The Effects of Integrating Laboratory Work with Theory on Academic Achievement in Secondary School Physics

Abstract

This study was an attempt to investigate the effects of integrating laboratory work with theory on academic achievement of secondary school physics students. The study was conducted in Oron Local Government Area of Akwa Ibom State, Nigeria. A total of one hundred and sixty two (162) senior secondary two (SS2) physics students took part in the investigation. Two researcher-made instruments, Physics Practical Achievement Test (PPAT) and Physics Theory Achievement Test (PTAT) were used in gathering the data for the study. The reliability of the instruments determined using cronbach Alpha were 0.74 for PPAT and 0.81 for PTAT. Two hypotheses were stated to guide the investigation and the data that accrued from the study were analysed using independent t-test. The major findings of the study showed that students taught physics by intergrating laboratory work with theory performed better than those taught by treating practical work after and separate from theory. Gender showed no significant effects. It was therefore recommended that physics teachers should adopt the method of integrating practical work with theory.