Level 100 Physics’ students’ experiences and perceptions with interactive engagement approaches in teaching: a study in a Ghanaian University

Abstract

This article reflects on students’ perceptions after interactive engagement (IE) approaches were used to teach them introductory mechanics in their first semester university programme. The intervention used was a means to improve students’ critical thinking as well as promoting their participation in learning practice. This was done by dividing lessons into phases of activities that would stimulate students’ intellectual engagement and make them participate fully in the teaching and learning processes. Students (N=20) were made to answer questionnaire items to ascertain their experiences and perceptions about the use of interactive engagement approaches on their learning. Crucial and important statements of students as related to the strengths and barriers of IE teaching from the transcription of interviews were clustered into themes. The themes reveal the perceptions of students with the use of interactive engagement approaches to teaching and how they have influenced students’ learning. The results show that interactive engagement approaches promote learning and long retention of what has been learnt. It also promotes students’ responsibility of their own learning, enhance students’ interaction, interest by relating and explaining physics concepts to everyday activities, and makes them active in class. Important elements that could promote congenial implementation of interactive engagement teaching according to the perceptions of students are also discussed.

Keywords: interactive engagement, teaching physics, learning physics

African Journal of Educational Studies in Mathematics and Sciences Vol. 9, 2011