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| Effect of Gagne's Learning Hierarchy and Sex on Students' Achievement, Retention and Attitude towards Physics
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BEBENIMIBO, Job (Ph.D.) and DR. IJEH, S. B. (Ph.D)
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Abstract:
The study verified the effects of Gagne's learning hierarchy and sex on students' achievement, retention, and attitude in Senior School Physics in Delta State. The theoretical framework on which the study was anchored is Ausubel's Cognitive Theory. The study employed a non-equivalent pre-test post-test quasi-experimental design. Three (3) research null hypotheses were tested at 0.05 level of significance. A sample size of one hundred and sixteen (116) SS II physics students from three (3) public senior secondary schools in Delta State was involved. They were taught physics concepts using Gagne's Learning Hierarchy in the experimental groups consisted of one hundred and sixteen (116) students. The instruments used were Physics Achievement Test (PAT) and Physics Students Attitude Questionnaires (PSAQ). The instruments were validated by experts in physics and science education, with reliability indices of 0.79 for PAT and 0.73 for PSAQ. The data retrieved were analyzed using Mean, Standard Deviation, and Independent t-test. The findings revealed that Gagne's Learning Hierarchy was unbiased concerning physics students' achievement, retention, and attitude regarding their sex. Assertively, the study stated that using Gagne's Learning Hierarchy in teaching senior school physics is appropriate; due to the unbiased learning opportunity it offered the physics learners.
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