty-five (25) item multiple choice Physics Achievement Test (PAT), the PAT was adopted from the West African Senior Secondary Certificate Examination (WASSCE). The Instrument was both content and face validated by two experts and reliability index of .76 was obtained using Kuder-Richardson (K-R 20). Two research questions and two hypotheses, formulated and tested at 0.05 level of significance, guided the study. The research question was answered using mean and standard deviation while the null hypotheses was tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The Result of the findings showed that students taught Physics with Play teaching strategy outperformed those taught physics using conventional teaching method. Recommendations made were that teachers should use of play method with other methods to boost academic achievement in physics. 
Keywords: teacher-directed, Play, teaching