The study investigated the learning behavior and achievement of physics students who learnt simple pendulum using the ubiquitous application, the physical laboratory and the lecture method. The aim is to find out if the ubiquitous physics application will enhance achievement and learning behavior as in the laboratory method where students interact with materials physically. Three coeducational senior secondary schools were purposively sampled and one intact Senior secondary 2 physics class was randomly selected from each school and assigned to groups. The pretest- posttest non-equivalent group design was used. A total of one hundred and four students (N=30. N=30, N=44) participated in the study. The result showed that the groups were significant for learning behavior (F(2, 101) = 57.830; p=0.000) and achievement (F(2, 101) = 392.582; p= 0.000) at posttest. Scheffe post hoc analysis showed that the means of all three groups (Ubiquitous application =45.85; physical laboratory =40.57; Lecture = 30.18) differed significantly from each other in their learning behavior. Scheffe post hoc analysis identified the source of the significance in mean achievement in the three groups to be between the ubiquitous and lecture groups as well as between the physical laboratory and lecture groups. The difference in the mean score of male and female subjects in Ubiquitous application and physical laboratory groups did not differ significantly. The Ubiquitous application was thus adjudged useful in learning of simple pendulum just as the physical laboratory. It was concluded that the Ubiquitous application could be a useful alternative to physical laboratory for teaching Simple pendulum in Nigeria and in other countries with similar challenges.
Author(s): Clara Dumebi Moemeke and Misho Emuobosa
