Adaptable Cognitively Guided Inquiry-Based Instructional Approach and its Impact on Students’ Academic Achievement in Physics: A Quasi-Experimental Study
Keywords:
academic achievement; cognitively guided instruction; instructional contextualization; mathematical abilityAbstract
Studies have consistently attributed students’ poor achievement in physics to the continued use of conventional teacher-centred instructional approaches. This study, therefore, investigated the effect of a contextually responsive, cognitively guided instructional strategy on the academic achievement of secondary school physics students in Ibadan Metropolis, Nigeria. The interaction impact of students’ mathematical ability was also assessed. Grounded in theory of constructivism, the study adopted the quasi-experimental pretest-posttest control group design. The research spanned 13 weeks and involved 110 senior secondary school physics students. Validated research instruments were used for data collection, and data were analysed using multilevel linear modelling. Findings revealed that a significant impact of the intervention on the students’ academic achievement, F(1, 850.810) = 137.668, p < 0.001. Further analysis indicated substantial differences in post-test mean achievement scores between students exposed cognitively guided instructional strategy and those taught with the conventional method. The study recommends the adoption of instructional contextualisation as an effective pedagogical approach for teaching physics. It also suggests further research into the interaction effects of additional learner-related variables on students’ academic performance in physics.
https://doi.org/10.26803/ijlter.24.9.26
References
Aderonmu, T. S. B & Obafemi, D. T. A. (2015). Ordeals of Physics Instruction in Nigerian Secondary Schools: Way Forward for the Attainment of Global Competitiveness. Journal of Education and Practise, 6, 87 – 96.
Akinbobola, A. O. (2015). Enhancing Transfer of Knowledge in Physics through Effective Teaching Strategies. Journal of Education and Practice, 6(16), 37 – 44.
Altinyelken, H. K. & Hoeksma, M. (2021). Improving Educational Quality through Active Learning: Perspectives from Secondary School Teachers in Malawi. Research in Comparative and International Education, 16, 2. https://doi.org/10.1177/1745499921992904
Amineh, R.J. & Davatgari, A. H. (2015). Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
Andang, S. & Purwarno, P. (2018). Constructivist Learning Theory: The Contribution to Foreign Language Learning and Teaching. Knowledge Social Sciences & Humanities. Retrieved November 03. 2019 from from https://www.researchgate.net/publication/324950046
Anyakoha, M. W. (2010). New School Physics for Senior Secondary Schools. Revised Edition. ISBN - 13: 978-978-175-546-0; ISBN: 978-175-545-6.
Aupperlee, A. (2021). New Research Shows Learning Is More Effective When Active. Carnegie Mellon University News. https://www.cmu.edu/news/stories/archives/2021/october/active-learning.html
Baafi, R. K. A. (2020). Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana. International Journal of Education, 12, 2, 17 – 29. https://doi.org/10.5296/ije.v12i2.16978
Baeten, M., Dochy, F., Struyven, K., Parmentier, E. & Vanderbruggen, A. (2016). Student-Centred Learning Environments: An Investigation into Student Teachers’ Instructional Preferences and Approaches to Learning. Learning Environments Research, 19, 1, 43-62. https://doi.org/10.1007/s10984-015-9190-5
Bello, T. O. (2015). Influence of Cultural Belief and Values on Secondary School Students’ Understanding of Atmospheric Related Physics Concepts. Journal of Education and Practice, 6 (36), 122 – 127. Blacksmith, N. (2016). Mathematical Abilities. In: Zeigler-Hill, V., Shackelford, T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. Https://doi.org/10.1007/978-3-319-28099-8_984-1
Blonder, R. & Mamlok-Naaman, R. (2016). Learning about Teaching the Extracurricular Topic of Nanotechnology as a Vehicle for Achieving a Sustainable Change in Science Education. International Journal of Science and Mathematics Education 14, 345-372. https://doi.org/10.1007/s10763-014-9579-0
Boggu, A. T. & Sundarsingh, J. (2019). An experiential learning approach to fostering learner autonomy among Omani students. Journal of Language Teaching and Research, 10, 1, 204–214. https://doi.org/10.17507/jltr.1001.23
Brunt, M., & Brunt, G. (2013). Introducing Conservation of Momentum. Physics Education, 48, 5, 664-669. https://doi.org/10.1088/0031-9120/48/5/664
Carpenter, T. P., Fennema, E. E., Franke, M. L., Empson, S. B., & Levi, L. W. (2015). Children's Mathematics: Cognitively Guided Instruction. (2nd ed). Pearson Education, Limited. ISBN: 0325052875, 9780325052878
Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively Guided Instruction: A knowledge Base for Reform in Primary Mathematics Instruction. The Elementary School Journal, 97(1), 3-20.
Charles-Ogan, G. I. & Okey, I. F. (2017). Effects of Mathematics Knowledge on Physics Students Performance in Electromagnetism. International Journal of Theoretical and Mathematical Physics, 7(4), 61 – 67. https://doi.org/10.5923/j.ijtmp.20170704.01
Chassy, P. & Jones, J. (2019). The role of Mathematics in the Learning of Physics. Open Access Journal of Mathematical and Theoretical Physics, 2(1), 6?8.
Di Biase, R. (2019). Moving Beyond the Teacher-Centred/Learner-Centred Dichotomy: Implementing a Structured Model of Active Learning in the Maldives. Compare: A Journal of Comparative and International Education, 49, 4, 565-583. https://doi.org/10.1080/03057925.2018.1435261
Dong, A., Jong, M. S. Y. & King, R. B. (2020). How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking. Frontiers in Psychology, 11, 591203, 1 - 10. https://doi.org/10.3389/fpsyg.2020.591203
El-Adawy, S., Lau, A. C., Sayre, E. C. & Fracchiolla, C. (2024). Motivation and Needs of Informal Physics Practitioners. Physical Review Physics Education Research, 20, 010125, 1 – 11. https://doi.org/10.1103/PhysRevPhysEducRes.20.010125
Fung, F., Tan, C. Y., and Chen, G. (2018). Student Engagement and Mathematics Achievement: Unravelling Main and Interactive Effects. Psychology in the Schools, 55, 7, 815– 831. https://doi.org/10.1002/pits.22139
Fyfe, E., DeCaro, M., & Rittle-Johnson, B. (2014). An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge. British Journal of Educational Psychology, 84(3), 502-519. https://doi.org/10.1111/bjep.12035
Galli, S., Chiesi, F., & Primi, C. (2008). The Construction of a Scale to Measure Mathematical Ability in Psychology Students: An Application of the Rasch Model. Testing Psicometria Metodologia (TPM), 15, 1, 1-16. https://www.tpmap.org/wp-content/uploads/2014/11/15.1.1.pdf
Gavarkovs, A.G., Kusurkar, R.A., Kulasegaram, K. & Brydges, R. (2024). Going Beyond the Comparison: Toward Experimental Instructional Design Research with Impact. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-024-10365-9
Githua, B.N. & Nyabwa, R.A. (2008). Effects of advance organiser strategy during instruction on secondary school students’ mathematics achievement in Kenya’s Nakuru district. International Journal of Science and Mathematics Education, 6, 439–457. https://doi.org/10.1007/s10763-006-9037-8
Gopalan, M., Rosinger, K., & Ahn, J. (2020). Research: Growth, Promise, and Challenges. Review of Research in Education, 44(1), 218-243. https://doi.org/10.3102/0091732X20903302
Govender, N. (2017). Physical Sciences Preservice Teachers’ Religious and Scientific Views Regarding the Origin of the Universe and Life. International Journal of Science and Mathematics Education, 15, 273-292. https://doi.org/10.1007/s10763-015-9695-5
Hadzigeorgiou, Y & Schulz, R. M. (2019). Engaging Students in Science: The Potential Role of “Narrative Thinking” and “Romantic Understanding”. Hypothesis and Theories in Frontiers in Education, 4, Article 38. https://doi.org/10.3389/feduc.2019.00038
Hazari, Z., Dou, R., Sonnert, G. & Sadler, P. M. (2022). Examining the Relationship between Informal Science Experiences and Physics Identity: Unrealized Possibilities. Physical Review Physics Education Research, 18, 010107, 1 – 14. https://doi.org/10.1103/PhysRevPhysEducRes.18.010107
Hein, G. (2009). Learning Science in Informal Environments: People, Places, and Pursuits, Museums and Social Issues 4, 1, 113 - 124. https://doi.org/10.1179/msi.2009.4.1.113
Hohensee, C. (2016). Teachers’ Awareness of the Relationship between Prior Knowledge and New Learning. Journal for Research in Mathematics Education, 47(1), 17–27. https://doi.org/10.5951/jresematheduc.47.1.0017
Jacobs, V. R. & Ambrose, R. C. (2008). Making the Most of Story Problems. Teaching Children Mathematics, 15, 5, 260-266. https://doi.org/10.5951/tcm.15.5.0260
Joseph, B. (2017). Getting the Most out of Gonski 2.0: The Evidence Base for School Investments. Centre for Independent Studies, Sydney, NSW. https://www.cis.org.au/app/uploads/2017/10/rr31-e.pdf
Liu, G. & Fang, N. (2016). Student Misconception about Force and Acceleration in Physics and Engineering Mechanics Education. International Journal of Engineering Education, 32, 1, 19-29.
Main, P. (2024). Contextual Teaching and Learning. Structural Learning. Accessed through https: www.structural-learning.com/post/contextual-teaching-and-learning
Men, L., Bryan-Kinns, N. & Bryce, L. (2019). Designing Spaces to Support Collaborative Creativity in Shared Virtual Environments. PeerJ Computer Science, 5, e229. https://doi.org/10.7717/peerj-cs.229.
Moore, S., & Cuevas, J. A. (2022). The Effects of Cognitively Guided Phonetic Instruction on Achievement and Self Efficacy in Elementary Students in a Response to Intervention Program. Journal of Pedagogical Research, 6, 4, 35–49. https://doi.org/10.33902/JPR.202215063
Munday, K. (2016). Effectiveness of Cognitively Guided Instruction Practices in Below Grade-Level Elementary Students. School of Education and Leadership Student Capstone Theses and Dissertations. 4249. https://digitalcommons.hamline.edu/hse_all/4249
Nisyah, M., Gunawan, G., Harjono, A. & Kusdiastuti, M. (2020). Inquiry Learning Model with Advance Organizers to Improve Students’ Understanding on Physics Concepts. Journal of Physics: Conference Series, 1521, 2, 1–6. https://doi.org/10.1088/1742-6596/1521/2/022057
Oguta, P. A. (2022). Teacher Experience Factor Impetus on Student Academic Performance. Journal of Research Innovation and Implications in Education, 6, 1, 141 – 148
Okeke, U. (2024). Instructional Guides and Lesson Plan/Notes of selected physics topics taught with Cubing and Cognitively Guided Instructional Strategies. Mendeley Data, V1, https://doi.org/10.17632/9rdm7xr5zs.1
Okeke, U. K., Ramiala, S. & Ukoh. E.E. (2023). Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics. International Journal of Learning, Teaching and Educational Research, 22 (11), 188-211. https://doi.org/10.26803/ijlter.22.11.11
Osondu, S. I. (2018). Constructivist Instructional Strategy and Students’ Academic Achievement in Computer Studies in Abia State, Nigeria. Scholars Journal of Engineering and Technology (SJET).
Paskali, J., & Tarmo, A. (2025). The Relationship Between Students’ Mathematical Abilities in Algebraic Equations and Their Physics Examination Performance. International Journal of Educational Reform, 0 (0). https://doi.org/10.1177/10567879251316210
Raudenbush, S. W.& Bryk, A. S. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods (2nd Ed.). Thoasand Oaks, CA: Sage Publications
Sar?o?lan, A. B. & Küçüközer, H. (2014). In-service Science Teachers’ Ideas about the Phases of the Moon and Brightest Star. Procidia – Social and Behavioral Sciences, 116, 250 – 255. https://doi.org/10.1016/j.sbspro.2014.01.203
Shing, Y. L. & Brod, G. (2016). Effects of Prior Knowledge on Memory: Implications for Education. Mind Brain Education, 10, 153–161.
Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2022). Domain-specific prior knowledge and learning: A meta-analysis. Educational Psychologist, 57 (1), 31–54. https://doi.org/10.1080/00461520.2021.1939700
Starkey, L. (2019). Three dimensions of student-centred education: a framework for policy and practice. Critical Studies in Education, 60, 3, 375-390. https://doi.org/10.1080/15391523.2016.1175856
Suryawati, E. & Osman, K. (2017). Contextual Learning: Innovative Approach towards the Development of Students’ Scientific Attitude and Natural Science Performance. EURASIA Journal of Mathematics, Science and Technology Education, 14 (1), 61 – 76. https://doi.org/10.12973/ejmste/79329
Suwais, K. & Alshahrani, A. (2018). The Impact of Virtual Classes on Students’ Performance in Open Learning Environments: The Case of Arab Open University, Saudi Arabia. Journal of Computer Science, 14, 1:14–22. https://doi.org/10.3844/jcssp.2018.14.22
van de Kuilen, H. S., Altinyelken, H. K., Voogt, J. M., & Nzabalirwa, W. (2019). Policy Adoption of Learner-Centred Pedagogy in Rwanda: A Case Study of its Rationale and Transfer Mechanisms. International Journal of Educational Development, 67, 64-72. https://doi.org/10.1016/j.ijedudev.2019.03.004
van Riesen, S. A. N., Gijlers, H., Anjewierden, A. A., & de Jong, T. (2019). The influence of prior knowledge on the effectiveness of guided experiment design. Interactive Learning Environments, 30, 1, 17–33. https://doi.org/10.1080/10494820.2019.1631193
Vander Meij, H. (2019). Advance Organizers in Videos for Software Training of Chinese Students. British Journal of Educational Technology, 50, 3,1368–1380. https://doi.org/10.1111/bjet.12619
Webb, N. M., Franke, M. L., Ing, M., Chan, A., De, T., Freund, D., & Battey, D. (2008). The role of teacher instructional practices in learner collaboration. Contemporary Educational Psychology, 33, 360-381.
West African Examinations Council. (2014). Chief Examiner’s Report on Physics for May/June Senior Secondary School Certificate Examination. Accessed on 23/03/2019 from https://waeconline.org.ng/e-learning/Physics/Phys223ms.html
West African Examinations Council. (2015). Chief Examiner’s Report on Physics for May/June Senior Secondary School Certificate Examination. Accessed on 23/03/2019 from https://waeconline.org.ng/e-learning/Physics/Phys224ms.html
West African Examinations Council. (2016). Chief Examiner’s Report on Physics for May/June Senior Secondary School Certificate Examination. Accessed on 23/03/2019 from https://waeconline.org.ng/e-learning/Physics/Phys225ms.html
West African Examinations Council. (2018). Chief Examiner’s Report on Physics for May/June Senior Secondary School Certificate Examination. Accessed on 23/03/2019 from https://waeconline.org.ng/e-learning/Physics/Phys227ms.html
West African Examinations Council. (2013). Chief Examiner’s Report on Physics for May/June Senior Secondary School Certificate Examination. Accessed on 23/03/2019 from https://waeconline.org.ng/e-learning/Physics/Phys222ms.html
West African Examinations Council. (2020). E-learning resources for physics. Accessed from https://www.waeconline.org.ng/e-learning/Physics/Phys240mq1.html
Zheng, R. Z., Yang, W. & Garcia, D. (2008). Effects of Multimedia and Schema Induced Analogical Reasoning on Science Learning. Journal of Computer Assisted Learning, 24, 6, 474–482. https://doi.org/10.1111/j.1365-2729.2008.00282.x
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Uchenna Kingsley Okeke, Sam Ramaila
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
