Influence of Cognitive Ability on Students’ Conceptual Change in Particulate Nature of Matter in Physics
Research Article
Keywords:
5E instructional model, cognitive conflict, Conceptual change, cognitive abilityAbstract
This study investigated the influence of cognitive ability on students’ conceptual change in particulate nature of matter in physics. The study adopted non-equivalent groups quasi-experimental design with a sample of 195 senior secondary one (SSI) students. Conceptual Change Test (PNMCCT) and Test of Logical Thinking (TOLT) were used for data collection. A reliability coefficient of 0.73 was obtained for PNMCCT using Kuder Richardson (K-R20) procedure and Cronbach’s alpha reliability index of the TOLT was found to be 0.81. The TOLT was used to categorize the subjects into three cognitive ability levels into low, average and high cognitive ability respectively. Data were analyzed using frequency, percentage and chi-square statistics. The result showed that students’ conceptual change was significantly influenced by cognitive ability. It was recommended that students should be encouraged to develop critical and rational thinking towards physics concepts.