Effectiveness of the cookbook and inquiry-based practical methods for learning physics experiments in selected secondary schools in Kabalore District, Uganda

Abstract

The UNEB data from 2017–2022 show that physics performance in Uganda, especially in the Kabalore district, has been persistently low, which prompted this study to be conducted. The study’s primary objective is to establish the effectiveness of cookbook and inquiry-based practical methods in Ugandan context and the guiding objectives were to determine how cookbooks and inquiry-based practical methods were being used in secondary schools. The study further finds the attitudes and motivations of students toward the cookbook and inquiry-based practical methods, as well as their gender differences. The study also analyzed students' performance using physics practical achievement tests. The study employed Solomon's four non-equivalent group designs, a quantitative paradigm with a quasi-experimental design, and was grounded on constructivism theory. About 1200 participants were the target population, and 382 respondents from two schools were chosen for the sample size using stratified random sampling. Self-administered questionnaires and physics practical achievement tests were used in the data collection process. The study’s demographic data indicate higher female representation and homogeneous age distribution (16-18) years. Analysis at a 0.05 significance level, Chi-square tests indicated significant differences in learners’ engagement levels χ² (df = 8, N = 382)= 0.00, p < 0.05, and learners’ attitudes and motivations χ² (df = 8, N = 382)= 0.004, p < 0.05; χ² (df = 12, N = 382) = 0.013, p < 0.05. Independent sample t-test indicated no significant gender differences in attitudes. Paired t-tests and ANOVA tests demonstrated significant improvements in student mean score performance with inquiry-based practical methods. Performance-based on gender indicates relatively similar improvement in performance as regards the use of inquiry-based practical methods. These findings suggest that inquiry-based methods enhance student engagement, attitudes, and achievement in physics and particularly physics experiments. The study also uncovers unique findings that have not been reported anywhere else in the world, such as the psychological effects of inquiry-based practical methods and cookbook approaches on students' wellness, particularly stress and anxiety. Ultimately, the research demonstrates how these experimental teaching methods uniquely influence students' aspirations to pursue physics careers. Conclusively the study recommends the expansion of inquiry-based interventions in science teaching and learning particularly in physics to successfully improve learners’ performance.