Influence of cognitive ability on students’ conceptual change in particulate nature of matter in physics: Research Article

Marcus Ezema; Christian Ugwuanyi; Chinedu Okeke; Emmanuel  Orji

doi:10.36681/

Authors

Marcus Ezema Department of Science Education, University of Nigeria, Nsukka
Christian Ugwuanyi University of the Free State https://orcid.org/0000-0003-2174-3674
Chinedu Okeke School of Education Studies, University of the Free State, Bloemfontein, South Africa
Emmanuel Orji Department of Science Education, University of Nigeria, Nsukka

DOI:

https://doi.org/10.36681/

Keywords:

5E instructional model, particulate nature of matter, cognitive conflict , conceptual change , cognitive ability

Abstract

When students were exposed to cognitive conflict and 5E teaching models, this study looked at the impact of cognitive ability on their conceptual change in the particulate nature of matter in physics. With a sample of 195 first-year upper secondary school students, the study used a quasi-experimental design with non-equivalent groups. The data were collected using the Conceptual Change Test (PNMCCT) and the Test of Logical Thinking (TOLT). Through the process of test-retest utilizing the split-half approach, a reliability coefficient of 0.79 was achieved for PNMCCT, and Cronbach's alpha reliability index of the TOLT was found to be 0.81. The TOLT was used to divide the respondents into three levels of cognitive ability: low, average, and high cognitive capacity. Analysis of variance and analysis of covariance were used to analyze the data. When students were exposed to two conceptual change instructional methods, the results demonstrated that cognitive capacity had a substantial impact on conceptual change. It was suggested that students be encouraged to think critically and rationally about physics issues.

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Author Biographies

Marcus Ezema, Department of Science Education, University of Nigeria, Nsukka

Marcus is a postgraduate student in the Department of Science Education, University of Nigeria, Nsukka
Chinedu Okeke, School of Education Studies, University of the Free State, Bloemfontein, South Africa

Prof Okeke is the Head of School of Education Studies, University of the Free State, South Africa
Emmanuel Orji, Department of Science Education, University of Nigeria, Nsukka

Dr Emmanuel is a lecturer in Department of Science Education, University of Nigeria, Nsukka

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