Paul Dakup Dakang, Emmanuel Edoja Achor, Emmanuel Eriba Otor, Damoeroem Ejilayomi Omokorede, David Lot Dapar


The study investigated how utilizing interactive students’ notebook with feedback strategies could enhances science process skills acquisition, performance in and attitude towards physics in Plateau state, Nigeria. Three research questions and three null hypotheses formulated guided the study. The study adopted quasi-experimental research design. The population consists of 3,182Senior Secondary (SS) II Physics students. A sample of 113 SS II Physics students in four intact classes was used for the study. Physics Students’ Academic Performance Test (PSAPT) with reliability coefficient of 0.97, Test of Physics Related Attitude (TOPRA) with reliability coefficient of 0.84 and Test of Science Process Skills Acquisition (TOSPSA) with reliability coefficient of 0.98 were used for data collection. Data were analyzed using mean and standard deviation Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. It was found that there was significant difference in the mean attitude scores towards physics [F(1,112) = 4.675; p = 0.033< 0.05],mean skill acquisition scores [F(1, 112) = 54.083; p = 0.000< 0.05] and mean performance scores [F(1,112) = 18.107; p = 0.000< 0.05] of students taught using the interactive students’ notebook with feedback and those taught using the conventional strategy. It was recommended among others that Physics teachers should employ interactive students’ notebook with feedback strategy in their classroom interaction when teaching physics. It promotes process skills acquisition in Physics and performance in Physics. In service training, seminars, work-shops and symposia should be organized by the state and federal ministry of education to train physics teachers on how to use interactive students’ notebook with feedback in teaching the subject.

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DOI: http://dx.doi.org/10.46827/ejes.v8i4.3707


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