A SURVEY OF PHYSICS TEACHERS’ ADOPTION OF EDUCATIONAL SCIENCE RESEARCH AND ASSESSMENT-BASED FINDINGS FOR INNOVATIVE TEACHING IN NORTH- CENTRAL NIGERIA SECONDARY SCHOOLS
https://doi.org/10.83151/nabp-rm45
This study examined Physics teachers’ adoption of educational science research and assessment-based evidence for innovative teaching in senior secondary schools in North–Central Nigeria. A descriptive survey of 187 teachers employed the Physics Teachers’ Research and Assessment Utilisation Questionnaire (PTRAUQ; ? = 0.87) and analysed data using medians, Mann–Whitney U tests, and Spearman correlation. Results show high engagement with research and assessment (Median = 3.00), moderate use of inquiry-based learning, learner-centred instruction, ICT integration, and continuous assessment, but lower uptake of diagnostic assessment and simulations. Significant urban–rural differences were found in research integration (U = 2.85, p = 0.005, r = 0.21), assessment use (U = 2.41, p = 0.017, r = 0.18), and challenges (U = 3.02, p = 0.003, r = 0.22). A moderate relationship emerged between evidence use and innovation (? = 0.42, p = 0.001). The study shows that evidence use is structurally mediated, contributing a context-sensitive explanatory model of instructional practice.
Keywords: Educational Research Adoption, Assessment Literacy, Innovative Teaching, Physics Education.
Uwadileke Obi and Olusegun Godwin Ogundare (Ph.D)
A SURVEY OF PHYSICS TEACHERS’ ADOPTION OF EDUCATIONAL SCIENCE RESEARCH AND ASSESSMENT-BASED FINDINGS FOR INNOVATIVE TEACHING IN NORTH- CENTRAL NIGERIA SECONDARY SCHOOLS https://doi.org/10.83151/nabp-rm45
This study examined Physics teachers’ adoption of educational science research and assessment-based evidence for innovative teaching in senior secondary schools in North–Central Nigeria. A descriptive survey of 187 teachers employed the Physics Teachers’ Research and Assessment Utilisation Questionnaire (PTRAUQ; ? = 0.87) and analysed data using medians, Mann–Whitney U tests, and Spearman correlation. Results show high engagement with research and assessment (Median = 3.00), moderate use of inquiry-based learning, learner-centred instruction, ICT integration, and continuous assessment, but lower uptake of diagnostic assessment and simulations. Significant urban–rural differences were found in research integration (U = 2.85, p = 0.005, r = 0.21), assessment use (U = 2.41, p = 0.017, r = 0.18), and challenges (U = 3.02, p = 0.003, r = 0.22). A moderate relationship emerged between evidence use and innovation (? = 0.42, p = 0.001). The study shows that evidence use is structurally mediated, contributing a context-sensitive explanatory model of instructional practice. Keywords: Educational Research Adoption, Assessment Literacy, Innovative Teaching, Physics Education.