View in EDS

Exploring the Effect of Using Galileoscope Mounted on a Tripod on Students’ Observations of Celestial Objects.

Saved in:
Bibliographic Details
Title: Exploring the Effect of Using Galileoscope Mounted on a Tripod on Students’ Observations of Celestial Objects.
Authors: Manirareba, Theodosie1 tmanirareba@gmail.com, Mugabo, Leon Rugema1 mugabol2000@yahoo.com
Source: African Journal of Educational Studies in Mathematics & Sciences. 2025, Vol. 21 Issue 2, p247-258. 12p.
Subject Terms: *Astronomy education, *Science education, *Teaching aids, *Mixed methods research, *School children, Camera tripods, Astronomy
Abstract: This study investigated the impact of using a Galileoscope mounted on a tripod on students’ observation of celestial objects, adopting a pragmatic paradigm and employing a mixed-methods convergent parallel design. In this study, 42 students of year four from MPC (Mathematics-Physics-Computer) and PCB (Physics-Chemistry-Biology) combinations were purposively selected to participate in the study. Data were gathered via surveys, interviews, and classroom observations. Quantitative results revealed that over 90% of students agreed that using a tripod significantly improved clarity, comfort, and observational efficiency. Mean scores across all survey items exceeded 4.0, with low standard deviations indicating strong consensus. Qualitative feedback supported these findings, highlighting enhanced focus, reduced eye strain, and prolonged observation sessions. Despite minor challenges such as wind-induced instability and initial setup difficulty, students overwhelmingly favored tripod use over handheld observations. The study concludes that the tripod transforms the Galileoscope into a more effective educational tool and recommends its routine integration into astronomy lessons to improve engagement and learning outcomes. These results highlight the importance of integrating stable observational tools in science instruction to promote deeper engagement and learning. [ABSTRACT FROM AUTHOR]
Copyright of African Journal of Educational Studies in Mathematics & Sciences is the property of African Journal of Educational Studies in Mathematics & Sciences 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
Description
Abstract:This study investigated the impact of using a Galileoscope mounted on a tripod on students’ observation of celestial objects, adopting a pragmatic paradigm and employing a mixed-methods convergent parallel design. In this study, 42 students of year four from MPC (Mathematics-Physics-Computer) and PCB (Physics-Chemistry-Biology) combinations were purposively selected to participate in the study. Data were gathered via surveys, interviews, and classroom observations. Quantitative results revealed that over 90% of students agreed that using a tripod significantly improved clarity, comfort, and observational efficiency. Mean scores across all survey items exceeded 4.0, with low standard deviations indicating strong consensus. Qualitative feedback supported these findings, highlighting enhanced focus, reduced eye strain, and prolonged observation sessions. Despite minor challenges such as wind-induced instability and initial setup difficulty, students overwhelmingly favored tripod use over handheld observations. The study concludes that the tripod transforms the Galileoscope into a more effective educational tool and recommends its routine integration into astronomy lessons to improve engagement and learning outcomes. These results highlight the importance of integrating stable observational tools in science instruction to promote deeper engagement and learning. [ABSTRACT FROM AUTHOR]
ISSN:0855501X
DOI:10.4314/ajesms.v21i2.6