Podcast Augmented Instruction, Learning Styles And Pre-Service Physics Teachers’ Cognitive Learning Outcomes In Colleges Of Education In North-Central, Nigeria

Abstract

This study examined three modes of podcast augmented instruction, learning style and preservice physics teachers' cognitive learning outcome in Colleges of Education in North- Central, Nigeria. It was a pretest, posttest and delayed posttest and quasi experimental research using 3x3 factorial design. Two hundred and seventy-eight students from intact Physics classes in three Colleges of Education were selected based on convenience and substantial population, and were used as the sample for the study. The study answered three research questions and tested three hypotheses. Thermal Physics lessons were delivered as classroom lecture. Audio, Enhanced and Video podcast lessons on same content were published online and broadcasted as augmented instructions. Thermal Physics Achievement Test, Thermal Physics Retention Test and Learning Style Inventory were used as data collection instruments. The reliability coefficient of the test instruments and Inventory instrument were 0.78 and 0.89 respectively. The data collected were analyzed based on the research question and hypotheses using mean and MANCOVA in SPSS. The results revealed that the Physics contents taught using different modes of Podcast Augmented Instructions were well received and retained by the students irrespective of their learning styles. It was recommended that the use of podcast (audio, enhanced and video) should be encouraged in our higher institution in Nigeria with special consideration for video podcast in practical oriented courses.