Determining the Effect of Interactive Invention Instructional Strategy and Gender on NCE Pre-Service Teachers’ Acquisition of Science Process Skills

Abstract

Physics is the foundation of science and technology. Students‟ achievement in this subject at all levels of Education has been consistently poor. In an attempt to seek solutions to this problem, this study determined the effect of interactive invention strategy on NCE pre-service teachers‟ achievement in physics. The study adopted a quasi experimental research design with 98 females and 94 males from six colleges of education in South Western Nigeria which constituted the sample. A treatment group was exposed to the interactive invention instructional strategy and a control exposed to the conventional lecture method. The treatment was found to have significant effect on pre-service teachers‟ achievement in physics F_(2,185) = 43.441, p <.05. Students exposed to interactive invention instructional strategy obtain higher post test score (x=38.32) than those exposed to conventional lecture method (x=32.64). It is concluded that interactive invention strategy improves students‟ achievement in physics and is therefore recommended for use by lecturers in colleges of education.

Key Words: Interactive invention, achievement in Physics, Pre-service teachers, conventional, Lecture method