Generative learning strategy: Physics intervention for improved academic achievement and motivation among college students in Ghana

Abstract

The study examined the effect of Generative Learning Strategy on College of Education students’ academic achievement and motivation to learn physics concepts. The research design employed was pretest-intervention-posttest, nonequivalent
comparison-group design using a total of 98 College of Education students’ of Berekum College of Education. Two research instruments, Multiple Choice Items (MCI) and Motivation Perception Survey on Generative Learning (MPSGL) were used to gather data for the study. MCI was used to gather data on students’ academic progression in physics before and after the introduction of the intervention while MPSGL was used to assess students’ motivation in physics studies before and after the intervention. Mean, standard deviation, mean gain and effect size were calculated and used to answer the research questions. A t-test was
used to test the hypotheses. The results indicated that students instructed using Generative Learning Strategy performed better in the MCI test than those instructed using lecture method fused with demonstration and discussion. Also, the results
indicated that Generative Learning Strategy increased students’ motivation to learn physics. No significant difference in the performance by gender and high and low achievers with regard to the using Generative Learning Strategy were discovered.
The implications of the results obtained are that. Physics teachers intending their students to improve their academic performance should consider using Generative Learning Strategy in teaching.