ABSTRACT
This study was purported to compare the learning cycle approach which is
based on the constructivist theory to the traditional approach on senior secondary
school students' understanding of selected concepts in direct current electricity.
Two intact science classes from two of the six senior secondary schools
offering physics as elective in the New Juaben Municipality were randomly
sampled using the computer generated random numbers to participate in the
study. In all 101 students participated in the study. The experimental group
consisted of 59 students and the control group had 42 students.
The main instruments used for data collection were Current Electricity
Concept Achievement Test (CECAT) which comprised 30 itcrns and students'
learning cycle activity sheets. The t-test for independent and dependent samples,
regression, percentages and thematic content analysis were used to analyze data.
The results of the study showed that the experimental group which was
instructed using the learning cycle approach performed better on the posHest
compared to the control group who were instructed using the traditional approach.
The results also revealed that the learning cycle approach was more effective in
teaching most of the interrelated concepts and a number of different aspects of the
selected concepts in direct current eleciricity than the traditional approach. It also
revealed that the learning cycle activities were effective in identifying students'
preconceptions about concepts in direct current electricity.
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As a result of these findings, it was suggested that in teaching concepts in
direct current electricity, the learning cycle approach should be adopted.
ABOAGYE, G (2021). COMPARISON OF LEARNING CYCLE AND TRADITiONAL TEACHING APPROACHES ON STUDENTS' UNDERSTANDING OF SELECTED CONCEPTS IN ELECTRICITY. Afribary. Retrieved from https://track.afribary.com/works/comparison-of-learning-cycle-and-traditional-teaching-approaches-on-students-understanding-of-selected-concepts-in-electricity
ABOAGYE, GODWIN "COMPARISON OF LEARNING CYCLE AND TRADITiONAL TEACHING APPROACHES ON STUDENTS' UNDERSTANDING OF SELECTED CONCEPTS IN ELECTRICITY" Afribary. Afribary, 02 Apr. 2021, https://track.afribary.com/works/comparison-of-learning-cycle-and-traditional-teaching-approaches-on-students-understanding-of-selected-concepts-in-electricity. Accessed 23 Nov. 2024.
ABOAGYE, GODWIN . "COMPARISON OF LEARNING CYCLE AND TRADITiONAL TEACHING APPROACHES ON STUDENTS' UNDERSTANDING OF SELECTED CONCEPTS IN ELECTRICITY". Afribary, Afribary, 02 Apr. 2021. Web. 23 Nov. 2024. < https://track.afribary.com/works/comparison-of-learning-cycle-and-traditional-teaching-approaches-on-students-understanding-of-selected-concepts-in-electricity >.
ABOAGYE, GODWIN . "COMPARISON OF LEARNING CYCLE AND TRADITiONAL TEACHING APPROACHES ON STUDENTS' UNDERSTANDING OF SELECTED CONCEPTS IN ELECTRICITY" Afribary (2021). Accessed November 23, 2024. https://track.afribary.com/works/comparison-of-learning-cycle-and-traditional-teaching-approaches-on-students-understanding-of-selected-concepts-in-electricity