EFFECT OF PROCESS-BASED INSTRUCTION AND DISCUSSION METHOD ON SECONDARY SCHOOLS STUDENTS’ PERFORMANCE IN HEAT ENERGY IN SOKOTO STATE, NIGERIA

Abstract

This study investigated the effect of Process-Based Instruction and Discussion method on
Secondary School Students’ Performance in Heat Energy in Sokoto state, Nigeria. The study
employed quasi- experimental research design involving pretest and posttests. Ten (10) schools
with a total of 2264 SS II Students formed the population of the study, out of which 965 were
sampled using purposive sampling techniques across gender. Four intact classes were selected
from the four participating schools. The instrument titled Heat Energy Performance Test (HEPT)
was used for data collection. The instrument was validated by experts and reliability coefficient
of 0.89 (using KR 20) was established. Research questions were answered using means and
standard deviation while research hypotheses were tested at 0.05 level of significance using t-test.
The findings revealed that there was significant difference in the performance of students in
experimental and control groups. No significant difference among gender in students’
performance was observed. It was recommended that stake holders in education should organize
seminars and conferences for science teachers and emphasize the implementation of Process
Based Instruction in the teaching of secondary school physics.