Addie Instructional Design in Physics Teaching: Investigating its Influence to Improve the Conceptual Understanding of Students in Electronics Concepts.

Abstract

The demonstration of misconceptions of students in Electronics concepts cannot be overlooked in the study of Physics. In an attempt to solve this problem, researchers have emphasized that, the employment of appropriate instructional method during Instructional delivery can contribute to enhancing conceptual change among students. This study therefore, sought to determine the efficacy of ADDIE Instructional Design Model in enhancing the conceptual change of SHS 3 Physics students in Tano-North Municipality in Electronics. A design-based research (DBR) methodology was adopted for the study using a sample of 101 participants. A 10-item Electronics Concepts Test (ECT) was used to collect data for the study. Data was analysed quantitatively and qualitatively. It was found that high percentages (ranging from 71.29% to 94.06%) of students demonstrated misconceptions in all the items before the intervention. However, after the intervention, the percentages of students who showed misconceptions in all the items reduced (ranging from 28.71% to 48.51%). Also, equivalent percentages of male (55.77% to 71.15%) and female (55.10% to 71.43%) students demonstrated conceptual change after the use of ADDIE model. To complement the quantitative findings, qualitatively, students expressed amongst that “temperature increases conductivity of conductors”, “conductivity remains constant”, “heat increases temperature of conductors”, and “temperature causes a change in shape of a conductor”. It was concluded that the use of ADDIE model enhanced students conceptual change in Electronics concepts in the Tano-North Municipality. It was therefore recommended amongst others that, SHS Physics teachers in the Tano-North Municipality should consider employing the ADDIE model in the teaching and learning of Electronics concept.