Integrated Psycho-socio Scientific Argumentation into Face-to-Face Facilitation and its Effect on Physics Performance of Open and Distance Learners

Abstract

The study adopted an Ex-post facto Experimental research design to investigate the integrated psycho-socio scientific argumentation into face-to-face facilitation and its effect on Physics performance of open and distance learners. The sample size consisted of randomly selected 28 learners of an open and distance institution. The instrument for data collection was Physics Performance Test administered following the two modes of facilitations. The research instrument was validated with face and content validity and a test re-test administered after three weeks. The obtained alpha value was 0.71.  t – test statistical method at 0.05 level of significance was used to analyse the grade scores obtained in Physics Performance Test. The results showed that the performance of learners who were facilitated with the integrated psycho-socio scientific argumentation into face-to-face facilitation performed significantly from those facilitated with ordinary face-to-face facilitation (t =3.85 > 0.002). The study recommends that psycho-socio scientific argumentation integrated with face-to-face facilitation be used as a mode of facilitation for Physics distance learners in open and distance university education