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

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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]
Copyright of Journal Plus Education / Educaţia Plus is the property of Aurel Vlaicu University of Arad, Gabriela Keleman and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: EFFECTS OF CONCRETE-VIRTUAL BLENDED INSTRUCTION ON STUDENTS' UNDERSTANDING OF SIMPLE A.C. CIRCUIT.
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  Data: <searchLink fieldCode="AR" term="%22YAHAYA%2C+Quadri%22">YAHAYA, Quadri</searchLink><relatesTo>1</relatesTo><i> yahaya.q@kwasued.edu.ng</i><br /><searchLink fieldCode="AR" term="%22YAHAYA%2C+Olayinka+Wasiu%22">YAHAYA, Olayinka Wasiu</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22SHEHU%2C+Abdulrazaq%22">SHEHU, Abdulrazaq</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22YUSUF%2C+Olowo+Mumeen%22">YUSUF, Olowo Mumeen</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+Plus+Education+%2F+Educaţia+Plus%22">Journal Plus Education / Educaţia Plus</searchLink>. 2026, Vol. 40 Issue 1, p386-401. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br /><searchLink fieldCode="DE" term="%22Alternating+current+circuits%22">Alternating current circuits</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis%22">Hypothesis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal Plus Education / Educaţia Plus is the property of Aurel Vlaicu University of Arad, Gabriela Keleman and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 386
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      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Secondary school students
        Type: general
      – SubjectFull: Cognitive ability
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      – SubjectFull: Experimental design
        Type: general
      – SubjectFull: Physics education
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      – SubjectFull: Alternating current circuits
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      – SubjectFull: Hypothesis
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      – TitleFull: EFFECTS OF CONCRETE-VIRTUAL BLENDED INSTRUCTION ON STUDENTS' UNDERSTANDING OF SIMPLE A.C. CIRCUIT.
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            NameFull: YAHAYA, Olayinka Wasiu
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            NameFull: SHEHU, Abdulrazaq
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            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
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