Facebook as a learning support tool for physical science grade 12 learners in selected school in the Oshikoto Region, Namibia
Loading...
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
The purpose of the study was to explore whether Facebook has the potential to support
teaming and mastery of Physical Science to improve learners' academic performance
on the topic of stoichiometry at Grade 12 level in selected schools in the Oshikoto
Region. The hypothesis of this study was:
Ho: There is no significant difference in the learner's academic performance in
NSSCO Physical Science on the topic of stoichiometry when Facebook is
used as a learning support tool.
HJ: There is a significant difference in the learner's academic performance in
NSSCO Physical Science on the topic of stoichiometry when Facebook is
used as a learning support tool.
The study used a quantitative approach with a quasi-experimental design, constituted
of a Non- Equivalent-Groups Pre-test, Intervention and Post-test. The sample
consisting of 38 participants were selected using stratified random sampling method
in order to ensure that not all students of the same academic ability are in the same
group. Both the control and experimental group consisted of 19 participants in each
group.
During the intervention, the control group participants were supported in a traditional
way of teaching. They received notes, handouts, exercises and homework. While for
the experimental group, in addition to the traditional way of teaching, had access to
multimedia and interaction through Facebook.
After the intervention the mean score of the experimental group highly increased
exceeding the mean score of the control group. The calculated statistical value (t-value
= 4.5802363101) at a= 0.05 with a degree of freedom of36 is greater than the critical
statistical value (t - critical =2.750). Therefore, there exists a significant difference
between the control and experimental score marks when Facebook was used as a
learning support tools. These reject the null hypothesis and accept the alternative
hypothesis. This study shows that teachers can no longer avoid using relevant social
media technologies. Therefore, the study put forward a case that there is a need to
develop models and strategies to guide all educational stakeholders on how Social
Media Networks can be effectively used as learning environments.
Description
A research thesis submitted in partial fulfilment of the requirements for the degree of Masters of Education (Education Technology)
Keywords
Facebook, Academic performance, Grade 12 level, Physical science, Learning support tool, Oshikoto Region, University of Namibia, Namibia