Web-based interactive problem-solving tutorial as a tool for conceptual change among physics students

Abstract

This study investigated the effect of web-based interactive problem-solving tutorial as a tool for conceptual understanding among physics students. A pre-test, post-test, control group quasi-experimental design was adopted for the study. Multistage sampling technique was used to select four public secondary schools comprising of 169 Senior Secondary School Il physics students from Mbaitolu Local Government Area ofImo State. Schools were assigned to treatment groups of web-based interactive problem-tutorial (YVET) and conventional lecture method (CLM). The instrument for data collection were work and energy achievement test (r— 85) and physics interest questionnaire (r— 0.84). Three research questions guided this study and mere null hypotheses were tested at 0.05 level of significance. Data was analyzed using MANCOVA Treatment had significant effect on achievement R 0.79, F (2,162) 21.87; P<0.05, partial? — 0.213 with effect size of 21.39% and interest F (1.163) 4.12; P<0.025, partial 0.025 with effect size of 2.5%. Also, there was significant effect of gender on dependent variable (achievement and interest) X 0.87, F (2,162) 11.73; P <0.01, partial? 0.126 with effect size of 12.6%. web-based interactive problem-solving tutorial should be introduced into Nigerian educational system for optimal performance of students.