Ayodele Gabriel Fasanya




The study examined the effectiveness of generative instructional method on secondary school students’ achievement in electromagnetism in Anyigba, Kogi state, Nigeria. The study adopted quasi experimental research design. The population for the study consisted of all the SSII students studying Physics in all the public co-educational secondary schools in Anyigba, Kogi State during the 2021/2022 academic session. Four research questions and three hypotheses, which were tested at 0.05 level of significance guided the study. The sample comprised 114 SSII students in two intact classes from two co-educational public secondary schools which were selected using Probability Proportionate Size (PPS) sampling technique. The instrument used for the collection of data was Electromagnetic Achievement Test (EAT), which was developed by the researcher and validated by experts in Test and Measurement and Physics education. The internal consistency of EAT using Kuder Richardson 20 (KR20) formula stood at 0.79. The data obtained were analyzed using descriptive and inferential statistics. The findings from the study revealed that students exposed to generative instructional method achieved higher in electromagnetism than their counterparts who were exposed to conventional method. On the basis of this, it was recommended that teachers of Physics should be encouraged to adopt the use of generative instructional method as mode of teaching electromagnetic concepts and should also be incorporated into the teacher education program.


Key Words: Achievement, Electromagnetism, Enhancing, Conventional, Generative.

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