Effects of circle-the-sage strategy on secondary schools students' numerical ability in physics in Nigeria

Edidiong Enyeneokpon Ukoh, Alaba Lawrence Aladejana


The study examined effect of circle the sage instructional strategy on students’ numerical ability in Physics in senior secondary schools in Ikere local government of area of Ekiti state. A sample of sixty (60) students was selected for the study. A self-structured Physics Numerical Ability Test was used for data collection. A pre-test post-test quasi experimental research design was employed for the study. Two secondary schools in Ekiti state were chosen for the study. A test-retest method was employed to ascertain the reliability of the instrument, using Pearson Product Moment Correlation (PPMC).  Three (3) hypotheses were formulated for the study. Self constructed twenty items multiple choice questions was used to collect the date and the data collected were analysed using ANCOVA. The findings of the study revealed that there was no significant effect of treatment on numerical ability of students in Physics, there was no significant effect of gender on numerical ability of students in Physics and there was no significant interaction effect of treatment and gender on numerical ability of students in Physics. Therefore, the study recommended that, though there was no effect of  circle the sage strategiy on students’ numerical ability but cicle the sage with other strategies should be used to teach Physics at all level and be incorporated into the teaching of Physics at the secondary school level.


Achor, S. S., Imoko, L. O., & Uloko, K. . (2013). What is high stakes testing? http://www.http//childparenting.about.com/
Agboola, O. (2014). Effect of concept mapping and peer tutoring instructional strategies on learning outcomes of students in chemistry. EDULEARN14 Proceedings, 1606. https://library.iated.org/view/AGBOOLA2014EFF
Aladejana, A. L., & Fatoba, J. O. (2022). Effects of drill and practice instructional strategy on senior secondary schools students’mathematical skills in physics in Ekiti State, Nigeria. International Journal of Education, Psychology and Counseling, 7(45), 190–198. https://doi.org/10.35631/IJEPC.745015
Aladejana, A. L., & Olusola, O. O. (2022). Effects of visual imagery and mind mapping strategies on physics students’ mathematical skills in mechanics in Ekiti State, Nigeria. Journal of Emerging Technologies and Innovative Research, 9(1). https://www.jetir.org/papers/JETIR2201031.pdf
Ameer, I. S., & Singh, P. (2013). Exploring grade levels and gender differences in numeracy thinking among secondary school students. Procedia - Social and Behavioral Sciences, 90, 187–195. https://doi.org/10.1016/j.sbspro.2013.07.081
Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: Are they effective to improve student’s thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346. https://doi.org/10.15294/jpii.v6i2.11100
Ashadi, A., & Rice, S. (2016). High stakes testing and teacher access to professional opportunities: lessons from Indonesia. Journal of Education Policy, 31(6), 727–741. https://doi.org/10.1080/02680939.2016.1193901
Awodun, A. O., Oni, S. A., & Aladejana, A. L. (2014). Students’ variables as predator of secondary school students performance in physics. International Journal of Scientific and Research Publications, 4(8), 1–5. https://www.ijsrp.org/research-paper-0814.php?rp=P323065
Ballado, R. S., Morales, R. A., & Ortiz, R. M. (2014). Development and validation of a teacher education aptitude test. International Journal of Interdisciplinary Research and Innovations, 2(4), 129–133.
Betz, S. K., Eickhoff, J. R., & Sullivan, S. F. (2013). Factors influencing the selection of standardized tests for the diagnosis of specific language impairment. Language, Speech, and Hearing Services in Schools, 44(2), 133–146. https://doi.org/10.1044/0161-1461(2012/12-0093)
Cueto, S., & Leon, J. (2012). Psychometric characteristics of cognitive development and achievement instruments in round 3 of Young Lives. Young Lives.
Daly, E. J., Martens, B. K., Witt, J. C., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26(4), 554–574. https://doi.org/10.1080/02796015.1997.12085886
Fasakin, A. O. (2011). Impacts of natural phenonemenon on student’s achievemet, attitude and practica skills in physics. Universty of Ibadan.
Galli, S., Chiesi, F., & Primi, C. (2008). The construction of a scale to measure mathematical ability in psychology students: An application of the Rasch Model. TPM (Testing Psicometria Metodologia), 15(1), 1–16. https://www.tpmap.org/wp-content/uploads/2014/11/15.1.1.pdf
Galli, S., Chiesi, F., & Primi, C. (2010). Assessing mathematics competence in introductory statistics courses: An application of the item response theory. Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8, July, 2010), Ljubljana, Slovenia. https://www.stat.auckland.ac.nz/~iase/publications/icots8/ICOTS8_C114_GALLI.pdf
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Sage.
Hattie, J. (1984). An empirical study of various indices for determining unidimensionality. Multivariate Behavioral Research, 19(1), 49–78. https://doi.org/10.1207/s15327906mbr1901_3
Higginson, I. J. (1992). The development, validity, reliability and practicality of a new measure of palliative care: the Support Team Assessment Schedule. University of London.
International Union of Pure and Applied Physics. (2009). Defination of physics.
Myers, E. A. (2003). Zaman keemasan Islam: Para ilmuwan Muslim dan pengaruhnya terhadap dunia Barat. Fajar Pustaka Baru.
Ogunleye, B. O., & Oladehin, T. B. (2012). Improving students’ achievement and attitude to basic science through circle-the-sage mode of cooperative learning. Journal of Research and Development in Education, 10, 76–87.
Ojo, A. R., & Denies, O. O. (2022). Effects of peer-tutoring and concept-mapping instructional strategies on secondary school students’ achievement in science and technology in Ekiti State Nigeria. Journal of Emerging Technologies and Innovative Research (JETIR), 9(1). https://www.jetir.org/papers/JETIR2201008.pdf
Ojo, A. R., Ukoh, E. E., & Aladejana, A. L. (2019). Effects of the use of mobile phone application on higher institutions physics students’ academic achievement in Ekiti State, Nigeria. IJRDO - Journal Of Educational Research, 4(3), 1–8. https://doi.org/10.53555/er.v4i3.2663
Omokorede, D. E., & Siyelnen, M. M. (2021). The effect of jigsaw instructional strategy on senior secondary school students’knowledge retention in physics in Jos, Nigeria. European Journal of Education Studies, 8(5). https://doi.org/10.46827/ejes.v8i5.3719
Patel, S. A., & Sawant, H. P. (2019). A study of numerical ability of secondary school students in relation to their gender. International Journal of Research in All Subjects in Multi Languages, 7(6), 27–31. http://www.raijmr.com/ijrsml/wp-content/uploads/2019/10/IJRSML_2019_vol07_issue_06_Eng_07.pdf
Pearpoint, J., Forest, M., & Snow, J. (1992). The inclusion papers: Strategies to make inclusion work. A collection of articles from the centre. Inclusion Press.
Shaw, L. (1990). Each belongs: Integrated education in Canada. Centre for Studies on Integration in Education.
Ukoh, E. E., & Abiola, O. O. (2017). Teachers’ self regulatory skills as correlate of senior secondary school students’ achievement in physics in Lagos State, Nigeria. Nigerian Journal of Applied Psychology, 19, 35–52.
West African Examination Council. (2019). Performances of students in physics.


Edidiong Enyeneokpon Ukoh
Alaba Lawrence Aladejana
aladejana.alaba@bouesti.edu.ng (Primary Contact)
Ukoh, E. E., & Aladejana, A. L. (2022). Effects of circle-the-sage strategy on secondary schools students’ numerical ability in physics in Nigeria. Momentum: Physics Education Journal, 6(2), 181–187. https://doi.org/10.21067/mpej.v6i2.6637

Article Details