Cognitive and affective strategies for the construction of optimal learning experiences in modern physics in Ebonyi State college of education, Ikwo

This study was carried out to identify the cognitive and affective strategies for improving the teaching and learning of modern physics in Ebonyi State Colleges of Education, Ikwo in southeast Nigeria. Two research questions were developed in line with the purpose of the study. Two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 76 male and 57 female students of departments of physics and integrated science who offer courses in modern physics from the area of study. A sample of 20 male and 20 female students was drawn using simple random sampling technique. A two-cluster 11 item instrument termed "Teaching and Learning of Modern Physics Questionnaire" (TLMPQ) was used for data collection. The instrument was first validated by three experts and reliability was determined using Cronbach Alpha Statistics and the reliability value got was 0.82. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research questions, while t-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the items presented are the strategies for improving the teaching and learning of modern physics in Ebonyi State Colleges of Education, Ikwo in southeast Nigeria. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of male and female students of physics on all the items presented. Based on the findings of the study, it was recommended thatteachers and lecturers should adopt learner-centred pedagogical strategies in teaching modern physics by considering and implementing the hierarchical order of cognitive and affective domains of learning. This will not only reduce its abstract nature but make its study relevant to the needs of the society. Secondly, the necessary learning resources should be made available to both teachers and students.