Science Journal of Education

2023; 11(1): 31-35

http://www.sciencepublishinggroup.com/j/sjedu
doi: 10.11648/j.sjedu.20231101.15
ISSN: 2329-0900 (Print); ISSN: 2329-0897 (Online)

Influence of Study Questions as Advance Organizers on

Students’ Academic Achievement and Retention in Physics
in Plateau State, Nigeria
Lawrence David Fwangmun1, Wuyep Lar Simvyap2, Nuhu Yohanna Abot3
1
Department of Physics, Government Science School Kuru, Plateau State, Nigeria
2
Department of Science Education, Federal University of Kashere, Gombe State, Nigeria
3
Department of Physics, Kaduna State College of Education, Kaduna State, Nigeria

Email address:

To cite this article:

Lawrence David Fwangmun, Wuyep Lar Simvyap, Nuhu Yohanna Abot. Influence of Study Questions as Advance Organizers on Students’
Academic Achievement and Retention in Physics in Plateau State, Nigeria. Science Journal of Education. Vol. 11, No. 1, 2023, pp. 31-35.
doi: 10.11648/j.sjedu.20231101.15

Received: September 2, 2022; Accepted: October 12, 2022; Published: January 17, 2023

Abstract: This study investigated the influence of Study Questions as Advance Organizers on Students’ Academic
Achievement and Retention in Secondary School Physics in Mangu L. G. A., Plateau State. The research design is quasi
experimental pretest, posttest and non-equivalent group of independent variables. The total population of students is 1,094 with
male population of 787 and female population of 307 drawn from 11 secondary schools. The sample consisted of 97 students
with 76 in the experimental and 21 in the control group while the instruments used for data collection was Physics
Achievement Test (PAT) for both students’ achievement and retention in physics with a reliability coefficient of r=0.796. The
tools used for the analysis and testing of hypotheses were descriptive statistics of mean and standard deviation and the t-test for
paired samples variables. The findings showed that students in the experimental group had higher achievement mean scores;
students in the experimental group showed high retention ability and that there is a significant difference in the mean
achievement score of students in the control and experimental group; there is a significant difference in the retention of
students in the experimental group and after the entire treatment period of exposure to study questions. The study recommends
among others, that; the ministry of education through the education resource center in plateau state, school administrators and
the government provide adequate training and retraining of teachers to enhance their competence and mastery of how to use
study question for effective teaching and learning process.

Keywords: Study Questions, Advance Organizers, Academic Achievement, Retention

waste into finished goods and services for better quality of

1. Introduction lives therefore, the efficient use of the policy has over time
Secondary school education is the second stage of formal resulted to underdeveloped, developed and developing
education in Nigeria which gives the learners the basic countries of the world at large Mandung [12].
introduction to science education through the developing of Over the years, the situation of mass failure in science
technologically literate citizens who understand how science, subject have been a thing of concern and can be attributed to
technology and society influence one another and are able to different factors which include; inappropriate method of
use the knowledge in their everyday activities. Science teaching resulting to poor students’ academic achievement and
subjects have become a critical component and enhancer of retention, gender amidst others have affected the tendency to
economic and social technological development as a result of builds the manifestation of an advance technological society
the emphasis placed by the national policy on science and through inventions and innovation in any society James &
technology FRN [8]. The applicability of these policy has led Awe [10]. Despite the importance of physics which forms the
to the transformation of different raw materials and societal bedrock to national development and its contribution to
32 Lawrence David Fwangmun et al.: Influence of Study Questions as Advance Organizers on Students’ Academic
Achievement and Retention in Physics in Plateau State, Nigeria

science, technology and the society, the present situation in our provide adequate and correct responses to achievement test
secondary schools remain worrying therefore the need to questions. In similar research, Ajai and Imoko [1] stated that
improve students’ academic achievement and retention in students tend to easily forget materials taught them within
physics at all levels of educational system in Nigeria to relatively short periods. Their study revealed that students
cushion the effects student’s failure. mean retention scores obtained via delayed tests were lower
The major cause of poor academic achievement of students in than the scores from achievement tests which were earlier
our schools today is largely rooted in the lack of effective taken by students. However, the need to address the low
teaching and learning study technique. Therefore, the need to academic achievement and retention of students becomes
use study questions which are given to learners in advance or imperative, more so that this challenge of students’
before the actual study period relating to the concept of continuous failure constitutes a clog in the wheel of progress
consideration. Raich and Skelly [18], believes that study in Nigeria’s quest to address the current unemployment
questions reflect an uncertainty that you want to try to resolve, challenge which has continued to affect both individuals and
perhaps an uncertainty about the effectiveness of an intervention national development.
or how well an intervention works in a specific sampled
population which is the basis for a research study and presents 2. Theoretical Framework
the idea(s) that are to be examined in the study. Lawrence [11]
opined that everything included in the study must relate to the This work was anchored on the Ausubel’s theory of
study question(s) and study objective(s) which gives information advance organizers [6]. Ausubel theory of advance
about the interest of the sampled population that is to be studied, organizers are tool or mental learning that aid and enhance
interventions to be compared, and primary outcomes to focus on. students learning by integrating the new information’s with
He maintained that, the most important step in conducting a their existing knowledge leading to meaning learning as
high-quality research study is to create a study question that will opposes to rote memorization. This can also be seen as a
provide the guidance for the planning, analysis, and reporting of mean of preparing the learners cognitive structures for the
your study even though the process of generating a novel, learning experience about to take place. He advocates the use
answerable study questions seems like it should be simple at of advance organizers as a mechanism to help to link new
first blush. learning materials with existing related ideas. An advance
Retention is the ability of a learner to remember facts and organizer is information presented by an instructor that helps
figures in memory. It is the ability of an individual to hold the student organize new incoming information. This is
factual knowledge, skills, processes, images and figures in achieved by directing attention to what is important in the
memory and at the same time, retrieve same when needed coming material, highlighting relationships, and providing a
Woolfolk [20]. The retention and subsequent application of reminder about relevant prior knowledge thus they’re are
scientific knowledge and skills by students in their life helpful in the process of learning when difficult and complex
endeavors is a key expected outcome of science education or materials are introduced. This is satisfied through two
programme Igboko & Ibeneme [9]. Students who conditions: The student must process and understand the
successfully complete science education programme are information presented in the organizer, this increases the
expected to retain such knowledge and skills acquired from effectiveness of the organizer itself and the organizer must
the classroom to the extent that they can apply the same indicate the relations among the basic concepts and terms
competence gained in the workplace and in their future that will be used. Ausubel’s theory of advance organizers fall
academic endeavor hence, science education curriculum is into two categories: comparative and expository organizers.
designed in a way as to expose learners to knowledge and The main goal of comparative organizers is to activate
skills that will enhance their economic self-reliance on existing schemas or knowledge and is used as a reminder to
completion of the basic level of education. bring into the working memory of what you may not realize
Students’ academic achievement in science subjects has is relevant. A comparative organizer is also used both to
been generally poor and for optional science subjects the integrate as well as discriminate. It “integrates new ideas
dropout ratio was found to be extraordinarily high; in some with basically similar concepts in cognitive structure, as well
of the years over two third of the students dropped optional as increase discriminability between new and existing ideas
science subjects Siwel & Kizito [19]. Morrison [13] stated which are essentially different but confusedly similar”. “In
that the academic achievement of a student is the yardstick contrast, expository organizers provide new knowledge that
for testing the educational quality of a nation therefore the students will need to understand the upcoming information”.
need to maintain a high performance in internal and mostly Expository organizers are often used when the new learning
external examinations. However, Akpan [2] opined that, the material is unfamiliar to the learner. They often relate what
continued lamentation by employers of labour about the un- the learner already knows with the new and unfamiliar
employability of school leavers due to school leavers’ lack of material, this in turn is aimed to make the unfamiliar material
requisite skills may be due to the low motivated interest and more plausible to the learner. Therefore, the aforementioned
none retention of knowledge by the school leavers. Therefore, theory provide the basis for this research. Ausubel’s theory
the needs to enhance students’ academic achievement which address retention, academic achievement and students’
will lead to proper retention of knowledge long enough to learning interest because learners’ involvement boast the
 Science Journal of Education 2023; 11(1): 31-35 33

level and extent for which they comprehend and learn. validated by three experts; one from Physics Education,
department of Science and Technology Education, Faculty of
2.1. Research Questions Education, University of Jos; one from the department of
Two research questions were formulated to guide the study: Physics, Faculty of Natural Science, University of Jos and the
1) What is the mean achievement score of physics students third from the department of Physics, College of Education
in the control and experimental groups? Gindiri, Plateau State. The face validity was conducted by an
2) To what extent do study questions as advance expert from Physics education, department of Science and
organizers affect students’ retention in physics in the Technology Education, Faculty of education, University of Jos
experimental group? while the content validity was conducted by an expert from
Test and Measurement at College of Eduation, Gindiri. The
2.2. Hypotheses pilot study of the Physics Achievement Test (PAT) had a
sample size of 42 students of Glorious Hope High Bukuru, Jos
In order to guide the study, the following null hypothesis South L. G. A Plateau State. The reliability of the instrument
were formulated and tested at 0.05 level of significance to was being determined using the Pearson’s product moment
guide the study correlation coefficient (r) which determines the suitability of
1) There is no significant difference between the mean the instrument for the study and it yielded a reliability
achievement scores of physics students before and after coefficient value r = 0.76
exposure to study questions.
2) There is no significant difference between students’
academic retention during treatment and after treatment 4. Results
with study questions in the experimental group. Research Question 1
What is the mean achievement score of physics students in
3. Methodology the experimental and control group?

This study adopted the use of quasi-experimental design of Table 1. Mean and Standard Deviation for Treatment and Control Group.
pretest, posttest and non-equivalent control group design Pretest Posttest
which permits the use of intact classes and does not allow for Group N Main Gain
Mean SD Mean SD
randomization. The purpose of the study was to find out the Experimental 76 14.75 3.84 22.68 4.76 7.93
academic achievement and retention of students in secondary Control 21 12.95 3.60 17.19 4.61 7.41
school physics using study questions as advance organizers. Mean Diff. 1.80 5.49
The population for this study consisted of all the secondary
Table 1 shows the treatment group pretest and posttest
schools in Panyam-Mangu, Plateau State, Nigeria with 11
mean scores of 14.75 and 22.68 with a standard deviation of
senior secondary schools offering physics as a subject. The
3.84 and 4.76 respectively. However, the control group has a
total population of students is 1,094 with Male population of
pretest and posttest mean score of 12.95 and 17.19 with a
787 and Female population of 307 students. According to Peter
standard deviation of 3.60 and 4.51 respectively. The result
[17], if the population of a study is a few thousand, a 10%
shows a mean achievement gain score for both treatment and
sample or more will do. Therefore, 11% of the population was
control group as 7.93 and 7.41 respectively. Therefore,
sampled through stratify random sampling for the study. Two
students taught using study questions had a higher
schools were used for this study; the schools were sampled
achievement mean score compared to the control group.
based on their characteristic which includes: free from
Hypotheses 1
disturbance, the availability of qualified and well train teachers
There is no significant difference between the mean
and both schools are co-educational among others. The sample
achievement scores of physics students before and after
of the study consisted of 97 students out of which the
exposure to study questions.
experimental consisted of 76 students with 50 Male and 26
Female while the control group consisted of 21 students with 9 Table 2. T-Test Analysis for Paired Two Sample Means of Students’
Male students and 14 Female students. The topics used in this Achievement Scores Taught with Study Questions.
study are all in the SS II syllabus which is: elastic property of
Variable 1 Variable 2
solid, motion under gravity and the concept of wave. The Mean 14.75 22.68421
Physics Achievement Test (PAT) is a 40 items multiple choice Variance 13.52333 30.13895
texts. The 40 questions were used for the pretest and re- Observations 76 76
numbered for the posttest and same was used for the retention Df 75
test in the post-posttest and each question had four options A, t-Statistics 9.89788
t Critical two-tail 1.992102
B, C and D. The multiple-choice items were drawn from the
SS II syllabus using table of specification under the selected P<0.05 significant level
topics. The questions were developed by WAEC and NECO
from 2008-2015 senior secondary certificate Examination for The analysis in Table 2 shows that, t-statistics (9.89788) is
Physics and were adopted by the researcher. The PAT was greater than t-critical two-tail (1.992102), the null hypothesis is
34 Lawrence David Fwangmun et al.: Influence of Study Questions as Advance Organizers on Students’ Academic
Achievement and Retention in Physics in Plateau State, Nigeria

rejected and the alternative hypothesis is accepted. Thus, there is that students exposed to the use of active learning as in
a significant difference between the mean achievement scores of computer assisted packages have better mean achievement
physics students before and after exposure to study questions. than those expose to conventional method. Therefore, the use
Research Question 2 of study questions as advance organizers enhances students’
To what extent do advance organizers affect students’ academic achievement in physics.
retention in physics in the experimental group? The place of increase in the learners’ retention abilities are
also very crucial since the aim of teaching process is that the
Table 3. Mean and Standard Deviation Scores of Student Retention in the learners are able to retain what they have learnt Ausubel [6].
Experimental Group.
The findings from the research revealed that students exposed
Retention
N
Posttest Scores Retention Scores Main to study question in the experimental group showed significant
Group Mean SD Mean SD Gain retention ability as showed in table 3. More still, the null
Treatment 76 22.68 4.76 41.98 8.69 18.30
hypotheses was rejected as indicated in table 4 which states
Control 21 17.19 4.51 28.89 6.28 11.70
that there is no significant difference between students’
Table 3 shows the mean retention score of students in the academic retention in the posttest and post-posttest retention
experimental group. The posttest and mean retention score score in the experimental group. The findings was in
revealed a mean score of 22.68 and 41.98 with a standard agreement with the Studies conducted by (Atomatofa [5];
deviation of 4.76 and 8.69 from a total population of 97 Amber [3]; Efe [7]; Ogbeba & Agernor [15] all supported the
students. It was observed that the students had a significant notion that learners retention ability is improved and sustained
increase in the mean retention score with a gain of 18.30. In in teaching and learning much more when they are actively
conclusion, advance organizers affect students’ retention involved in the process of learning and make ease for them to
ability in physics. retain what they have learnt. Nden and Ubana [14] observed
Hypothesis 2 that, physics have a very low popularity index among other
There is no significant difference between students’ subject including the sciences hence it affects even the
academic retention in the posttest and post-posttest retention retention ability of physics students. The researcher concludes
score in the experimental group. that students’ retention ability improves significantly if they
are actively involved in the learning process.
Table 4. T-Test Analysis for Paired Two Sample Means of Students’ posttest
and post-posttest retention score in the experimental group.
6. Conclusion and Recommendations
Variable 1 posttest Variable 2 Post-posttest
Mean 22.68421 24.0286 The paper examined the influence of study questions as
Variance 30.13895 33.9317 advance organizers on students’ academic achievement
Observations 76 76 and retention in physics and it revealed that students in the
Df 75
t-Statistics 4.8239
experimental group have statistically significant mean
t Critical two-tail 0.96421 achievement score and retention ability in secondary
school physics. Based on the findings and conclusions of
P<0.05 significant level
the research work, the following recommendations were
The analysis in Table 4 shows that, t-statistics (4.8239) is made:
greater than t-critical two-tail (0.96421), the null hypothesis is 1) Study questions should be encouraged in our schools as
rejected and the alternative hypothesis is accepted. Thus, there a way of improving students’ academic achievement
is a significant difference in students’ academic retention when through providing the requisite friendly atmosphere for
exposed to study questions as advance organizers. students to be actively and not passively involved in the
teaching and learning process which can be a catalyst to
students’ retention of what they learn.
5. Discussion of Findings 2) The ministry of education through the education
The study revealed that students’ academic achievement resource center in plateau state, school administrators
increased significantly with the use of study questions as and the government should provide adequate training
advance organizers in table 1 and equally revealed that there is and retraining of teachers to enhance their competence
a significant difference between the mean achievement scores and mastery of how to use study question for effective
of physics students when exposed to study questions as reveal teaching and learning process.
in table 3. Students taught using study questions had a higher
achievement mean score compared to the control group. The
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