HARNESSING PEDAGOGICAL AFFORDANCES OF ONLINE TOOLS TO ENHANCE GRADE 11 PHYSICAL SCIENCES LEARNERS’ CONCEPTUAL UNDERSTANDING OF ELECTROMAGNETISM

Abstract

This study explored the utilization of online tools to enhance grade 11 Physical Sciences learners’ conceptual understanding of Electromagnetism. The empirical investigation adopted a quasi-experimental design and involved purposively selected grade 11 Physical Sciences learners as participants. Quantitative data was collected through the administration of a questionnaire. The questionnaire was administered as a pre-test and post-test with a view to evaluate the efficacy of the utilization of online tools as an instructional intervention. Findings emanating from the study demonstrated that the utilization of online tools served to enhance grade 11 Physical Sciences learners’ conceptual understanding of Electromagnetism as a key knowledge area. There is a crucial need for teachers to fully embrace pedagogic innovation to improve learner outcomes in Physical Sciences teaching and learning. Theoretical implications for pedagogic innovation are discussed.