Assessing the efficacy of two modes of digital learning object package on students’ achievement and interest in rocket and satellite in post covid’19 era
Abstract
This paper examines the efficacy of two modes of digital learning object package on students’ achievement and interest in rocket and satellite in post covid’19 Era. The study adopted Quasi-Experimental research design. A sample of 132 SS3 physics students selected using purposive sampling technique. The instruments used for data collection were Rocket and Satellite Achievement Test (RSAT) and Students Interest Questionnaire (SIQ) developed by the researchers. The reliability coefficient indices of 0.88 and 0.83 for RSAT and SIQ were obtained using Kuder-Richardson 20 (KR-20) formula and Cronbach Alpha. The data obtained were analyzed using mean and standard deviation to answer the research questions and analysis of covariance (ANCOVA) to test the Null hypotheses. Findings revealed that DLO with tutor-led instructional model significantly promotes students’ achievement and interest in rocket and satellite compared to DLO self-paced instructional model. Gender had some influence on physics students’ achievement and interest in Rocket and Satellite but not statistically significant. Based on the findings it was recommended amongst others that: Physics teachers should adopt the use of DLO with Online teaching packages (especially using, tutor-led instructional model) to enhance students’ achievement and interest in the Rocket and Satellite.
References
Adeyeye, B., Ojih, S.E, Bello, D., Adesina, E., Yartey, D., Ben-Enukora, C., and Adeyeye, Q. (2022). Online Learning Platforms and Covenant University Students’ Academic Performance in Practical Related Courses during COVID-19 Pandemic. Sustainability, 14, 878. https://doi.org/10.3390/su14020878.
Andreas, S (2021). The Impact of COVID-19 on Education—Insights from Education at a Glance 2020. Available online: https://www. oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf (accessed on 4 June 2022).
Anyakoha M.W. (2011). New School Physics for Senior Secondary Schools (4th Ed.). Onitsha: Africana First Publishers Plc, Nigeria.
Badri, M., Alnuaimi, A., Mohaidat, J., Al Rashedi, A., Yang, G., & Al Mazroui, K. (2016). My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0045-0
Başaran, S. (2016). Multi-criteria decision analysis approaches for selecting and evaluating digital learning objects. Procedia Computer Science, 102, 251-258. https://doi.org/10.1016/j.procs.2016.09.398
Daramola, S.O. & Omosewo, E. O. (2012). An Appraisal of the New Nigerian Senior Secondary School Physics Curriculum. Journal of Education and Practice, 3(8), 191-195.
Daramola, S.O. & Omosewo, E. O. (2012). An Appraisal of the New Nigerian Senior Secondary School Physics Curriculum. Journal of Education and Practice, 3(8), 191-195.
Federal Republic of Nigeria (FRN) (2009). Senior Secondary School Curriculum Structure in Physics. Abuja, NERDC
George, P. P., Papachristou, N., Belisario, J. M., Wang, W., Wark, P. A., Cotic, Z., Rasmussen, K., Sluiter, R., Riboli–Sasco, E, Car, L. T., Musulanov, E.M., Molina, J. A., Heng, B. H., Zhang, Y., Wheeler, E. L., Al-Shorbaji, N., Majeed, A, Car1, J. (2014). Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. Journal of global health, 4 (1). doi: 10.7189/jogh.04.010406
Hidi, S.,Renninger, K. A.,&Krapp, A. (2004). Interest, amotivational variable that combines affective and cognitive functioning. In D. Yun Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah: Lawrence Erlbaum Associates.
Irele, Abigail Olubukola (n.d). Digital Integration into the Nigerian Educational System: Challenges and Prospects. Texila International Journal of Academic research, 1-7.
Jung, E.; Lim, R.; & Kim, D. (2022). A Schema-Based Instructional Design Model for Self-Paced Learning Environments. Education Sciences, 12, 271, 1-19. https://doi.org/10.3390/educsci12040271
Jutaite, R., Janiunaite, B., & Horbacauskiene, J. (2021). The Challenging Aspects of Digital Learning Objects Usage in a Primary School During the Pandemics. Journal of Educational and Social Research, 11 (5), 201 – 215. DOI: https://doi.org/10.36941/jesr-2021-0118.
Loong, E. Y., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: The complexities. Mathematics Education Research Journal, 30 (4), 475-498. https://doi.org/10.1007/s13394-018- 0235-9
Marcus-Quinn, A., & Mcgarr, O. (2015). Teachers ’Use of Reusable Learning Objects in Teaching English Poetry: Exploring the Influence of Prevailing Pedagogical Practices. Education XXI, 18(1), 325–344.
Mavroudi, A., & Papanikolaou, K. (2022). A case study on How Distance Education May Inform Post-pandemic University Teaching. International Review of Research in Open and Distributed Learning, 23 (4), 58-73.
Meredith, G. M. (1969). Dimensions and faculty of course evaluation. Journal of psychology 5, 56-61.
National Research Council (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Nigerian Educational Research and Development Council (NERDC) (2008). Senior secondary school curriculum in physics. Federal Ministry of Education, Abuja.
Norman, S., & Porter, D. (2007). Designing Learning Objects for online learning. Vancouver, BC, Canada: Knowledge Series.
Nuutila, K., Tapola, A., Tuominen, H., Kupiainen, S., Pásztor, A., & Niemivirta, M. (2020). Reciprocal predictions between interest, self-efficacy, and performance during a task. Frontiers in Education, 5(36). https://doi.org/10.3389/feduc.2020.00036
Nwegbu, C. M., Abiahu, M. C., & Okoli, B. E. (2018). The impact of digital divide on e-learning in Nigeria. Journal of Applied Information Science and Technology, 12(1), 73-76.
Ogundeji, O. M., Aliu A., Abubakar, S., Nwaghaluke, J. E., and Okoye, N. E. (2021). Predicting Physics Teachers’ Effectiveness in Secondary Schools by their Subject-Matter Knowledge, Pedagogy and Technological Knowledge. International Journal of Mechanical and Production Engineering Research and Development (IJMPERD), 11 (4), 355-366.
Ogundeji, O. M., Okoye, N. E., Nwaodo, I. S., Ariyo, S. O., Omeje, O. H., Ogbonna N. G., and Onuya, C. C. (2019). A Study of Information Acquisition on Solar Energy Concepts among Physics and Technical Teachers: Implications for Global Environmental Degradation and Energy Crisis. Journal of Engineering and Applied Sciences, Volume 14, Special Issue 8, 10419-10425.
Otamas, I.H.; Anishchenko, V.O.; Ovsiankina, L.A.; Afanasieva, I.A.; Bieliatynskyi, A. (2021). COVID-19 Pandemic: Development of Digital Technologies that Provide Connection, Collaboration and Lifelong Learning. Stud. Appl. Econ. 30, 39.
Papadakis, St., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors That Hinder In-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice. In B. Csap´o and J. Uhomoibhi (Eds). Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021), 2, 55-63. https://doi.org/10.5220/0010413900550063
Redfors, A., Hansson, L., Kyza, E. A., Nicolaidou, I., Asher, I., Tabak, I., Papadouris, N., & Avraam, C. (2014). CoReflect: Web-based inquiry learning environments on socio-scientific issues. In Topics and Trends in Current Science Education, 553-566. https://doi.org/10.1007/978-94-007-7281-6 34
Silvestrini, S. & Lavagna, M. (2022). Deep Learning and Artificial Neural Networks for Spacecraft Dynamics, Navigation and Control. Drones, 6, 270. https://doi.org/10.3390/drones6100270
Singhavi, C., & Basargekar, P. (2019). Barriers Perceived by Teachers for Use of Information and Communication Technology (ICT) in the Classroom in Maharashtra, India. International Journal of Education and Development Using Information and Communication Technology, 15(2), 62-78.
Tipaldi, M, Lervolino, R, & Massenio, P. R. (2022). Reinforcement learning in spacecraft control applications: Advances, prospects, and challenges. Annual Reviews in Control, 54, 2022, 1-23. https://doi.org/10.1016/j.arcontrol.2022.07.004.
Ugah, J. O., Omoke, F. M., & Uguru, F. N. (2023). The insight and evolution of e-learning: Prospects and challenges in Nigeria. International Research Journal of Modernization in Engineering Technology and Science,(5), 9663-9669. https://www.doi.org/10.56726/IRJMETS39720
Vakarou, G., Stylos, G., & Kotsis, K. T. (2024). Effect of didactic intervention in Einsteinian physics on students’ interest in physics. European Journal of Science and Mathematics Education, 12(2), 200-210. https://doi.org/10.30935/scimath/14303
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health.
West African Examination Council (2016). Senior school certificate examination. Chief examiners report. WAEC. Available at www.waeconline.org.ng
Yan, H; Lin, F; & Kinshuk, (2022). Removing Learning Barriers in Self-paced Online STEM. Education Canadian Journal Learning and Technology (CJLT/RCAT), 48 (4, Special Issue): 1-18
Zhou, L., Li, F., Wu, S., & Zhou M. (2020) “School’s Out, But Class’s On”, The largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evid Chin Edu, 4(2):501-519. Doi: 10.15354/bece.20.ar023.
Zhu, C. (2010). Teacher roles and adoption of educational technology in the Chinese context. Journal for Educational Research Online, 2(2), 72-86.
Andreas, S (2021). The Impact of COVID-19 on Education—Insights from Education at a Glance 2020. Available online: https://www. oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf (accessed on 4 June 2022).
Anyakoha M.W. (2011). New School Physics for Senior Secondary Schools (4th Ed.). Onitsha: Africana First Publishers Plc, Nigeria.
Badri, M., Alnuaimi, A., Mohaidat, J., Al Rashedi, A., Yang, G., & Al Mazroui, K. (2016). My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0045-0
Başaran, S. (2016). Multi-criteria decision analysis approaches for selecting and evaluating digital learning objects. Procedia Computer Science, 102, 251-258. https://doi.org/10.1016/j.procs.2016.09.398
Daramola, S.O. & Omosewo, E. O. (2012). An Appraisal of the New Nigerian Senior Secondary School Physics Curriculum. Journal of Education and Practice, 3(8), 191-195.
Daramola, S.O. & Omosewo, E. O. (2012). An Appraisal of the New Nigerian Senior Secondary School Physics Curriculum. Journal of Education and Practice, 3(8), 191-195.
Federal Republic of Nigeria (FRN) (2009). Senior Secondary School Curriculum Structure in Physics. Abuja, NERDC
George, P. P., Papachristou, N., Belisario, J. M., Wang, W., Wark, P. A., Cotic, Z., Rasmussen, K., Sluiter, R., Riboli–Sasco, E, Car, L. T., Musulanov, E.M., Molina, J. A., Heng, B. H., Zhang, Y., Wheeler, E. L., Al-Shorbaji, N., Majeed, A, Car1, J. (2014). Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. Journal of global health, 4 (1). doi: 10.7189/jogh.04.010406
Hidi, S.,Renninger, K. A.,&Krapp, A. (2004). Interest, amotivational variable that combines affective and cognitive functioning. In D. Yun Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah: Lawrence Erlbaum Associates.
Irele, Abigail Olubukola (n.d). Digital Integration into the Nigerian Educational System: Challenges and Prospects. Texila International Journal of Academic research, 1-7.
Jung, E.; Lim, R.; & Kim, D. (2022). A Schema-Based Instructional Design Model for Self-Paced Learning Environments. Education Sciences, 12, 271, 1-19. https://doi.org/10.3390/educsci12040271
Jutaite, R., Janiunaite, B., & Horbacauskiene, J. (2021). The Challenging Aspects of Digital Learning Objects Usage in a Primary School During the Pandemics. Journal of Educational and Social Research, 11 (5), 201 – 215. DOI: https://doi.org/10.36941/jesr-2021-0118.
Loong, E. Y., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: The complexities. Mathematics Education Research Journal, 30 (4), 475-498. https://doi.org/10.1007/s13394-018- 0235-9
Marcus-Quinn, A., & Mcgarr, O. (2015). Teachers ’Use of Reusable Learning Objects in Teaching English Poetry: Exploring the Influence of Prevailing Pedagogical Practices. Education XXI, 18(1), 325–344.
Mavroudi, A., & Papanikolaou, K. (2022). A case study on How Distance Education May Inform Post-pandemic University Teaching. International Review of Research in Open and Distributed Learning, 23 (4), 58-73.
Meredith, G. M. (1969). Dimensions and faculty of course evaluation. Journal of psychology 5, 56-61.
National Research Council (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Nigerian Educational Research and Development Council (NERDC) (2008). Senior secondary school curriculum in physics. Federal Ministry of Education, Abuja.
Norman, S., & Porter, D. (2007). Designing Learning Objects for online learning. Vancouver, BC, Canada: Knowledge Series.
Nuutila, K., Tapola, A., Tuominen, H., Kupiainen, S., Pásztor, A., & Niemivirta, M. (2020). Reciprocal predictions between interest, self-efficacy, and performance during a task. Frontiers in Education, 5(36). https://doi.org/10.3389/feduc.2020.00036
Nwegbu, C. M., Abiahu, M. C., & Okoli, B. E. (2018). The impact of digital divide on e-learning in Nigeria. Journal of Applied Information Science and Technology, 12(1), 73-76.
Ogundeji, O. M., Aliu A., Abubakar, S., Nwaghaluke, J. E., and Okoye, N. E. (2021). Predicting Physics Teachers’ Effectiveness in Secondary Schools by their Subject-Matter Knowledge, Pedagogy and Technological Knowledge. International Journal of Mechanical and Production Engineering Research and Development (IJMPERD), 11 (4), 355-366.
Ogundeji, O. M., Okoye, N. E., Nwaodo, I. S., Ariyo, S. O., Omeje, O. H., Ogbonna N. G., and Onuya, C. C. (2019). A Study of Information Acquisition on Solar Energy Concepts among Physics and Technical Teachers: Implications for Global Environmental Degradation and Energy Crisis. Journal of Engineering and Applied Sciences, Volume 14, Special Issue 8, 10419-10425.
Otamas, I.H.; Anishchenko, V.O.; Ovsiankina, L.A.; Afanasieva, I.A.; Bieliatynskyi, A. (2021). COVID-19 Pandemic: Development of Digital Technologies that Provide Connection, Collaboration and Lifelong Learning. Stud. Appl. Econ. 30, 39.
Papadakis, St., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors That Hinder In-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice. In B. Csap´o and J. Uhomoibhi (Eds). Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021), 2, 55-63. https://doi.org/10.5220/0010413900550063
Redfors, A., Hansson, L., Kyza, E. A., Nicolaidou, I., Asher, I., Tabak, I., Papadouris, N., & Avraam, C. (2014). CoReflect: Web-based inquiry learning environments on socio-scientific issues. In Topics and Trends in Current Science Education, 553-566. https://doi.org/10.1007/978-94-007-7281-6 34
Silvestrini, S. & Lavagna, M. (2022). Deep Learning and Artificial Neural Networks for Spacecraft Dynamics, Navigation and Control. Drones, 6, 270. https://doi.org/10.3390/drones6100270
Singhavi, C., & Basargekar, P. (2019). Barriers Perceived by Teachers for Use of Information and Communication Technology (ICT) in the Classroom in Maharashtra, India. International Journal of Education and Development Using Information and Communication Technology, 15(2), 62-78.
Tipaldi, M, Lervolino, R, & Massenio, P. R. (2022). Reinforcement learning in spacecraft control applications: Advances, prospects, and challenges. Annual Reviews in Control, 54, 2022, 1-23. https://doi.org/10.1016/j.arcontrol.2022.07.004.
Ugah, J. O., Omoke, F. M., & Uguru, F. N. (2023). The insight and evolution of e-learning: Prospects and challenges in Nigeria. International Research Journal of Modernization in Engineering Technology and Science,(5), 9663-9669. https://www.doi.org/10.56726/IRJMETS39720
Vakarou, G., Stylos, G., & Kotsis, K. T. (2024). Effect of didactic intervention in Einsteinian physics on students’ interest in physics. European Journal of Science and Mathematics Education, 12(2), 200-210. https://doi.org/10.30935/scimath/14303
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health.
West African Examination Council (2016). Senior school certificate examination. Chief examiners report. WAEC. Available at www.waeconline.org.ng
Yan, H; Lin, F; & Kinshuk, (2022). Removing Learning Barriers in Self-paced Online STEM. Education Canadian Journal Learning and Technology (CJLT/RCAT), 48 (4, Special Issue): 1-18
Zhou, L., Li, F., Wu, S., & Zhou M. (2020) “School’s Out, But Class’s On”, The largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evid Chin Edu, 4(2):501-519. Doi: 10.15354/bece.20.ar023.
Zhu, C. (2010). Teacher roles and adoption of educational technology in the Chinese context. Journal for Educational Research Online, 2(2), 72-86.
Authors
Ogundeji, O. M. (2024). Assessing the efficacy of two modes of digital learning object package on students’ achievement and interest in rocket and satellite in post covid’19 era. Journal of Environment and Sustainability Education, 2(2), 125–134. https://doi.org/10.62672/joease.v2i2.36
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.