Effectiveness of the Refutational Teaching Strategy in Enhancing Academic Achievement in Physics among Secondary School Students

Author

Dr. Ronald Rose S. L

Abstract

 The usefulness of the Refutational Teaching Strategy in raising secondary school students' academic achievement in physics was investigated in this study. Through evidence-based training, refutational teaching identifies students' misconceptions, offers scientifically validated explanations, and directly confronts false beliefs. An experimental group and a control group participated in pre-test and post-test measurements as part of the study's quasi-experimental design. Thirty-five of the seventy secondary school pupils in the sample were divided into each group. While the control group was taught using traditional methods, the experimental group was taught specific physics topics using the Refutational Teaching Strategy. 

A Physics Achievement Test was used to gauge academic performance both before and after the instructional intervention. The t-test, mean, and standard deviation were used to analyze the gathered data. The results showed that students who were taught using the Refutational Teaching Strategy improved their academic performance in physics more than those who were taught using traditional approaches. According to the study's findings, the Refutational Teaching Strategy is a successful teaching method for raising students' conceptual comprehension and academic performance in physics. Teachers of physics, teacher educators, and curriculum developers may find the results helpful in advancing efficient and learner-centered methods of teaching the subject.

Keywords

Refutational Teaching Strategy, Academic Achievement, Secondary School Students

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References

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