Effect of Metaconceptual Teaching Intervention on Students? Conceptual Understanding in Physics

In this study, the effect of metaconceptual teaching intervention on students conceptual understanding in physics was examined using a quasi-experimental non-randomized non-equivalent control group research design. The study was guided by two research questions and three hypotheses. Sixty-eight SS2 physics students selected using a multi-stage sampling approach from two intact classes of four co-educational secondary schools in Onitsha-South Local Government Area of Anambra State was used for the study. The relevant data for the study was collected using a Thermal Concept Evaluation (TCE) adapted from Zadnik and Yeo (2001) which was re-validated by three experts. The reliability of the instrument was established using Kendalls W Test which yielded a coefficient of concordance of.94. Mean and standard deviation were used in answering the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study showed significant positive effect of metaconceptual teaching intervention (MTI) on students conceptual understanding in physics. Based on the findings of the study, recommendations were made which included among others, that MTI should be incorporated in teaching of sciences especially physics in Nigerian secondary schools by physics teachers.