Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics

Salihu Ahmed; Ango Aminu; Abdulhadi Gaddafi Baraya

doi:doi:10.11648/j.sr.20231102.11

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Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics

Salihu Ahmed, Ango Aminu, Abdulhadi Gaddafi Baraya

Published in Science Research (Volume 11, Issue 2)

Received: 21 June 2022 Accepted: 28 November 2022 Published: 24 May 2023

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Abstract

The aim of this study was to examine the effect of video game based instructional strategy on students’ conceptual understanding and interest of senor secondary school physics, the research used a pre-test, post-test, control group quasi-experimental design, the population of the study comprises three hundred and eighty three (383) Physics students at public, co-educational senior high schools who are in SS 2 in Dutsin –Ma Educational quality assurance Zone. Two (2) co-educational schools were selected using simple random sampling technique the sample consists of one hundred and four (104) SS 2 students, 52 for experimental sample and 52 for control sample. Each of the two schools used a whole science class. Two instruments were used for the study which are: Physics conceptual understanding Test (PCT) and Physics Interest Scale (PIS) with the reliability and internal consistency of 0.781 and 0.784 respectively. The instruments were used to collect data for students’ conceptual understanding and interest respectively. Mean and standard deviation were used to answer the research questions, and a t-test independent sample was used to test the hypotheses at 0.05 level of significance. The outcome showed that the video game based instructional strategy is superior to the teacher-centered method in fostering conceptual understanding and interest among the students. On the basis of these, certain recommendations are suggested which include; teachers of senior secondary schools should expose Physics students to video game based instructional strategy, in order to promote their conceptual understanding of physics concepts, Science teachers should incorporate the use of virtual reality based instruction to complement their traditional chalk-talk method of instructional delivery to make students developed interest in the subjects.

Published in	Science Research (Volume 11, Issue 2)
DOI	10.11648/j.sr.20231102.11
Page(s)	13-17
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Video Game, Conceptual Understanding, Interest and Physics

References

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[2]	Carbone, A., Hurst, J., Mitchell, I, & Gunstone, V. (2009). An exploration of Internal Factors influencing student learning of programming, in Proceedings of the 11th Australasian Computing Education Conference (ACE '09), vol. 95 of Conferences in Research and Practice in Information Technology, pp. 25–34, Australian Computer Society, Wellington, New Zealand, January.
[3]	Changeiywo, M., Wambugu, P. & Wachanga, S. (2011). Investigations of Students’ Motivation towards Learning Secondary School Physics through mastery learning approach, International Journal of Science and Mathematics Education, vol. 9, no. 6, pp. 1333–1350.
[4]	Crouch, I. (2014). Effect of Virtual Reality on Student’s Understanding on and interest of Physics (unpublished). Masters Dissertation Michigan technological university.
[5]	Djamarah, S. (2002). Teaching Learning Strategy, Rineka Cipta, Jakarta, Indonesia.
[6]	Felder, R. & Brent, V. (2005). Understanding Student Differences, Journal of Engineering Education, vol. 94, no. 1, pp. 57–72.
[7]	James, P. (2016). A Look at NASA's Hybrid Reality Astronaut Training System, Powered by HTC Vive – Road to VR. Road to VR. Retrieved 2017-03-15.
[8]	Nworgu, B. (2006). Educational research; basic issues and methodology. University Trust Publishers, Nsukka, Enugu.
[9]	Office for Standards in Education. (2008). Mathematics: Understanding the score. Office for Standards in Education. London.
[10]	Olusola, O. & Rotimi, C. (2012). Attitudes of students towards the study of physics in College of Education Ikere Ekiti, Ekiti State, Nigeria, American International Journal of Contemporary Research, vol. 2, no. 12, pp. 86–89.
[11]	Putra, W. & Setyaningrum, W. (2019). The effect of game-based learning toward conceptual understanding. International Conference on Mathematics and Science Education, doi: 10.1088/1742-6596/1157/4/042117.
[12]	Savage, C., McGrath, D., McIntryre, T., Wegener, M, & Williamson, M. (2000). Teaching Physics Using Virtual Reality, Centre for Learning and Teaching in the Physical Sciences.
[13]	Sousa, M. & Rocha, Á, (2019). "Skills for disruptive digital business," Journal of Business Research, Elsevier, vol. 94 (C), pages 257-263.
[14]	Tyokasu, J. (2003). Attitude of teachers toward, the Teaching of Economics in Secondary School in Konshisha Local Government Area, Benue State. An unpublished Ph.D Thesis, University of Nigeria Nsukka.
[15]	Wulan, S. (2012). Effect of learning model and personality type towards learning achievement of student in private junior high school in the Medan Area Sub-District, Tabularasa Journal, Post Graduate Programe of Medan State University, vol. 9, no. 1, Ben, F. (2010). Students Uptake of Physics: A Study of Australian and Filipino Physics Students, School of Education, Faculty of the Proffesions, University of Adelaide, pp. 33–44.
[16]	Chwen Jen, C. (2016). Theoretical bases for using virtual reality in education Themes in Science and Technology Education. pp. 71-90.

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Salihu Ahmed, Ango Aminu, Abdulhadi Gaddafi Baraya. (2023). Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics. Science Research, 11(2), 13-17. https://doi.org/10.11648/j.sr.20231102.11

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Salihu Ahmed; Ango Aminu; Abdulhadi Gaddafi Baraya. Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics. Sci. Res. 2023, 11(2), 13-17. doi: 10.11648/j.sr.20231102.11

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Salihu Ahmed, Ango Aminu, Abdulhadi Gaddafi Baraya. Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics. Sci Res. 2023;11(2):13-17. doi: 10.11648/j.sr.20231102.11

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@article{10.11648/j.sr.20231102.11,
  author = {Salihu Ahmed and Ango Aminu and Abdulhadi Gaddafi Baraya},
  title = {Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics},
  journal = {Science Research},
  volume = {11},
  number = {2},
  pages = {13-17},
  doi = {10.11648/j.sr.20231102.11},
  url = {https://doi.org/10.11648/j.sr.20231102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sr.20231102.11},
  abstract = {The aim of this study was to examine the effect of video game based instructional strategy on students’ conceptual understanding and interest of senor secondary school physics, the research used a pre-test, post-test, control group quasi-experimental design, the population of the study comprises three hundred and eighty three (383) Physics students at public, co-educational senior high schools who are in SS 2 in Dutsin –Ma Educational quality assurance Zone. Two (2) co-educational schools were selected using simple random sampling technique the sample consists of one hundred and four (104) SS 2 students, 52 for experimental sample and 52 for control sample. Each of the two schools used a whole science class. Two instruments were used for the study which are: Physics conceptual understanding Test (PCT) and Physics Interest Scale (PIS) with the reliability and internal consistency of 0.781 and 0.784 respectively. The instruments were used to collect data for students’ conceptual understanding and interest respectively. Mean and standard deviation were used to answer the research questions, and a t-test independent sample was used to test the hypotheses at 0.05 level of significance. The outcome showed that the video game based instructional strategy is superior to the teacher-centered method in fostering conceptual understanding and interest among the students. On the basis of these, certain recommendations are suggested which include; teachers of senior secondary schools should expose Physics students to video game based instructional strategy, in order to promote their conceptual understanding of physics concepts, Science teachers should incorporate the use of virtual reality based instruction to complement their traditional chalk-talk method of instructional delivery to make students developed interest in the subjects.},
 year = {2023}
}

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TY  - JOUR
T1  - Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics
AU  - Salihu Ahmed
AU  - Ango Aminu
AU  - Abdulhadi Gaddafi Baraya
Y1  - 2023/05/24
PY  - 2023
N1  - https://doi.org/10.11648/j.sr.20231102.11
DO  - 10.11648/j.sr.20231102.11
T2  - Science Research
JF  - Science Research
JO  - Science Research
SP  - 13
EP  - 17
PB  - Science Publishing Group
SN  - 2329-0927
UR  - https://doi.org/10.11648/j.sr.20231102.11
AB  - The aim of this study was to examine the effect of video game based instructional strategy on students’ conceptual understanding and interest of senor secondary school physics, the research used a pre-test, post-test, control group quasi-experimental design, the population of the study comprises three hundred and eighty three (383) Physics students at public, co-educational senior high schools who are in SS 2 in Dutsin –Ma Educational quality assurance Zone. Two (2) co-educational schools were selected using simple random sampling technique the sample consists of one hundred and four (104) SS 2 students, 52 for experimental sample and 52 for control sample. Each of the two schools used a whole science class. Two instruments were used for the study which are: Physics conceptual understanding Test (PCT) and Physics Interest Scale (PIS) with the reliability and internal consistency of 0.781 and 0.784 respectively. The instruments were used to collect data for students’ conceptual understanding and interest respectively. Mean and standard deviation were used to answer the research questions, and a t-test independent sample was used to test the hypotheses at 0.05 level of significance. The outcome showed that the video game based instructional strategy is superior to the teacher-centered method in fostering conceptual understanding and interest among the students. On the basis of these, certain recommendations are suggested which include; teachers of senior secondary schools should expose Physics students to video game based instructional strategy, in order to promote their conceptual understanding of physics concepts, Science teachers should incorporate the use of virtual reality based instruction to complement their traditional chalk-talk method of instructional delivery to make students developed interest in the subjects.
VL  - 11
IS  - 2
ER  -

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Author Information

Salihu Ahmed

Faculty of Education Science Education Department, Federal University Dutsin-Ma, Katsina State, Nigeria
Ango Aminu

Faculty of Education Science Education Department, Federal University Dutsin-Ma, Katsina State, Nigeria
Abdulhadi Gaddafi Baraya

Faculty of Education Science Education Department, Federal University Dutsin-Ma, Katsina State, Nigeria

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APA Style

Salihu Ahmed, Ango Aminu, Abdulhadi Gaddafi Baraya. (2023). Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics. Science Research, 11(2), 13-17. https://doi.org/10.11648/j.sr.20231102.11

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ACS Style

Salihu Ahmed; Ango Aminu; Abdulhadi Gaddafi Baraya. Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics. Sci. Res. 2023, 11(2), 13-17. doi: 10.11648/j.sr.20231102.11

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AMA Style

Salihu Ahmed, Ango Aminu, Abdulhadi Gaddafi Baraya. Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics. Sci Res. 2023;11(2):13-17. doi: 10.11648/j.sr.20231102.11

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@article{10.11648/j.sr.20231102.11,
  author = {Salihu Ahmed and Ango Aminu and Abdulhadi Gaddafi Baraya},
  title = {Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics},
  journal = {Science Research},
  volume = {11},
  number = {2},
  pages = {13-17},
  doi = {10.11648/j.sr.20231102.11},
  url = {https://doi.org/10.11648/j.sr.20231102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sr.20231102.11},
  abstract = {The aim of this study was to examine the effect of video game based instructional strategy on students’ conceptual understanding and interest of senor secondary school physics, the research used a pre-test, post-test, control group quasi-experimental design, the population of the study comprises three hundred and eighty three (383) Physics students at public, co-educational senior high schools who are in SS 2 in Dutsin –Ma Educational quality assurance Zone. Two (2) co-educational schools were selected using simple random sampling technique the sample consists of one hundred and four (104) SS 2 students, 52 for experimental sample and 52 for control sample. Each of the two schools used a whole science class. Two instruments were used for the study which are: Physics conceptual understanding Test (PCT) and Physics Interest Scale (PIS) with the reliability and internal consistency of 0.781 and 0.784 respectively. The instruments were used to collect data for students’ conceptual understanding and interest respectively. Mean and standard deviation were used to answer the research questions, and a t-test independent sample was used to test the hypotheses at 0.05 level of significance. The outcome showed that the video game based instructional strategy is superior to the teacher-centered method in fostering conceptual understanding and interest among the students. On the basis of these, certain recommendations are suggested which include; teachers of senior secondary schools should expose Physics students to video game based instructional strategy, in order to promote their conceptual understanding of physics concepts, Science teachers should incorporate the use of virtual reality based instruction to complement their traditional chalk-talk method of instructional delivery to make students developed interest in the subjects.},
 year = {2023}
}

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TY  - JOUR
T1  - Impact of Video Game Based Instructional Strategy on Students’ Interest and Conceptual Understanding of Senor Secondary School Physics
AU  - Salihu Ahmed
AU  - Ango Aminu
AU  - Abdulhadi Gaddafi Baraya
Y1  - 2023/05/24
PY  - 2023
N1  - https://doi.org/10.11648/j.sr.20231102.11
DO  - 10.11648/j.sr.20231102.11
T2  - Science Research
JF  - Science Research
JO  - Science Research
SP  - 13
EP  - 17
PB  - Science Publishing Group
SN  - 2329-0927
UR  - https://doi.org/10.11648/j.sr.20231102.11
AB  - The aim of this study was to examine the effect of video game based instructional strategy on students’ conceptual understanding and interest of senor secondary school physics, the research used a pre-test, post-test, control group quasi-experimental design, the population of the study comprises three hundred and eighty three (383) Physics students at public, co-educational senior high schools who are in SS 2 in Dutsin –Ma Educational quality assurance Zone. Two (2) co-educational schools were selected using simple random sampling technique the sample consists of one hundred and four (104) SS 2 students, 52 for experimental sample and 52 for control sample. Each of the two schools used a whole science class. Two instruments were used for the study which are: Physics conceptual understanding Test (PCT) and Physics Interest Scale (PIS) with the reliability and internal consistency of 0.781 and 0.784 respectively. The instruments were used to collect data for students’ conceptual understanding and interest respectively. Mean and standard deviation were used to answer the research questions, and a t-test independent sample was used to test the hypotheses at 0.05 level of significance. The outcome showed that the video game based instructional strategy is superior to the teacher-centered method in fostering conceptual understanding and interest among the students. On the basis of these, certain recommendations are suggested which include; teachers of senior secondary schools should expose Physics students to video game based instructional strategy, in order to promote their conceptual understanding of physics concepts, Science teachers should incorporate the use of virtual reality based instruction to complement their traditional chalk-talk method of instructional delivery to make students developed interest in the subjects.
VL  - 11
IS  - 2
ER  -

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