EFFECTS OF CONCRETE-VIRTUAL BLENDED INSTRUCTION ON STUDENTS' UNDERSTANDING OF SIMPLE A.C. CIRCUIT.

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Bibliographic Details
Title:	EFFECTS OF CONCRETE-VIRTUAL BLENDED INSTRUCTION ON STUDENTS' UNDERSTANDING OF SIMPLE A.C. CIRCUIT.
Authors:	YAHAYA, Quadri¹ yahaya.q@kwasued.edu.ng, YAHAYA, Olayinka Wasiu², SHEHU, Abdulrazaq¹, YUSUF, Olowo Mumeen¹
Source:	Journal Plus Education / Educaţia Plus. 2026, Vol. 40 Issue 1, p386-401. 16p.
Subject Terms:	Teaching methods, Secondary school students, Cognitive ability, Experimental design, *Physics education, Alternating current circuits, Hypothesis
Abstract:	This study investigated the effects of Concrete and Virtual Manipulative Blended Instruction (CVM-BI) and cognitive ability on senior secondary students conceptual understanding of the Simple A.C. Circuit. A quantitative. quasi-experimental pretest-posttest non-equivalent control group design was adopted. The sample consisted of 134 SS II Physics students selected from public secondary schools in Ilorin, Kwara State, using a multistage sampling technique. Intact classes were assigned to experimental and control groups. The experimental group received CVM-BI, which combined hands-on manipulation of physical circuit components with interactive virtual simulations, while the control group was taught using the conventional lecture method over a six-week period. Data were collected using the Simple A.C. Circuit Test (SACT) and the Cognitive Ability Questionnaire (CAQ), both of which had reliability coefficients of 0.86. Descriptive statistics, t-test, and ANCOVA were used to analyze the data at the 0.05 level of significance, with pretest scores as covariates and cognitive ability as a moderating variable. The results revealed that students taught with CVM-BI achieved significantly higher conceptual understanding than those taught with the traditional method, with a mean gain difference of 16.11 in favor of the experimental group. ANCOVA confirmed a significant effect of instructional method on students' understanding. Furthermore, students with high cognitive ability performed significantly better than those with low cognitive ability. The study concludes that CVM-BI is more effective than the traditional method in teaching Simple A.C. Circuits, and that cognitive ability significantly influences students' learning outcomes in Physics. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigated the effects of Concrete and Virtual Manipulative Blended Instruction (CVM-BI) and cognitive ability on senior secondary students conceptual understanding of the Simple A.C. Circuit. A quantitative. quasi-experimental pretest-posttest non-equivalent control group design was adopted. The sample consisted of 134 SS II Physics students selected from public secondary schools in Ilorin, Kwara State, using a multistage sampling technique. Intact classes were assigned to experimental and control groups. The experimental group received CVM-BI, which combined hands-on manipulation of physical circuit components with interactive virtual simulations, while the control group was taught using the conventional lecture method over a six-week period. Data were collected using the Simple A.C. Circuit Test (SACT) and the Cognitive Ability Questionnaire (CAQ), both of which had reliability coefficients of 0.86. Descriptive statistics, t-test, and ANCOVA were used to analyze the data at the 0.05 level of significance, with pretest scores as covariates and cognitive ability as a moderating variable. The results revealed that students taught with CVM-BI achieved significantly higher conceptual understanding than those taught with the traditional method, with a mean gain difference of 16.11 in favor of the experimental group. ANCOVA confirmed a significant effect of instructional method on students' understanding. Furthermore, students with high cognitive ability performed significantly better than those with low cognitive ability. The study concludes that CVM-BI is more effective than the traditional method in teaching Simple A.C. Circuits, and that cognitive ability significantly influences students' learning outcomes in Physics. [ABSTRACT FROM AUTHOR]
ISSN:	1842077X