The Effectiveness of peer instruction (PI) in enhancing pre-service teachers’ understanding of electromagnetism I in a Nigerian college of education

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dc.contributor.advisorLangenhoven, Keith Roy
dc.contributor.advisorKizito, Rita
dc.contributor.authorKola, Aina Jacob
dc.date.accessioned2020-12-02T07:46:17Z
dc.date.accessioned2024-11-07T10:51:22Z
dc.date.available2020-12-02T07:46:17Z
dc.date.available2024-11-07T10:51:22Z
dc.date.issued2020
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThis research study investigated the effectiveness of Peer Instruction (PI) in enhancing preservice teachers’ understanding of Electromagnetism I in a Nigerian college of education. PI as a research-based pedagogy was invented for the teaching of introductory science courses to large classes. Lectures in PI is made of short presentations on the main points, each followed by short conceptual questions known as ConcepTest, posed in a multiple-choice format, on the subject under discussion. Electromagnetism is a branch of Physics where students perform poorly at Colleges of Education in Nigeria. Electromagnetism I covers electrostatics, magnetostatics, current electricity, electrolysis, and capacitance. Each of these themes has different topics under it. Most students studying Electromagnetism I, cannot relate or connect what they learned in the classroom to real-world situations because they often learn by memorization (rote learning).en_US
dc.identifier.urihttps://hdl.handle.net/10566/19449
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectPeer instructionen_US
dc.subjectElectromagnetismen_US
dc.subjectAcademic performanceen_US
dc.subjectAuthentic learningen_US
dc.subjectRote learningen_US
dc.titleThe Effectiveness of peer instruction (PI) in enhancing pre-service teachers’ understanding of electromagnetism I in a Nigerian college of educationen_US

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Philosophiae Doctor - PhD (Mathematics and Science Education)