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JOURNAL OF INTERNATIONAL ACADEMIC RESEARCH FOR MULTIDISCIPLINARY
Impact Factor 5.419, ISSN: 2320-5083, Volume 7, Issue 7, August 2019
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GENDER DIFFERENCE IN PHYSICS CONCEPTUAL CHANGE AND RETENTION
SCORES: A CASE STUDY OF METACONCEPTUAL TEACHING APPROACH
NWANKWO*
MADELEINE CHINYERE*
ACHUFUSI, NGOZI NONYE*
*Department of Science Education, Nnamdi Azikiwe University, Awka
Abstract
Gender difference in physics conceptual change scores: a case study of metaconceptual
teaching approach (MTA) is the focus of this study. The study used a quasi-experimental non-
randomized non-equivalent control group research design. Two research questions and two
hypotheses guided the study. The sample for the study was sixty-eight SS 2 physics students (30
males & 38 females) drawn through multi-stage sampling approach from 65 public secondary
schools in Abakiliki Education Zone of Ebonyi State, Nigeria. The relevant data for the study was
collected using a Thermal Concept Evaluation (TCE) adapted from Zadnik and Yeo (2001) which
was re-validated by three experts. The reliability of the instrument was established using Kuder-
Richardson 20 which yielded a reliability index of 0.69. To answer the research questions, mean
and standard deviation were used while the hypotheses were tested at 0.05 alpha level using
Analysis of Covariance (ANCOVA). The findings of the study showed no significant gender
difference in physics conceptual change and retention scores of students when taught the concepts
of heat and temperature using MTA. Based on the findings, recommendations made which
included among others, that MTA, being gender-friendly, should be incorporated in teaching of
sciences, especially physics, in Nigerian secondary schools by physics teachers.
Keywords: Gender difference, physics, conceptual change, retention, metaconceptual
teaching approach
Introduction
Physics is one of the basic science subjects taught at the secondary school level in
Nigeria because of the important role it plays in national development. This is evident in
every facet of human endeavor; at home, office, transport, medicine, agriculture and many
others. Theories, principles and practice of physics are fundamental to many discoveries and
inventions in the area of science and technology. To buttress this fact, Mekonnen (2014)
pointed out that science (particularly physics) has been highly valued in every part of the
world as being the bedrock of modern technological breakthrough. Hence, many countries of
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the world, especially developing ones like Nigeria, cannot develop or sustain any form of
technology unless a solid foundation for effective and efficient physics education is laid.
Furthermore, Obiekwe (2008) reported that all is not well with science instruction in Nigerian
secondary schools. Obiekwe (2008) also noted that science teaching lay extreme emphasis on
content and the use of chalk-and-talk method neglecting the activity-oriented method which
enhances teaching and learning. This is supported by many research evidence which
maintained that most science teachers do not possess the pre-requisite knowledge and skills
needed for activity-based learning (Longjohn,2009; Johnson, 2004; Nwankwo et al.
2019b).This has resulted in poor achievement, among secondary school students. No wonder
the Federal Government of Nigeria in its National policy in education (FRN, 2004),stressing
the need to use activity-oriented and learner-friendly methods like metaconceptual teaching
approach in teaching sciences especially physics, vividly stated that:
1. Educational activities shall be learner-centered for maximum self-development and
self-fulfillment.
2. The educational system shall be structured to develop the practice of self-learning.
Metaconceptual teaching approach, according to Yuruk, (2007), encompasses those
practices that facilitate students’ engagement in Metaconceptual Knowledge (MK),
Metaconceptual Awareness (MA), Metaconceptual Monitoring (MM) and Metaconceptual
Evaluation (ME). MK is one’s stable and statable knowledge about concept learning and
factors influencing concept formation and acquisition; MA is one’s awareness of and
reflection on existing and past concepts, one’s interpretation of experiences, ontological and
epistemological presuppositions and the context in which a concept is used; MM involves
processes that generate information about one’s cognitive state or thinking process and ME
deals with making judgmental decisions about the validity of competing conceptions.
Such practices as poster drawings, journal writing, group debate, concept mapping,
and class and group discussions as well as quantitative problem-solving have been carefully
designed to facilitate students’ engagement in metaconceptual knowledge and processes.
(Yuruk, 2007; Nwankwo et al., 2019a). These practices, when properly utilized, help students
to conceptually understand and retain scientific concepts taught. Some processes like
commenting on, comparing and contrasting, explaining, considering arguments to support or
contradict one or another explanation and choosing one of these possible explanations have
also been found very effective in bringing about metaconceptual learning. In Metaconceptual
teaching approach, conceptual change and metacognition models are merged in order to
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obtain a more robust model capable of bringing about a more lasting change in students’
alternative conceptions. Metaconceptual processes involve only a portion of the total
knowledge and activities that are metacognitive in their nature. Metaconceptual teaching
approach, having been successfully used in some developed countries like United States of
America (USA) and Turkey (Yuruk, 2005; Zubeyde, 2012) to bring about positive result on
various learner-outcomes in different subjects, is therefore used in the present study to
ascertain its effect on students’ conceptual change and retention in physics in Ebony State of
Nigeria.
Conceptual change learning model (CCLM) is a constructivist-based model
propounded by Posner, Strike, Hewson and Gertzogin 1982. The model describes learning as
an interaction between new and existing conceptions which requires that learners should
recognize and evaluate their existing and new conception, associated commitments, everyday
experiences and contextual factors (Vosniadou, 2014).According to Westbrook and Rogers in
Agiande et al. (2015), conceptual change is seen as the process of using strategies to bring
children’s thinking in line with that of scientists. Agiande et al. (2015) went further to
explain conceptual change as a set of teaching strategies employed where the students’ views
are seen as wrong and the teachers’ or scientists’ viewsare right and as such, it is expected
that the students must change their view points to conform with the teachers’ views for
learning to have taken place. In conceptual change, an existing conception is fundamentally
changed or even replaced and becomes the conceptual framework that students use to solve
problems, explain phenomena and function in their world (Nwankwo et al., 2019a).
Retention, according to ABakkour (2011) is the preservation of the after-effects of
experience and learning that makes recall and recognition possible. It is persistence of
learning behaviour or experience during a period when it is not being performed or practiced.
For the purpose of this study, retention is considered as being able to hold onto information
for a considerable length of time. Hence, retention test is administered about three months
after instruction (Yuruk, 2005). Retention in students can be improved by repetition and
practice. Office of Educational Enhancement, UTCVM (2003) listed ten strategies that can be
used to improve retention as: use of humour, promoting practice at interval, requiring learners
to take information presented in one format and representing it in another format, varying
conditions under which learning takes place, encouraging learners to recognize underlying
assumptions, eliciting learners’ prior knowledge and experience, recognizing that what
students recall soon after learning influences what they learn later, applying “less is more”
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practice for long term retention, creating “doing” activities, integrating materials with prior
experience, future context and encouraging self-assessment of knowledge. Hopefully, when
these strategies are properly implemented, there will be a remarkable improvement in
performance of students, especially in such important areas in physics as heat and
temperature.
The concepts, “heat and temperature” are selected from Senior Secondary School year
two (SSS 2) physics curriculum because of their importance and relevance to the
development of science and technology in this modern era of rapid technological breab
through. More so, these topics according to Baser (2006) are fraught with a lot of
misconceptions by students such as the general belief that heat is not energy, skin and touch
methods can be used to determine the temperature, taking heat and temperature to be same
and many more. These misconceptions need to be identified and as much as possible replaced
with scientifically accepted notions. This will equip students with the intellectual and
technical ability to face the technological challenges of the present day society, reflect
science as human endeavour and not just as static chunks of knowledge. It is against this
background that the researchers were moved to investigate the effect of metaconceptual
teaching approach on male and female students’ conceptual change and retention in physics.
Gender imbalance in science and mathematics have been an age-long issue among
researchers (Obasi, 2007; Ochu&Atagher, 2010; U. Aja-Okorie &Akumah, 2013). Longeand
Adedeji (2003)even stressed that science, technology and their related disciplines are male-
reserved while Art and Humanities are female-reserved. This belief makes boys appear to
have a natural positive attitude towards science and technical subjects while girls show more
inclination to Arts and Humanities. Some of the reasons for this, according to Offor (2007)
could be attributed to early marriages among girls, lack of female role models, poor self-
concept, inherent sex differences and gender stereotyping among students and teachers. To
capture the interest of girlsin science and science-related carriers, there is, therefore, a need to
try such innovative teaching approach as metaconceptual teaching approach to see what
effect it will have on conceptual change and retention scores of male and female students in
the sciences especially Physics.
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Purpose of the Study
The purpose of this research is to ascertain the effect of metaconceptual teaching
approach on students’ conceptual change and retention in physics. Specifically, this study
determined:
1. The influence of gender on the mean conceptual change scores of students when
taught the concepts of heat and temperature in physics using MTA.
2. The influence of gender on the mean conceptual change retention scores of students
when taught the concepts of heat and temperature in physics using MTA.
Research Questions
The study was guided by the under listed research questions.
1. What is the influence of gender on the mean conceptual change scores of students
when taught the concepts of heat and temperature in physics using MTA?
2. What is the influence of gender on the mean conceptual change retention scores of
students when taught the concepts of heat and temperature in physics using MTA?
Hypotheses
The following null hypotheses were formulated and tested at 0.05 level of significance.
1. There is no significant difference in the conceptual change scores of male and female
students taught heat and temperature using MTA
2. There is no significant difference in the conceptual change retention scores of male
and female students taught heat and temperature using MTA.
Method
This study adopted a quasi-experimental research design. The specific design used
was a non-equivalent, non-randomized control groups design. The sample for the study was
sixty-eight SS 2 physics students (30 males & 38 females)drawn through multi-stage
sampling approach from 65 public secondary schools in Abakiliki Education Zone of Ebonyi
State, Nigeria. In stage one, four co-educational secondary schools were selected through
purposive sampling technique. The basis for the selection was the availability of adequate and
functional physics laboratories, experienced physics teachers with physics education
qualifications and at least five years of teaching experience in secondary school system, and
schools with not less than two streams of physics classes. Only co-educational schools were
used so as to provide a situation where boys and girls work together under the same
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classroom environment. In the next stage, simple random sampling technique, precisely
balloting method, was used to select one intact class from each of the selected school. Finally,
the hat-draw method was used to assign experimental treatment to two of the selected schools
while the remaining two schools were used as control. The use of intact classes in these
schools was to avoid disorganizing the schools’ activities during the period of the experiment.
Six weeks were used for the experiment. Each week had three periods (one single and
one double) of 40 minutes per period. The control groups were taught using conventional
method in which the single period was used for normal teaching while the double period was
used for only such content-rich activities like demonstrations, experiments and quantitative
problem-solving without engaging the students in metaconceptual processes.
For the experimental classes, the same set of activities as for the control groups were
carried out for both single and double periods; but in addition to discussing and writing down
their observations, students were engaged in such metaconceptual activities as:
a. Poster production which helped students to engage in metaconceptual awareness and
monitoring.
b. Journal writing in which students kept record of their observations as well as what
they understood all through the process of any group-based activity.
c. Group discussions where students were arranged in groups of 3-4 members to discuss
their ideas about a given situation; like why it is not advisable to wear black suit when
the weather is hot.
d. Class discussions: Class discussions were constantly held especially after each group-
based activities
The instrument, Thermal Concept Evaluation (TCE) which was adapted from Zadnik and
Yeo (2001) was used to assess extent of students’ conceptual change after being exposed to
heat and temperature concepts in physics. The original version of TCE comprised 26
multiple-choice items with four options. The adapted version has only 20 items. The scoring
guide was prepared by three physics experts. The new instrument was then re-validated and
tested for reliability using Kuder-Richardson formular 20 (KR-20) which yielded a reliability
index of 0.69. The instrument was firstly administered as pre-test, scored and kept without
any feedback to the students. After the treatment, the same test with the same contents was
reshuffled and given as post-test. Both tests were scored by only one of the researchers to
avoid bias. The results were used for analyses. The research questions were answered using
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mean and standard deviation while the hypotheses were tested at 0.05 level of significance
using analysis of covariance (ANCOVA).
Results
Research Question 1: What is the influence of gender on the mean conceptual change scores
of students when taught the concepts of heat and temperature in physics using MTA?
Answer to research question 1 is provided in Table 1.
Table 1: Students’ Mean and Standard Deviation Scores in Physics Conceptual Change by
Teaching Approach and Gender
Teaching
Approach
Gender Pre-test Post-test Mean Gain
Score
N Mean SD N Mean SD
Metaconceptual Male 21 7.29 3.38 21 27.86 6.87 20.57
Female 17 7.29 2.97 17 31.00 5.72 23.71
The data in Table 1 shows the pre- and post-tests mean conceptual change scores of male
students (7.29 and 27.86) and their female counterpart (7.29 and 31.00) taught heat and
temperature in physics using MTA. The mean gain score for male students was 20.57 while
that of the female students was 23.71. This indicates a mean difference of 3.14.
Research Question 2: What is the influence of gender on the mean conceptual change
retention scores of students when taught the concepts of heat and temperature in physics
using MTA?
Answer to research question 2 is provided in Table 2.
Table 2: Mean and Standard Deviation Scores in Conceptual ChangeRetention of Students
Taught with MTAby Gender
Teaching Gender Cncptl. change Cncptl. ChangeCncptl. change Approach
Pretest Posttest Retention
N Mean SD N Mean SDN Mean SD
Metaconceptual Male 21 8.52 3.16 21 27.866.87 21 27.48 5.72
Female 17 8.822.67 17 31.005.7217 27.59 6.24
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The data in Table 2 shows the mean conceptual change post- and retention test scores of
27.86 and 27.48 for male and 31.00 and 27.59 for female students taught heat and
temperature in physics using MTA. The mean gain scores of the two groups were 0.38 and
3.41 respectively. This yields a mean gain difference of 3.03.
Hypotheses Testing
1. There is no significant difference in the conceptual change scores of male and female
students taught heat and temperature using MTA.
The test to this hypothesis is presented in Table 3.
2. There is no significant difference in the conceptual change retention scores of male
and female students taught heat and temperature using MTA.
The test to this hypothesis is presented in Table 4.
Table 3:Summary of Analysis of Covariance of Students’ Conceptual Change Scores in
Physics by Treatment and Gender
Source Type III
Sum of
Squares
df Mean
Square
F Sig.
Corrected Model 3915.231 4 978.808 38.510 .000
Intercept 883.327 1 883.327 34.753 .000
Conceptual Change
Pretest
1222.781 1 1222.781 48.108 .000
Approach 2527.338 1 2527.338 99.434 .000
Gender 43.555 1 43.555 1.714 .195
Error 1601.284 63 25.417
Total 44063.000 68
Corrected Total 5516.515 67
Table 3 shows that there is no statistically significant difference in the conceptual change
scores of male and female students taught heat and temperature in physics using MTA,
F(1,63) = 1.714, P(.195)>0.05. This led to accepting the null hypothesis of no significant
difference in conceptual change scores with respect to gender. Hence both male and female
students do not statistically differ in their conceptual change scores.
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Table 4: Summary of Analysis of Covariance of Students’ Conceptual Change Retention
Scores in Physics by Treatment and Gender.
Source Type III
Sum of
Squares
df Mean
Square
F Sig.
Corrected Model 3823.792a 4 955.948 35.579 .000
Intercept 343.199 1 343.199 12.773 .001
Conceptual Change
Retention
1131.342 1 1131.342 42.106 .000
Approach 160.063 1 160.063 5.957 .017
Gender .426 1 .426 .016 .900
Error 1692.723 63 26.869
Total 44063.000 68
Corrected Total 5516.515 67
Table 4 shows that there is no statistically significant difference in conceptual change
retention scores of male and female students in physics when taught using MTA,
F(1,63)=.016, P 0.05. The hypothesis was therefore accepted. Hence, the difference
in conceptual change retention scores of students with respect to gender was not statistically
significant.
Summary of the Findings
The findings of this study are summarized as stated:
1. Male and female students taught heat and temperature in physics using MTA were not
much different in their mean post-test conceptual change scores and mean gain
scores. Hence, gender has no significant influence in the conceptual change scores of
students taught using MTA.
2. No gender influence was observed between students taught heat and temperature in
physics using MTAin their post-test mean conceptual change retention scores and
mean gain scores. This is as a result of the fact that male and female students taught
heat and temperature in physics using MTA did not differ significantly in their post-
test conceptual change retention scores.
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Discussion of Findings
The findings of the study are discussed under the following sub-headings:
1. Influence of gender on students’ mean conceptual change scores when taught physics
using MTA.
2. influence of gender on students’ mean conceptual change retention scores when
taught physics using MTA
The data presented in Tables 1 and 3 showed that gender had no influence on
students’ performance on TCE when taught heat and temperature concepts in physics using
MTA. This is because, no significant difference existed between the conceptual change
scores of male and female students taught heat and temperature using MTA. The result
agreed well that of Ogunleye and Babajide (2011) who noted that gender does not
significantly impact on students’ achievement and practical skills in physics. To them, the era
of male dominance and supremacy in science learning is fast winding up since gender
stereotyping as well as the view of science, especially physics related careers being for males
are fast disappearing. Furthermore, Orefor (2016) while examining the Effect of
Metacognition Teaching Strategy on Students’ Achievement in Chemistry noted no gender
disparity on the students when taught with the metacognition teaching strategy. However, the
findings of this study is at variance with those of some other researchers. Jacobson (2010)
and Amir, Satter&Kourosh, (2011), for example reported in their independent studies that
male students manifest superior academic achievement than females when exposed to the
same instructional strategy. Supporting this assertion, Abdul-Raheem (2012) opined that male
students performed better than their female counterparts in basic science. From another angle,
Nworgu, Ugwuanyi and Nworgu (2013) noted a gender difference in students’ conceptual
understanding of force and motion in favour of female students when exposed to an
instructional strategy designed to assess senior secondary school physics students’ conceptual
understanding of force and motion. Similarly, Nwankwo and Madu (2014) observed that
female students performed better than their male counterparts when taught the concept of
refraction in physics using analogy teaching approach.
From the on-going discussions, it is clear that gender influence on students’
conceptual change scores in science especially physics still remain a controversial issue. This
is because, researchers still have different opinions regarding the influence of gender on
students’ conceptual change in the sciences. The diversified results could have emanated
from other factors like attitude, interest, efficacy of the research method used and different
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settings in which the researches were conducted as well as students’ general belief that
science especially physics is difficult rather than on biological factors as claimed by some
researchers. However, from the findings of the present and other related studies cited, it is
observed that both male and female students were excited about this innovative teaching
approach and this excitement elicited conceptual change in them, thus leading to their high
performance. The metaconceptual teaching approach is therefore gender friendly.
Examining the data presented in Tables 2 and 4, it is observed that there is no gender
influence in students’ conceptual change retention scores when taught heat and temperature
in physics using MTA; and that no significant difference existed between the conceptual
change retention scores of male and female students when taught using MTA. The observed
result is not unconnected with the fact that any good teaching strategy like MTA, does not
discriminate among the sexes. This result is in consonance with Udo and Ubana (2013)who
reported no statistically significant difference in physics retention ability between male and
female students. Ajai and Imoko (2015) reported similar result in a study on gender
differences in mathematics achievement and retention scores: A case study of Problem-Based
Learning (PBL) method, and observed that male and female students taught algebra using
PBL method do not differ significantly in their retention scores on those concepts in algebra
taught them using PBL.
However, contrary to these researchers’ views, Nwankwo and Madu (2014) noted that
females outperformed their male counterparts in the delayed physics achievement test (PAT).
A similar stance was also held byAkpoghol, Ezeudu, Adzape and Otor (2016) who reported
that females had higher retention scores than males when taught using lecture method
supplemented with either music or computer animation.
Again, the diversified results reported by different researchers concerning the
influence of gender on students’ conceptual change retention test scores in the sciences is
clear evidence that gender disparity in science has nothing to do with biological factor. It
could be as a result of many factors like attitude, perceived difficult nature of physics among
students, laziness on the part of the students concerned and many others.
Conclusion
The result of this study revealed that using Metaconceptual teaching approach in
science instruction has no significant effect on male and female physics students’ conceptual
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change and retention scores in physics. Both male and female students benefited equally from
the MTA. Any differences observed may have occurred as a result of other factors not related
to gender.
The study also expended the larger body of researches on the effect of MTA on
students’ conceptual change and retention in physics and provided resource materials for
future researchers in this area.
Recommendations
From the findings of the study, the following recommendations were made:
1. Federal Ministry of Education should incorporate metaconceptual teaching approach
based on the information collected here as a basis for taking decision on the best
instructional approaches like MTA to be adopted in Nigerian secondary school
physics curriculum. This is so, as activity-based approaches are aimed at making
science (especially physics) learning interesting and exciting.
2. Teacher training programme designers should include in its curriculum a course on
metaconceptual teaching approach, while practicing teachers should be re-trained in
the approach through seminars, workshops, conferences, in-service trainings, annual
teacher vacation courses and refresher courses.
3. Curriculum planners, while reviewing curriculum, should incorporate the approach.
4. Textbook authors should also be advised to include the approach in recent textbooks.
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