Effect of Using Fabricated Motor Generator Device in Teaching Energy Concepts on Basic Science Students’ Achievement of Zamfara Central Education Zone

Abstract

This research work investigated the effect of using a fabricated motor-generator device to teach energy concepts to Zamfara Basic Science Students’ Achievement. The study adopted a quasi-experimental pretest--post-test design. The multi-stage sampling techniques were used to collect data from 101 students representing a sample size for a total population of 2,798 students. The instrument for data collection was developed by the researcher and validated by experts on the concepts of energy, types and forms of energy,. Two research questions and two null hypotheses guided the study. The two null hypotheses were tested at a 0.05 level of significance using analysis of covariance (ANCOVA). The research questions were answered using mean and standard deviation. An energy achievement test (EAT) was used for data collection, a split-half reliability method was used to determine the internal consistency of the instruments, and a reliability coefficient of 0.86 was obtained. The study revealed that the use of a fabricated motor generator in teaching energy concepts can improve achievement with female students performing better than male students. We recommended that teachers of basic science should use a fabricated motor generator when teaching energy concepts but with due consideration of gender preference that provides more attention to the male students.