ABSTRACT
The aim of this study was to investigate the effect of an active learning approach (ALA) on
the achievement
of 11
th
grade learners in Newton’s laws of motion, The case study was done
in one school by comparing the achievement of learners in Newton’s laws of motion through
an Active Learning Approach (ALA) with that of learners taught through Traditional Direct
I
nstruction (TDI) and to determine whether learners taught with ALA retained the material
better than those taught with TDI.
Two grade 11 classes in one school
in
the Queenstown
District of the Eastern Cape were selected on their performance in two
differen
t tests and
used as case study
.
The Force Concept Inventory was used to determine the achievements
and retention of knowledge of the two groups.
The effect
of the active lear
ning approach on
the treatment group
was also measured by ask
ing each learner in t
he
group to complete a
learner assessment of instruction form. The treatment group was also subjected to a
classroom group interview.
T
he following information emerged from the study:
i)
Learners taught using the ALA achieved significantly better in FCI pos
t
-
test than
those taught with traditional direct instruction.
ii)
In the retention of knowledge test, the mean score of the learners taught using the
ALA was 4.8% higher than those taught with TDI although insignificant.
iii)
Learners subjected to the ALA liked
the instructional approach and as such put in
extra time to learn.
The findings suggest that the active learning approach had positive effect on the
achievement of the Grade 11 learners and thus, can be adapted to enhance learning in the
classroom. / Physics
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/13886 |
| Date | January 2012 |
| Creators | Aboagye, Isaac Baohene |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
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