Effect of Predict-Observe-Explain Strategy on Secondary School Physics Students' Achievement in Simple Harmonic Motion Concept in Ogun State, Nigeria

Abstract Students’ achievement in Physics in external examination had dwindled over the years. The problem of poor performance in Physics sometimes had not been limited to the students alone but also to teachers’ pedagogical strategies. The study examined effect of Predict-Observe-Explain strategy on secondary school Physics students’ achievement in Simple Harmonic Motion concept in Ogun State. One hypothesis was formulated and tested at 0.05 levels of significance. The study adopted pretest- posttest control group quasi-experimental design. A total of 166 SS2 Physics students in three senior secondary school intact classes in Ogun State participated in the study. Physics Achievement Test (PAT) with 30 multiple-choice questions (r=0.81), was used for data collection. Data were analyzed with descriptive (frequency and percentage) and inferential statistics (ANCOVA). There was a significant effect of Predict-Observe-Explain strategy on students’ achievement in Simple Harmonic Motion (F(1,128)=682.814, p<0.05, partial η2=0.842). Based on the findings of this study, it was recommended that Physics teachers should adopt Predict-Observe-Explain strategy to teach Physics in secondary schools