EFFECT OF LEARNING MODELS ON LEARNING OUTCOMES OF PHYSICS STUDENTS IN MINNA METROPOLIS, NIGER STATE

Abstract

This study investigated the effect of learning models on the learning outcomes of physics students in Minna Metropolis, Niger State. The study used a quasi-experimental research design, with a pretest-posttest control group. The participants were 50 physics students, who were randomly assigned to two groups: the experimental group and the control group. The experimental group was taught using a student-centered learning model, while the control group was taught using a teacher-centered learning model. The study's objective was to determine whether there was a significant difference in the learning outcomes of the physics students who were taught using a student-centered learning model compared to those who were taught using a teacher-centered learning model. The data collected were analyzed using descriptive statistics and inferential statistics (t-test). The results of the study revealed that the experimental group (the group taught using the student-centered learning model) had significantly higher mean scores on the posttest compared to the control group (the group taught using the teacher-centered learning model). This implies that the student-centered learning model was more effective in improving the learning outcomes of physics students in Minna Metropolis. Overall, the findings of this study suggest that the learning model used by physics teachers can significantly affect the learning outcomes of their students. Therefore, it is recommended that physics teachers should adopt student-centered learning models in their classrooms to enhance the learning outcomes of their students. This study contributes to the literature on the importance of using student-centered learning models in teaching physics in Nigeria, particularly in Minna Metropolis, Niger State.