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Innovations, Number 70 September 2022
348
www.journal-innovations.com
Effect of Gagne’s Learning Hierarchy on Students’ Achievement,
Retention and Attitude in Secondary School Physics in Delta State,
Nigeria
Agboghoroma, T. E. (Ph.D.)
Department of Science Education,
Delta State University, Abraka, Nigeria
Bebenimibo, Job (Ph.D.)
Department of Science Education,
Delta State University, Abraka, Nigeria
Akpokiniovo, Samuel Rukevwe
Department of Science Education,
Delta State University, Abraka, Nigeria
Received: 10.08. 2022 Accepted: 28.08. 2022 Published: 30.08. 2022
Abstract
This study examined the effects of Gagne’s learning hierarchy on students’ achievement, retention and attitude in
Secondary School Physics in Delta State. The theoretical framework in which the study was anchored on is
Ausubel’s Cognitive Theory (1963). The study employed a 2x3 factorial non-equivalent pre-test post-test control
group design. Three (3) research questions and three (3) null hypotheses were tested at 0.05 level of significance.
A sample size of two hundred and eleven (211) SS II Physics Students from six (6) public secondary schools in
Delta State were involved. These were taught physics utilizing Gagne’s Learning Hierarchy in the experimental
groups made up of one hundred and sixteen (116) students and lecture method the control group utilized
ninety-five (95) students. The instrument used were Physics Achievement Test (PAT) and Physics Students
Attitude Scale. The instrument were validated by experts in science education. Reliability indices of 0.79 for PAT
and 0.73 for Attitude Scale. The data collected were analyzed using Mean, Standard Deviation and Independent
t-test. The findings showed that Gagne’s Learning Hierarchy has positive effects on physics students’
achievement, retention and attitude. It was recommended among other things, that physics teachers should
adopt the use of Gagne’s Learning Hierarchy in teaching secondary school physics. Government agencies
responsible for teacher development programmes should train physics teachers on the use of Gagne’s Learning
Hierarchy to enable the physics teachers construct effective lesson plans on this innovative and collaborative
instructional strategy.
Keywords: 1.Gagne’s Learning Hierarchy, 2.Strategy, 3.Achievement, 4.Retention And Attitude.
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Introduction
Basically, Physics is a science subject that deals with the properties of matter and its interaction with energy.
It is typically an experimental subject. Values and thoughts bring forth from physics are very helpful in
understanding of natural events. The concentration of physics instructions is to usher students to the
knowing of physics values and to have the cognition to utilize this knowledge. It is a field specifically obsessed
with two basic aims, the presentation of a scientifically sophisticated society and the improvement of latent
scientific and technological workforce (Akpokiniovo, 2022).
Consequently, the National Policy on Education (FRN, 2004, 2007, 2013) expressed explicitly in the
secondary school physics curriculum its objectives as:
i. provide basic literacy of physics for functional living in the society,
ii. acquire basic conceptions and values of physics as a provision for promoting studies,
iii. get indispensable technological ability and cognition as a provision for the technical utilization of
Physics, and
iv. excite and heighten creativeness
Physics as a fundamental science deals with the matter and energy in nature. Many students perceive physics
to be difficult despite different interventions, such as the introduction of new Educational Systems. Literature
abound (Barmby and Defty, 2006; Lavonen, Meisano, Byman, Uiito and Juiit, 2005; Angell, Guttersrud,
Henriksen and Isnes, 2004; Williams, Stanisstreet, Spall, Boyes and Dickson, 2003) that students specifically
distinguish against physics as conceptually challenging, intangible, and boring that only extraordinary
exceptional students’ acknowledge and endure its instruction and learning. Nevertheless, educators
steadfastly accept that students acquire high-grade and accomplish in physics if they discover the instruction
understandable (Gebbels, Evans and Murphy, 2010). Additionally, these writers asserted that students’
conceptualization of physics determines their knowing and acquisition of the course of study.
Despite the importance of this subject, it is widely recognized that the teaching and learning of
Physics has been taught with challenges such as low enrollment both in secondary schools and in tertiary
institutions in Nigeria. Noteworthy of the justification for reduced enrollment of learners studying Physics in
institution of learning are: miserable Scientific discipline and Mathematics heritage of learners at the junior
secondary level of education, ill equipped Physics laboratory, incompetent condition of instructors, pathetic
wages, deficient figure of well-qualified Physics instructors and unsuitable instructional approaches engaged
by the science instructors (Jegede and Adedayo, 2013).These factors have equally added to the decline in
attitude, achievement and retention in physics by students who enrolled for the subject at Senior School
Certificate Examinations (SSCE). This is evident in the West African Examination Council (WAEC) results
between 2010 and 2018 as presented table 1 below.
Table 1: Trends in Students’ Achievement in Physics in the May/June West African Senior School
Certificate Examination (WASSCE) (2010-2018)
Year
Subject
Total no. of
Candidates
No. of Credit
Pass
% Pass
No. of Fail
% Fail
2010
Physics
487, 963
159, 264
32.64
324, 699
67.36
2011
Physics
587, 772
157, 543
26.80
430, 229
73.20
2012
Physics
324, 998
126, 131
38.81
198, 866
61.19
2013
Physics
298. 971
86, 612
29.17
212, 359
70.83
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2014
Physics
241, 161
72, 522
29.27
168, 639
70.73
2015
Physics
529, 425
165, 604
31.28
363, 820
68.72
2016
Physics
488, 113
161, 522
33.09
362, 591
66.90
2017
Physics
391, 745
121, 988
31.14
269, 757
68.86
2018
Physics
359, 818
101, 774
28.28
258, 044
71.72
Source: West African Examination Council, Research, and Statistics Unit, 2018
This implied that only a few students would eventually be able to pursue Physics related careers in
higher institutions. This will consequently have great implication on manpower development in Engineering
and other related professional fields. The observed declination of achievement with respect to secondary
school physics students’ is of serious concern among researchers, scholarly persons and assessment
organizations. It is worthy to note that several affiliated surveys were investigated by various researchers of
science education in Nigerian and other nations (Akpokiniovo, 2022; Bilesanmi-Awoderu, 2012;
Abdulraheem, 2012; Ibidapo-Obe, 2007; Ajayi, 2007; Mankilik, 2006 and Ajayi, 2000) with respect to
cognitive content which includes instructional approaches, learning environment interaction pattern,
curriculum evaluation and implementation. In Nigeria, among the above factors, the issue of inappropriate
method of presentation and conversation strategies applied by teachers in physics delivery is a concern.
Bilesanmi-Awoderu (2012) asserted that poor instructional approach adopted by teachers is majorly
responsible for poor achievement scores of the students in physics. To him most teachers are on the habit of
using lecture method and sometimes rote learning where the student solely depend on memorization of
concepts rather than complete understanding of the subject content and concepts.
Gagne’s Learning Hierarchy gives teachers a procedure required to be utilized earlier to prosecute
instruction. Every measure details a kind of information which supports the acquisition procedure. At the
completion of a particular phase, the students’ participation will be achieved and the retention of
communicated details or abilities which they are being taught. These steps are (i) gaining attention (ii)
informing learners of objectives (iii) stimulating recall of prior knowledge (iv) presenting the stimulus (v)
providing learning guidance (vi) eliciting performance (vii) providing feedback (viii) assessing performance
(ix) enhancing retention and transfer.
Gagne’s learning hierarchy has the major advantage for students to problem-solving skills and
enhances retention as well as application of physics concepts. Simha (2000) stated that studies carried out on
the effects of Gagne’s learning hierarchy compared to the traditional lecture method shows that there is
superiority of Gagne’s learning hierarchy over the traditional lecture method. This was evidently noticed in
its positive impact in the areas of achievement, retention and attitude on application of principles and
problem-solving skills in physics.
Sex is the state of being male or female. Therefore, the study also investigated whether the
achievement, retention and attitude of physics students’ that were exposed to the two instructional strategies
under study depend on sex. Researchers discovered in respect of the boy learners accomplish importantly
better than their female equivalent in physics (Aguele and Agwugah, 2008; Kolawole, 2007; Bamidele,
Odusola and Dibu-Oyerinde, 2006; and Okebukola, 2002). Also, Amoo, 2011; Umar, 2008 and Christine, 2004
in their separate studies were of a different view that the performances of female students in science subjects
studied were better than that of the male counterparts. In another conflicting view also, generally in Nigeria if
not Africa as a whole, it is a belief that male students are at the forefront when compared to the female
counterparts in physics (Adigun, Onihunwalrunokhai, Sada and Adesina, 2015). The achievement of male and
female physics students’ is contradictory. This implies that an important deviation among the achievement
scores of boy versus girl physics students have not been conclusively reached by researchers. Therefore a
research of this quality is necessitated.
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This study was carried out to find solution to students’ poor achievement, retention and attitude
towards secondary school physics in public examinations with the use of interactive, collaborative and
student-centred instructional strategies as recommended in the National Policy on Education (FRN, 2013).
Interactive, collaborative and student- centred instructional strategies invariably have improved students’
achievement, retention and attitude in physics. Gagne’s learning hierarchy in no doubt has enhanced
students’ achievement, retention and attitude towards physics.
Physics students’ achievement, retention and attitude as have been observed is certainly on the
decline. Among other factors instructional strategy utilized with respect to Physics teaching in our secondary
schools have been responsible for the physics students’ poor achievement in external examinations. The
lecture method used as medium of instruction in teaching physics in Delta State secondary schools have
never encouraged students’ effective participation in the learning process and this have resulted in poor
achievement, retention and attitude in secondary school physics. In this study therefore, the researcher used
innovative and collaborative instructional strategy such as Gagne’s learning hierarchy to promote physics
students effective participation in secondary school physics in Delta State.
Statement of the Problem
A review of West African Examinations Council (WAEC) Chief Examiners’ report from 2010-2018
have shown that students’ achievement in physics is on a continuous decline as shown in Table 1 above.
Physics in students’ abysmal poor academic achievement in physics West African Senior School Certificate
Examination (WASSCE) has been attributed to poor teaching methods among others. The lecture method
which is almost normally utilized in Nigerian senior secondary schools has made students resort to
memorization of Physics content due to their passive roles during the teaching-learning process. The learners
instructed in a lecture method classroom are not given the opportunity to be active participants through
interaction, collaboration and pedagogy and acquisition activity. These calls for the adoption of alternative
teaching strategies that involves students’ active participation, interaction and collaboration which can
motivate and encourage problem solving skills in the students. Gagne’s Learning Hierarchy is among the
alternative strategies, since it gives students the opportunity to participate, interact and collaborate among
themselves in a knowledge acquisition activity, thereby improving their difficulty resolution abilities and
enhancing their achievement. Hence the problem of this study is: Is there any effect of Gagne’s Learning
Hierarchy on students’ Achievement, Retention and Attitude in Secondary School Physics?
Specific objectives of the study
Specifically, this research was designed to find out:
i. If there is any difference in the mean achievement scores among physics students that were
exposed to Gagne’s Learning Hierarchy and Lecture Method.
ii. If there is any difference in the mean retention scores of physics students that were exposed to
Gagne’s Learning Hierarchy and Lecture Method.
iii. If there is any difference in the mean attitude scores of physics students that were exposed to
Gagne’s Learning Hierarchy and Lecture Method.
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Research Questions
The following research questions were raised to guide the study.
i. What is the difference in the mean achievement scores of physics students that were exposed to
Gagne’s Learning Hierarchy and Lecture Method?
ii. What is the difference in the mean retention scores of physics students that were exposed to
Gagne’ s Learning Hierarchy and Lecture Method?
iii. What is the difference in the mean attitude scores of physics students that were exposed to
Gagne’s Learning Hierarchy and Lecture Method?
Hypotheses
The following null hypotheses were tested at 0.05 level of significance:
i. There is no significant difference in mean achievement scores of physics students exposed to
Gagne’s learning hierarchy and Lecture Method.
ii. There is no significant difference in mean retention scores of physics students exposed to
Gagne’s Learning Hierarchy and Lecture Method.
iii. There is no significant difference in mean attitude scores of physics students exposed to Gagne’s
Learning Hierarchy and Lecture Method
Methodology
The study design is a 2x3 non-equivalent pre-test post-test control
group design. This is a quasi-experimental design. It examines the effect of Gagne’s learning hierarchy on the
dependent variables. The study involved experimental and control groups consisting of both male
and female students. A pre-test was administered to the groups, before the treatment to determine
the groups ‘comparative effects of experimental and control groups on achievement, retention and attitude in
secondary school physics. The experimental group was instructed on physics concepts utilizing Gagne’s
learning hierarchy. The control group was instructed on similar concepts utilizing lecture method. A posttest
was administered to both groups after the treatment period of six (6) weeks to establish the effects of the
treatments on the dependent variables.
Population for the Study
The population of the study involved all Public Senior Secondary School two (SS II) Physics students
in Delta state. The three Senatorial Districts (Delta Central, Delta North and Delta South) respectively were
considered as the entire state. The total population of SS II Physics students is fifteen thousand, six hundred
and fifty nine (15,659)comprising of 7,811 and 7,848 male and female students respectively from a sample of
four hundred and thirty five (435) Public Secondary Schools in Delta State.
Sample and Sampling Technique
The study employed simple random sampling technique and designated two hundred and eleven
(211) SS II Physics Students from six (6) public secondary schools drawn from four hundred and thirty five
(435) public secondary schools in Delta State. This sample utilized six (6) SS II physics whole classes of senior
secondary II students from the six (6) chosen schools. Two mixed schools of each senatorial district made-up
the sampled schools.
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This study employed simple random sampling techniques at all stages of selection. At the first stage,
a simple random sampling utilized in selecting one LGA of each senatorial districts. Secondly, simple random
sampling utilized to select two (2) mixed secondary schools of each LGA’s selected. Thirdly, the study applied
simple random sampling technique and selected SS II class as the intact class among the selected schools. The
designated schools were randomly assigned to experimental and control groups through” hat and draw”
method. This method was randomly applied and eradicated any form of bias in the selection.
Instrumentation
The study used two (2) research instruments including Physics Achievement Test (PAT) and Physics
Students Attitude Scale (PSAS). The Instruments were validated through face validity, content validity and
construct validity. Reliability Indices of 0.79 for PAT and 0.73 for PSAS were obtained through Kuder-
Richardson formula 21 and Cronbach-Alpha formula respectively.
Procedure for Data Collection
To ensure effective data collection the two groups, experimental and control groups were instructed
individually for six weeks using the intervention packages. The instruments developed by the researcher
were administered both at initial stage i.e pretest and after the completion of the treatment, a posttest was
administered. Also a retention posttest was administered three (3) weeks after the administration of the
posttest to test the physics students’ retention level. The students’ responded to the items in the presence of
the research assistant. The items on both PAT and PSAQ research instruments were used to retrieve
responses from the students’ at every stage of administration. After the pretest the items were rearranged
before the posttest and retention posttest were administered.
Data Analysis Technique
The data retrieved from the administered Physics Achievement Test (PAT) and Physics Students
Attitude Questionnaire (PSAQ) were analyzed utilizing mean, standard deviation and independent t-test. The
significant level for rejection or acceptance of the hypotheses were p<0.05
Analysis and Results
Hypothesis 1: There is no significant difference in mean achievement scores of physics students exposed to
Gagne’s learning hierarchy and Lecture Method. The result is presented in table 2 below
Table 2: Independent t-test analysis on difference in mean achievement scores of physics students
exposed to Gagne’s Learning Hierarchy and Lecture Method
Groups
N
Mean
SD
Mean
Diff
Df
t.cal
Sig. (2
tailed)
Remark
GLHS
116
68.76
12.62
30.64
209
17.67
0.000
Significant
LM
95
38.12
12.43
P<0.05
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From Table 2, it is evident that a t-value of 17.67 and a P-value of 0.000 were achieved. Testing at an
alpha level of 0.05, the P-value is less than the alpha level, therefore the null hypothesis which states that
there is no significant difference in mean achievement scores of secondary school physics students exposed
to Gagne’ Learning Hierarchy and Lecture Method was rejected. This implied that there is a significant
difference in mean achievement scores of secondary school physics students exposed to Gagne’s Learning
Hierarchy and Lecture Method in favour of Gagne’s Learning Hierarchy Strategy (GLHS).
Hypothesis 2: There is no significant difference in mean retention scores of physics students exposed to
Gagne’s Learning Hierarchy and Lecture Method.
Table 3: Independent t-test analysis on difference in mean retention scores of physics students
exposed to Gagne’s Learning Hierarchy and Lecture Method
Groups
N
Mean
SD
Mean
Diff
Df
t.cal
Sig. (2
tailed)
Remark
GLHS
116
98.90
11.49
31.58
209
23.53
0.000
Significant
LM
95
27.32
8.16
P<0.05
Table 3 reveals a t value of 22.53 and a P-value of 0.000. Testing at an alpha level of 0.05 the P-value
is less than the alpha level. Therefore, the null hypothesis which states that there is no significant difference
in mean retention scores of physics students exposed to Gagne’s learning hierarchy and Lecture Method is
rejected. This indicates that there is a significant difference in mean retention scores of physics students
exposed to Gagne’s Learning Hierarchy and Lecture Method in favour of Gagne’s Learning Hierarchy in the
instruction of secondary school SS II physics.
Hypothesis 3: There is no significant difference in mean attitude scores of physics students exposed to
Gagne’s Learning Hierarchy and Lecture Method.
Table 4: Independent t-test analysis on difference in mean attitude scores of physics students exposed
to Gagne’s learning hierarchy and Lecture Method
Groups
N
Mean
SD
Mean
Diff
Df
t.cal
Sig. (2
tailed)
Remark
GLHS
116
87.97
12.52
28.76
209
16.90
0.000
Significant
LM
95
59.21
12.01
P<0.05
Table 4 shows a t-value of 16.90 and a P-value of 0.000. Testing at an alpha level of 0.05 the P-value is
less than the alpha level. Therefore, the null hypothesis which states that there is no significant difference in
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mean attitude scores of physics students exposed to Gagne’s learning hierarchy and Lecture Method is
rejected. This indicates that there is a significant difference in mean attitude scores of physics students
exposed to Gagne’s Learning Hierarchy and Lecture Method in favour of Gagne’s learning hierarchy in the
instruction of secondary school physics.
Discussion
The findings of this study with respect to the effectiveness of Gagne’s learning hierarchy on students
achievement in senior secondary school physics is in agreement with the work
of Shachak, Ophir, Rubin and Fine (2005). Their study examined Gagne’s learning hierarchy when likened to
the customary acquisition technique on students’ achievement in science. The study showed that Gagne’s
learning hierarchy with its instructional events is effective in bringing about improvement in classroom
instruction. The finding reaffirmed that students exposed to Gagne’s learning hierarchy achieved more with
respect to concepts in science and physics inclusive when compared to students that were taught
conventional teaching method.
From the findings, Gagne’s Learning Hierarchy is more effective than the Lecture Method. One
possible explanation for this is that Gagne’s learning hierarchy possess the potentials of sustaining pupils
induction and involvement while helping students’ to develop difficulty resolution ability in physics. Gagne’s
learning hierarchy strategy provided students’ the opportunity to participate effectively regarding
instruction-acquisition situation and it has encouraged them in building self-confidence in solving physics
problems. The lecture technique being an instructor dominated activity never encourages students effective
engagement regarding teaching-learning process as a teacher-centred technique. The present finding
supports Kim (2016) who stated that Gagne’s learning hierarchy was more effective regarding improving
learners’ content knowledge in science and retention than the lecture method. The finding also supports an
investigation regarding Savinainen, Makynen, Nieminen and Viiri (2017), who revealed that Gagne’s Learning
was superior to lecture teaching method on learners understanding and retention regarding Newton’s third
Law of motion in physics.
The findings disclosed a situation whereby a significant difference existed among the mean attitude
scores of physics students that were tutored through Gagne’s Learning Hierarchy and Lecture Method. One
possible explanation for this discovery should be Gagne’s learning hierarchy strategy possession of the
potentials to arouse and sustain pupils’ induction and involvement while helping students’ to develop
difficulty resolution ability in physics. Gagne’s learning hierarchy provided students’ the opportunity to
participate effectively in instruction-acquisition situation and it has encouraged them in building self-
confidence in solving physics problems. The lecture technique being an instructor dominated activity never
encourage students’ effective engagement regarding teaching-learning process being a teacher-centred
approach. The findings also support the studies of Moore and Stanley (2010), who revealed that Gagne’s
Learning Hierarchy strategy was superior to lecture teaching method on learners understanding and attitude
of Newton’s. third Law of motion in physics.
Conclusions
From these findings and discussions, conclusions can be drawn that Gagne’s learning hierarchy has
helped in improving the academic achievement, retention and attitude of senior secondary school physics
students. Therefore Gagne’s learning hierarchy is viable and has the potential of enhancing senior secondary
school physics students’ academic achievement, retention and attitude in physics concepts and contents.
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Recommendations
In accordance with the findings, the following recommendations are made:
i. In term of academic achievement, retention and attitude in senior secondary school physics, this
study shows that Gagne’s learning hierarchy enhanced the academic achievement, retention and
attitude in physics as compared to lecture method. The utilization of Gagne’s learning hierarchy
by physics teachers should therefore be encouraged in Nigerian senior secondary schools.
ii. Government agencies responsible for teacher development programmes should train physics
teachers on the use of Gagne’s Learning Hierarchy to enable the physics teachers construct
effective lesson plans on this innovative and collaborative instructional strategy. This has been
one of the major obstacles militating against teachers’ adoption of this technique in senior
secondary school physics classroom teaching.
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