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                      American International Journal of Social Science Research; Vol. 4, No. 2; 2019 
                                       ISSN 2576-103X   E-ISSN 2576-1048 

Published by Centre for Research on Islamic Banking & Finance and Business, USA 
 

     53 
 

Comparative Effectiveness of Self-Instructional Print Media and Conventional 
Teaching Method on Secondary School Students Achievement in Physics in 

Osun State 
 
 

Oluseyi Abraham Olaniyi 
Department of Educational Technology 

Faculty of Education, National Open University of Nigeria 
PMB 80067, Victoria Island, Lagos, Nigeria 

Tel: 234-803-929-9377     
E-mail: emperorseyi@gmail.com  

 
Moshood Ayinde Hassan 

Professor 
Department of Adult Education, Faculty of Education 

Adekunle Ajasin University 
PMB 001, Akungba-Akoko, Ondo State, Nigeria 

Tel: 234-803-422-9218    
E-mail: ayindeayindeayinde@hotmail.com 

 
Abstract 
The current decline in the performance of secondary school students in Physics in the Senior School Certificate Examination 
(SSCE) has become a major concern for the stakeholders in the field of education. This may perhaps, be partly due to the strict 
adherence of Physics teachers to the use of conventional teaching method in teaching Physics. This study was therefore carried 
out with the aim of evaluating the comparative effectiveness of Self-instructional Print Media and the conventional teaching 
method on secondary school students’ achievement in Physics in Osun State. A non-randomised control group pretest-posttest 
quasi-experimental research design was adopted for the study. Self-Instructional Printed Material in Physics (SIPMP), Lesson 
Plan in Physics (LPP), Entry Behaviour Test in Physics (EBTP) and Achievement Test in Physics (ATP) were the research 
instruments used in this study. One hundred and seventy three (173) SSS II students from six intact classes of six purposively 
selected secondary schools in Osun State constituted the sample of the study. These students were randomly assigned into the 
three quasi-experimental groups, namely: Self-instructional Print Media alone (SIPM alone), Self-instructional Print Media with 
the conventional Teaching Method (SIPM with CTM) and the Conventional Teaching Method alone (CTM alone). The three 
groups were tested prior to and after their exposure to the experimental treatment. The data collected were analysed to answer 
the five research questions and test the four hypotheses raised for the study using mean scores, t-test, ANOVA and ANCOVA 
at 0.05 level of significance. The findings of this study indicated that the three groups were equivalent or homogeneous prior to 
the application of the experimental treatment. The three groups also recorded significant improvement in their achievement in 
physics after being exposed to the experimental treatments. However, the students that were exposed to the self-instructional 
print media (whether independently or conjointly with the conventional teaching method) significantly outshone their 
counterparts that were taken through the conventional teaching method alone. Based on these findings, secondary school physics 
teachers were admonished to embrace the use of self-instructional print media to promote effective and efficient teaching and 
learning of Physics. They were also encouraged not to completely abandon the use of the conventional teaching method. 
 
Keywords:  Self- Instructional Print Media (SIM), Conventional Teaching Method (CTM), Achievement,     Effectiveness, 
Programmed Instruction, Reinforcement, Operant Conditioning. 

1. Introduction 
1.1 Background to the Study 
Science is any system of knowledge that is concerned with the physical world and its phenomena and that entails unbiased 
observation and systematic experimentation (Encyclopedia Britannica, 2014). Besides, Ogunniyi, (1998) defines science as an 
attempt by human beings to organize their experience about nature into meaningful system of explanation. Emovon, (1995) sees 
science as a body of knowledge which is acquired through observation and systematic experimentation. 
 Combining these definitions, one can define science as a field of study in which human beings seek to understand and 
explain materials and forces of nature through systematic and objective observation and experimentation. It is systematic because 



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it consists of various stages that are mutually independent and functionally integrated in such a way that a mistake or fault 
noticed at any of the stages will affect the overall outcome of the process. It is also objective because the outcome is determined 
by the empirical evidence gathered through the collection and analysis of data and not by the emotion of the observer or 
experimenter. Contemporary science is typically divided into the natural sciences (Physics, Chemistry, Biology and Earth science) 
which study the material world and social sciences which study people and the societies. (Wikipedia, 2016). 
 There are several methods of teaching sciences within the conventional teaching method, these includes: expository or 
teacher talk and chalk method, problem- solving method, project method, group work method, discussion method etc. These 
methods are collectively referred to as conventional teaching methods because, they require the physical presence of a teacher 
before they can be used. Effective teaching of science does not only depends on the teacher’s knowledge of the methods but also 
on his/her ability to use the appropriate method or combination of methods. Asoko, (2000) opines that in all countries, 
teachers are the key to realizing the curriculum aims and the quality of science education which students receive rests ultimately 
on them. 

Physics is a core subject in the field of natural science. The teaching and learning of Physics is important to the 
students because, Physics forms the nucleus of many courses in the field of science and technology, these include: electrical 
engineering, mechanical engineering, material science and engineering, computer science and engineering, civil engineering etc. 
without a credit pass in Physics in Senior Secondary Certificate Examination (SSCE), a student cannot be admitted into any 
higher institution to study any of the listed courses.  

One of the broad goals of secondary education in Nigeria is to prepare the individual for higher education (National 
Policy on Education, 2004) and to actualize this goal; teaching and learning of Physics must be given adequate focus and 
attention. This is because teaching and learning of Physics is a complex process that requires more than the singular effort of the 
teacher through the conventional classroom teaching. Learners are also expected to complement the effort of their teachers by 
exhibiting conscious and deliberate individual effort and commitment towards the learning of Physics. According to Jadav, 
(2004), subjects like Physics and Mathematics require a lot of imagination, self-thinking and practicing problem solving. 
Gaining conceptual understanding of Physics is difficult for many students. There are limit to what can be done in the class to 
help students learn Physics in such a manner. Doing more require individualized instruction and productive out-of-class effort 
on the part of the students? 
In view of the importance of science to human development and the role Physics is playing in preparing students for higher 
education, one is justified to investigate the means by which the subject can be improved upon. Consequently this study focusses 
on how self- instructional print media can be used to improve secondary school students’ performance in Physics in Osun state. 
The study is entitled: comparative effectiveness of self-instructional print media and conventional teaching method on secondary 
school students’ achievement in Physics in Osun state. 
 
2. Statement of the Problem 

The current decline in the performance of students in Physics in the Senior School Certificate Examination (SSCE) 
has become a major concern for the stakeholders in the field of education. This may perhaps, be partly due to the strict 
adherence of Physics teachers to the use of conventional teaching method in teaching Physics. The use of self-instructional media 
to facilitate learning of Physics has not be given adequate consideration by the Physics teachers. Consequently, this study 
entitled: Comparative Effectiveness of Self-instructional Print Media and Conventional Teaching Method on Secondary School 
Students’ Achievement in Physics in Osun State is embarked upon.  

 
3. Purpose of the Study 

 Find out the effectiveness of self- instructional print media on students’ achievement in Physics; 
 Ascertain the effectiveness of conventional teaching method on students’ achievement in Physics; 
 Find out the effectiveness of self- instructional print media conjointly used with the conventional teaching method on 

students’ achievement in Physics; 

 Determine which of the self- instructional print media and conventional teaching method contributes more to the 
students’ achievement in Physics; and 

 Verify which among the self- instructional print media used alone, self- instructional print media used with the 
conventional teaching method and conventional teaching method alone contributes most to the students’ achievement 
in Physics. 

4. Theoretical Framework 
This study is built on behaviourism theory specifically Skinner’s Operant or instrumental conditioning theory and Thorndike 
theory of connectionism. Self-instructional media are grounded on skinner’s operant conditioning theory (Sharma, n.d.). This 
theory believes that learning is a product of outcome or consequence of response given to a stimulus. That is, an individual is 
likely to repeat an action or behaviour if the outcome or consequence of the action or behaviour is rewarding, pleasant or 



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reinforcing. B. F. Skinner coined the term operant conditioning; it means roughly changing of behaviour by the use of 
reinforcement which is given after the desired response (McLeod, 2005).  
 According to Skinner (1938), behavioural responses become connected to environmental stimuli largely as a result of 
what happens after the response occurs. A learner will possibly repeat an action that led to the solution to a problem when 
confronted with a similar problem in the future (NOUN, 2009). Operant conditioning is a method of learning that takes place 
through rewarding a certain behaviour or withholding reward for an undesirable behaviour. Thus an association is made between 
the behaviour and its consequence (Christopher, 2016). For instance, a student who is given an applause on the assembly ground 
for being punctual in the school is likely to continue to be punctual while the one given a public jeering for coming late to 
school perpetually is likely to change for better.  
Skinner identifies three types of responses: 

 Neutral Operants: Responses that do not alter the probability of a behaviour being repeated. 
 Reinforcers: Responses that increase the probability of a behaviour being repeated. 
 Punishers: Responses that decrease the probability of a behaviour being repeated (McLeod, 2015, Christopher, 2016).   

 
There are two main components of operant conditioning; reinforcement and punishment (Peggy, 2013). These components are 
summarized in the figure below. 
 
Figure 1: Operant Conditioning Theory. 

    
Source: Curtis N. (2016). Wikipedia. htpps://en.m.wikipedia.org/wiki/operant-conditioning  

  Reinforcement is used to strengthen behaviour. A reinforcer is anything that strengthens the desired response (Richard, 
2015). According to Schultz (2006), reinforcement is responsible for response strengthening - increasing the rate of responding 
or making responses more likely to occur. A reinforcer (reinforcing stimulus) is any stimulus or event following a response that 
lead to the response strengthening.  

Punishment on the other hand is used to weaken behaviour. Skinner (1953) opines that punishment often brings 
about responses that are incompatible with punished behaviour and that are strong enough to suppress it. Punishment decreases 
the future likelihood of responding to a stimulus (Dale, 2012). Positive punishment is the application of aversive stimulus to 
weaken an incorrect or unacceptable behaviour (Reed and Lovett, 2008). It is the addition of something which causes the 
decrease in the behaviour that was displayed (Sincero, 2011).  For instance, a student may be caned for coming late to the school 
or for lack of concentration during the lesson. Negative reinforcement is the withdrawal of desired stimulus/event after a 



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particular undesired behaviour is exhibited, resulting in the behaviour happening less in the future (Sadowski, 2012). It is the 
removal of something which is favourable in order to decrease the likelihood of the behaviour to reoccur (Sincero, 2011). A 
good example of this is when a student is temporarily suspended from his/her post for exhibiting bad manners. The 
reinforcement and punishment processes is summarized in the figure below. 

 
Figure 2: Reinforcement and Punishment Process 

 

Source: Adopted from Dale H.S. (2012), Learning Theories, An Educational Perspective,Boston; Allyn and Bacon. Page 91.                                               

In self-instructional media, the instructional content (subject matter) is the stimulus while educational media are the 
vehicles carrying the stimulus, (Rowntree, 1974). These media can be in printed or electronic form. They are information 
carriers employed in instruction (Agun and Imogie, 1988). In a self-Instructional Print Media, this instructional content is 
usually broken into smaller chunks or units that are sequentially and logically arranged from known, familiar and simple facts to 
new and more complex facts and principles using frames with each frame containing a bit (NTI, 2007). A learner is expected to 
understand a unit completely before moving to the next. This is in accordance with the information processing theory 
formulated by Piaget in 1926 and developed by Anderson in 1977 which established the point that when what is learnt is clearly 
categorized, organized into units and sequenced, then, it is easy to store it and retrieve it from the long term memory, (Adanu, 
Eskey and Onu, 2012).  
 The response is the expected learning outcomes stated in behavioural terms, such as: the ability to write, list, explain, 
solve a problem etc. the extent to which these expected responses has been actualized by a learner is usually tested through the 
administration of criterion-referenced test at the end of each unit, thus helping the learner to participate actively in the learning 
process. The learners with correct responses are reinforced with the use of complementary comments such as Excellent, Bravo, 
while hints to correct responses are provided for those with incorrect responses. The programmed instruction (Self-instructional 
Media) used for this study is designed based on this theory. 
 Thorndike theory of connectionism is the major theory upon which conventional teaching method is based. According 
to Thorndike (1901), the fundamental of learning is the association between sense impression (stimulus) and impulses to action 
(response). These association or connection becomes strengthened or weakened by the nature and frequency of the stimulus-
response pairing (Richard, 2015). He postulated that learning in an organism involves the act of selecting the most appropriate 
responses and associating them with the specific problems or stimuli (NOUN, 2009). Learning is the connection of a certain act 



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with a certain situation and a resultant pleasure (Thorndike, 1898). This simply means for learning to occur a learner must see 
the connection or association between the instructional content (stimulus) and the expected learning outcomes (responses). The 
basic unit used for describing behaviour is stimulus-response (SR) connection and all learning involves the formation of new 
stimulus- response connections (Obi, 2001). An educated adult possesses millions of stimulus-response connections (Shunk, 
2012). 
 Thorndike emphasised motivation and reinforcement as two factors that are necessary for learning to occur. The cat 
must be hungry (motivation) in order to see the reason to open the box so as to get the food and it must also satisfy his hunger 
with the food (reinforcement) after opening the box. (Obi, 2001). This is revealed in the three laws of learning developed by 
Thorndike: Law of readiness, law of exercise and law of effect. Law of readiness was intended to account for the motivational 
aspect of learning (Weibell, 2011). It suggests that a teacher can only instruct a student if that student is willing to be educated, 
when a student does not show any sign of readiness, a teacher should provide instruction that will help the student develop 
(Christopher, 2016). Law of exercise states that connections become strenghtened with practice and weakened when practice is 
discontinued (Richard, 2015). Connections grow stronger when used and grow weaker when not used (Weibell, 2011). Law of 
effect states that if an event was followed by a reinforcing stimulus, then the connection was strenghtened. If, however, an effect 
was followed by a punishing stimulus, then, the connection was weakened (David, 1998).     
 This theory is germane to this study because it empowers the teacher to appreciate the reason why he/she should 
employ an incorporated use of various conventional teaching methods and educational media such as: chalkboard, poster, chart, 
graphics, models,specimens, dioramas, instructional radio and television, etc to present instructional content (subject matter) in a 
way that learners will be sufficiently motivated to see the connection between the instructional content (stimulus) and the 
expected learning outcomes (responses). It will also guide the teacher to see the needs to reward the students who give correct 
responses to the exercise given at the evaluation stage of the lesson with complementary remarks such as: Excellent, Bravo, Very 
good, etc and good grades which may be included in the continuous assessment that will eventually form a significant part of 
their final scores in the subject, while correction and guidance should be provided for the students with incorrect responses.  

The key assumptions of the two behaviouristic theories reviewed in this study that are important to both self-
instructional media and conventional  classroom teaching are: learning occurs by accumulating atomized bits of knowledge, 
learning is sequential and hierarchical, transfer is limited to situations with a high degree of similarity, test should be used 
frequently to ensure mastery before proceeding to the next objective. Test are the direct instantiation of learning goals and 
motivation is externally determined and should be as positive as possible (Lorrie, 2000, Greeno, Collins and Resnick, 1996, 
Shepart, 1991, Shulman and Quinlan, 1996). 

 
5. Literature Review 
Sushmita (2005) defines Self-instructional media (SIM) as written elaboration of a set of learning opportunity organised around 
a well-defined theme/topic in such a way that, it (is): a self contained instruction unit to be used in a self-learning situation, 
guarantees self-sufficiency (and) structured in such a way that it helps the learner to find their way into the text and to find their 
way through the text. It is a learner-oriented instruction in which learning takes place without requiring the physical presence of 
a teacher. It is based on the principles of programmed learning which in turn are founded on the concept of operant 
conditioning given by skinnner (Sharma, 2011). These materials enable students to learn at their own convenience in terms of 
pace, rate of assimilation as well as place and time of use. They also cater for the individual differences in learners (NOUN, 
2009). A self-instructional material therefore performs the function of a live teacher.  According to Rowntree (1986), the self-
instructional material must carry out all functions a teacher would carry out in the conventional situation, guiding, motivating, 
intriguing, expounding, explaining, provoking, reminding, asking questions, discussing alternative answers, appraising each 
learner’s progress, giving appropriate remedial or enrichment help and so on. 
 Jadav (2014) opines that all underlying assumption in this method of instruction (SIM) is that human-beings learn 
many things through their own effort. Every individual has a natural desire to learn on his/her own. Another assumption is that, 
every individual is unique; he/she learn according to his or her ability.  Sansanwal (1978) identifies some of the characteristics 
of self-instructional media to include: self-paced, flexible, auto-instructional, economical in time and effort, more interesting and 
exciting and may be developed within the available resources. Lockwood (1997) also lists attributes of SIM to include: 
individual learning, self-paced learning, private learning, available at any time, available at any place, available at any number, 
standardised content, expert content, updatable content, structured teaching, active learning, frequent feedback, explicit 
objectives and individualised tutoring. The cycle of a self-instructional material are usually arranged hierarchically as shown in 
the figure below. 
 

 

 



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Figure 3: Cycle of a Self-instructinal Material. 

 

Source:  The Authors 

The two common types of self-instructional media are: Programmed Instruction (PI) and Computer Assisted Instruction (CAI) 
(NTI, 2007) 

5.1. Role of Teacher in the Use of Self-Instructional Media 
The development of self-instructional media has enabled the teachers’ job to evolve from then usual conventional dissemination 
of information in the classroom to that of an organiser, manager, designer, producer and facilitator of instruction (Labo-
Popoola, 2005). According to Charp (1965)  the teachers’ time will be used in leading group discussions, in working with 
students individually and in small groups using laboratory work where applicable. The teacher should do away with the baseless 
fear that the use of self-learning material will relegate their position to that of a passive actor and consequently eliminate them 
from teaching service. Kersh (1965) opines that it is frequently said that the classroom teacher will never be replaced by 
programmes of sel-instruction. Rather, he will be freed to guide the learning of his students in a way that only human being can.  
 Relieved from pure informative tasks, he (the teacher) could dedicate himself to the processing of this information: he 
would guide the students in the multitude of diversified documents, would help him to make relevant choices and to make the 
most of them through efficient working, would not hesitate, if necessary to send him back to the resources from cultural, 
economic or social field, because, he should not fear to lose his power, convinced that he would barter the distribution role for 
the mediator one, to become guarantor of assimilation and no more spectator of incomprehension (Meirieu, 1989). Teachers 
should therefore embrace the opportunity provided by self-instructional media in changing their role to that of a facilitator who 
helps and guides the learner in dealing with the difficulties and misconceptions encountered in the use of self- instructional 
media. 
 



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5.2 Conventional Teaching Method 
Suman and Neelam (2013) define conventional teaching as the most common method of teaching used by the teachers for 
carrying out the teaching learning process in the classroom situation. In this method, the teacher talks more or less continuously 
to deliver the facts and ideas worth remembering. It  is conceived as the transmission of ‘knowledge’ or ‘information’ from the 
teacher to the students. The teacher in this instance prepare for the active role in the classroom (provide and guide) and students 
are able to demonstrate their knowledge by filling in the blank or choosing the appropriate alternatives on the test. (Marting and 
Engeno,1992). The distinctive feature of conventional teaching method is that, the teacher is solely responsible for making sure 
that the learners understand what they are being taught. Abida and Muhammad (2012) orate that the traditional classroom often 
looks like a one person show with a largely uninvolved learner. This implies that, it is one of the autocratic teaching strategies 
(Suman and Neelam, 2013). A teacher dominated strategy of teaching where the teacher dishes out learning content and the 
learners merely struggle to learn them (Deborah, 1997).  
 Conventional classroom learning is acquired passively rather than actively, it is the product of observation than 
exploration, (Bertrand, 1946). Students are expected to blindly accept the information they are given without questioning the 
instructor (Stofflett, 1998). Conventional teaching method does not cater for the individual differences in learners. According to 
Lord (1999), this teacher-centered method of teaching assumes that all students have the same level of background knowledge in 
the subject matter and are able to absorb the material at the same pace. Soyemi, Ogunyinka and Soyemi (n.d.) state that 
conventional learning typically takes place in an identifiable classroom space, usually in a school or in an institution dedicated to 
learning. Soyemi et al. (n.d.) identify the specific features of a conventional classroom to include: A set of chairs and desks 
arranged in rows and columns, an instructor/teacher who delivers information to students, a number of students/ learners who 
are all physically present in the classroom and regularly meet at a specific time, and students participation in lecture and 
discussion. 
 
5.3 The Nature of Physics 
Omosewo (1999) defines Physics as the branch of science that deals with energy and matter, and their interactions. Nelkon 
(1997) defines physics as a science concerned with the behaviour of matter. More broadly, it is the general analysis of nature, 
conducted in order to understannd  how the universe behaves Luarie (2016). Nelkon (1997) identifies some of the branches of 
Physics as electricity, optics, heat,sound, properties of matter and atomic theory. Laurie (2016) reveals further that physics deals 
with the structure of matter and the interraction between fundamental constituents of the observable universe. In the broadest 
sense, Physics (from Greek word Physikos) is concerned with all aspect of nature on both the macroscopic and submicroscopic 
levels. Its laws are typically expressed with economy and precision in the language of mathematics. Physics is of the oldest 
academic discipline, perhaps the oldest through  its inclusion of astronomy. Physics intercepts with many inter-discipline areas of 
research such as: biopysics, quantum chemistry, etc and the boundaries of Physics are not rigidly defined (Encyclopedia 
Britannica). Laurie (2016) confirms this when he writes:  
‘Physics plays an important role in all natural sciences, . . . and all such fields have branches in which Physical laws and 
measurement receive special emphasis, bearing such names as, astrophysics, geophysics, biophysics and even psychophysics’. 
Physics also makes significant contribution through advances in new technologies that arise from theoretical breakthrough. 
Many useful inventions and machines have been produced (through researches in physics). Radar control at London and other 
large airport; computers in banks; colour television transmission by British and other national radio corporations; high-power 
microscope for use in laboratories; and anti-skid tyres for cars, have all developed from researches in physics (Nelkon, 1977). 
 
5.4 Physics in the Curriculum in Nigeria 
The establishment of CMS Grammar School, Lagos, (The first grammar school in Nigeria) in 1859 pioneered the introduction 
of science subjects like arithemetics, algebra, geometry and physiology into the school curriculum in Nigeria (Omolewa, 1977; 
Adeyemo, 2010). A number of secondary and teacher trianing institutions were founded between 1859 and 1929 and their 
curriculum were science friendly. These science subjects include: astronomy, chemistry, Physiology, geology and botany, 
(Adeyemo, 2010). However, science teaching and learning suffered in the hands of teachers and students, entry performance at 
the external examinations were very poor (Omolewa, 1997). 
 The visit of Phelph-Stroke funded education commision to West Africa in 1920 led to the discovery of deficient state 
of science education  and a strong recommendation was made for the inclusion of science subjects into the curruculum of all 
secondary schools in West Africa (Adeyemo, 2010). Curriculum development conferences and workshop were held in Nigeria 
between 1969 and 1975 resulting in the production of science curriculum materials for both primary and secondary levels 
(Ivowi, 1982, Adeyemo, 2003). Physics was one of the science subjects introduced into the science curriculum. The general 
objectives of Physics curriculum as contained in the curriculum document  of 1985 by Federal Ministry of Education (FME) 
and revised in 1998 are to: 

 Provide basic literacy in Physics for functional living in the society; 
 Stimulate and enhance creativity; 



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 Acquire essential skills and attitudes as a preparation for technological application of Physics; and  
 Acquire basic concepts and principles of Physics as preparation for further studies. 

 
5.5 Reasons for Studying Physics 
The important of Physics is recognized through out the educational system. Physics is compulsory for all science students in 
secondary school and for those who want to study engineering and technological related courses in higher institution. According 
to (Ajayi, 2013), the type of science taught in schools and the dept covered in Physics curriculum in secondary school most 
often determines the kind of scientists, technologists, engineers and doctors produced in a society.The importance of physics 
cannot be over stressed as it forms the basis for technological advancement of any nation. Its study can lead to several scientific 
fields and profession such as engineering, manufacturing, mining and construction industries (Omosewo, 1999). 
 
5.6 Problem Associated with the Teaching of Physics 
The experience of the author of this study in teaching Physics both in private and public schools over a period of five years made 
him realised that the main problem of students in learning physics is not in their inability to understand the concepts, laws and 
principles being taught. Rather, the problem, perhaps, lies in their inability to use the concepts, laws and principles to solve the 
basic problems associated with them. The problem, therefore, has to do with application, rather than understanding. However, 
this major problem is a manifestation of several challenges that are associated with the teaching of physics. 
 Jegede and Adedayo (2013) identify some of the problems of physics education in Nigeria as curriculum content, 
teaching method, teachers’ quality, negative attitude of students towards physics, students’ ignorance of the relationship between 
physics and the environment and teaching materials. Adeyemo (2010) lists problem of implementation of Physics curriculum as: 
interface between physics and mathematics (that is, physics cannot exits without mathematics), lack of modern and adequate 
laboratory equipment, unavailability of competent teacher, time limitation (that is, teaching of virtually all the topics in Physics 
requires more time than that allocated on the time table) and inadequate curriculum. According to Boyo (as cited by Omosewo, 
2012) the problems associated with the studying of Physics in Lagos, Nigeria are: non-availability of facilities for teaching, lack 
of classroom, textbooks, journals and overpopulation. Two problems that featured prominently in all the problems identified by 
the cited schorlars are: the problems of paucity of competent teachers and good textbook. The focus of this study is to find out 
how self-instructional material (print) can be used to solve these problems. 
 
6. Methodology 
The design employed in this study is a non-randomized control group pretest-posttest quasi-experimental research design for the 
main purpose of comparing the effectiveness of Self-instructional Print Media (SIPM) used alone, Self-instructional Print 
Media conjointly used with the Conventional Teaching Method (SIPM with CTM) and Conventional Teaching Method 
(CTM) used alone, on the Senior Secondary School year two (SSS II) students’ achievements in Physics in Osun State. It is non-
randomized because, intact classes were used and the researcher has no control over the selection of students (subjects) into their 
respective classes (groups). This was done with the aim of ensuring that the study is conducted smoothly without jeopardizing 
the normal school activities. The three experimental groups used in this study are represented thus: 
 Group 1 (SIPM alone)  E: X0 : X1 : X4 

 Group 2 (SIPM with CTM)                E: X0 : X2 : X4 

 Group 3 (CTM alone)  E: X0 : X3 : X4 

Where: E = Experimental Group, X0 = Pre-test, X1 = Treatment 1, X2 = Treatment 2 X3 = Treatment 3, and X4 = Post-test. 

 
6.1 Population 
This study is targeted at all Senior Secondary School year two (SSS II) students of Osun State, Nigeria. 
 
6.2 Sample and Sampling Procedure 
The sample for this study is made up of 173 SSS II students in six intact classes from six schools that were purposively selected 
based on the following predetermined conditions: availability of all the students for the three contact sessions, that is, pre-test, 
treatment and post-test sessions, readiness of the schools’ management to allow the researcher to conduct the study in their 
schools, readiness of their Physics teacher to help the researcher during the contact sessions, especially during the experimental 
treatment and ability of the students to properly and maturely handle the Self-instructional material in order to prevent loss and 
defacement. The six purposively selected schools were randomly assigned into the groups as shown in the table below. 
 
 



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Table 1: Distribution of Participants Based on Schools Selected for the Study 

 
Source: Research Data, September, 2016. 
 
6.3 Instrument for Data Collection 
Four research instruments were deployed to collect data for this study. These are: Entry Behaviour Test in Physics (ETBP); 
Achievement Test in Physics (ATP); Self-instructional Printed Material in Physics (SIPMP); and a Lesson Plan in Physics 
(LPP). These instruments were developed by the researcher. The Entry Behaviour Test in Physics is a 20-item multiple choice 
objective test with four options developed to measure the input competencies of the subjects in the topic planned to be taught. It 
contains criterion-referenced test items developed in reference to the learning outcomes that the researcher is expecting the 
subjects to be able to demonstrate after the treatments. The mean scores of the participants in the three groups used for this 
study was compared to ascertain the equivalence of the groups prior to the commencement of the treatment 
 The Achievement Test in Physics (ATP) is also a 20-item multiple choice objective test with four options which 
contains the same items as the EBTP but arranged differently. This is done to prevent the students from transferring their 
responses in EBTP directly to the ATP. The students were measured on four of the six levels in the Bloom’s cognitive domain , 
namely: Knowledge, comprehension, application and analysis. 
 The Self-instructional Printed Material in Physics (SIPMP) is a unit of instruction on the topic ‘Equations of 
Uniformly Accelerated Linear Motion’ chosen from the Osun State unified scheme of work for senior secondary schools. The 
topic is slated for the second week of the first term the senior secondary school year two academic season. The material is 
designed to ‘teach’ the students on its own without any assistance from their teachers. The Lesson Plan in Physics (LPP) is a 
sequential and logical outline of the activities that the teacher is expected to carry out during the lesson in order to ensure 
effective and efficient attainment of instructional goals. The lesson plan was written for the same topic treated in the self-
instructional printed material using the same examples. This is to ensure that the subjects in the three experimental groups were 
exposed to the same content with the only difference being the teaching and learning methods. 
 
6.4 Validity of the Instrument 
Face validity and content validity were the forms of validation conducted for the instruments. 
 
6.4.1 Face Validity 
The Entry Behaviour Test in Physics was given to four randomly selected Physics teacher in Osun State secondary school to 
check the structure, language and the relevance of each item to the lesson topic. Their suggestions, guidance and constructive 
criticisms were adapted to effect necessary corrections, rejections and acceptance of the items. 
 
6.4.2 Content Validity 
The psychometric analysis of the items that made up the EBTP and ATP was carried out to ascertain the difficulty indices and 
discriminative indices of each item that made up the test.  A 30-item test was administered to a group of 28 SSS II students of a 
school within the area of the study but which is not selected for the experimental treatments. The scores of the students were 
arranged hierarchically from the highest to the least and the upper and lower one-third (33%) were selected for difficulty and 
discrimination indices analyses. The items with the difficulty indices between +0.3 and +0.85 and discrimination indices from 
+4.0 and above were eventually selected, resulting into the dropping of 10 non-viable items. This confirms the content validity 
of the instrument. 
 
 



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6.4.3 Reliability of the Instrument   
Fifty two students in an intact class were used to conduct the reliability test for Entry Behaviour Test in Physics (EBTP) while 
forty five students in another intact class were used to conduct the same test for Achievement Test in Physics (ATP). The tests 
were first administered to the students and their scores were recorded. After four weeks the same tests were administered to the 
same set of students and their scores were also recorded. The correlation coefficients of the two set of scores for each group of 

the students were calculated using Spearman-Brown Rank-Order correlation coefficient technique. The values of  

was obtained for EBTP while r = 0.85 was obtained for ATP.  This confirmed that the test instruments were reliable. 
 
6.4.4 Variables of the Study 
The variable used in this study was grouped into three as follows: 

 One categorical independent variable: This refers to the three treatment conditions, namely: the Self-instructional Print 
Media (SIPM), Self-instructional Print Media with Conventional teaching method (SIPM with CTM) and the 
Conventional Teaching Method (CTM). 

 One dependent variable: This refers to the students’ achievement in Physics. 
 Intervening/Confounding variables: These include: students’ intellectual abilities, rates of assimilation, preferred 

learning styles, bias due to non-randomized allocation of subjects into the three experimental groups, etc. 
 

7. Data and Result 
 
Hypotheses Testing  
 
Three hypotheses were raised and tested for this study and the outcome of the test is presented below. 
 
Hypothesis One 
 
H01: There is no significant difference at 0.05 level of significance among the means of the entry behaviour scores of the students 
that were exposed to self- instructional print media alone (Ex1), self-instructional print media conjointly used with the 
conventional teaching method (Ex2) and those that were taught through the conventional teaching method alone (Ex3).  
 
H01: There is no significant difference at 0.05 level of significance among the means of the entry behaviour scores of the students 
that were exposed to self- instructional print media alone (Ex1), self-instructional print media conjointly used with the 
conventional teaching method (Ex2) and those that were taught through the conventional teaching method alone (Ex3).  
 
Table 2: ANOVA of Entry Behaviour Test in Physics 

 Sum of Squares df Mean Square F Sig. 

Between Groups 11.839 2 5.920 1.156 .317 

Within Groups 870.392 170 5.120   

Total 882.231 172    

 Source: Research Data, September, 2016. 
 
According to table 2, p = 0.317 and this value is greater than 0.05 level of significance. This means that there was no significant 
difference in the entry behaviour of the students in the three groups. The null hypothesis was therefore accepted. This implies 
that the three groups were equivalent prior to the commencement of the experimental treatment. 
 
Hypothesis Two 
 
H02: There is no significant difference at 0.05 level of significance between the means of the achievement scores of the students 
that were exposed to self- instructional print media (Ex1) and those that were taught through the conventional teaching method 
(Ex3).  
 
H12: There is a significant difference at 0.05 level of significance between the means of the achievement scores of the students 
that were exposed to self- instructional print media (Ex1) and those that were taught through the conventional teaching method 
(Ex3).  
 
 



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Table 3: T-test of SIPM and CTM on their ATP 

 
Source: Research Data, September, 2016. 
 
The result of the t-test presented in the table 3 indicates that the Sig (2-tailed) value is 0.000 and this value is less than the 0.05 
level of significance, hence, there was a statistically significant difference between the means of the achievement scores of the 
students’ that were exposed to the Self-instructional Print Media (SIPM) and those that were taught through the Conventional 
teaching method. The null hypothesis (H01) was rejected and the alternative hypothesis (H11) was accepted instead. 
 
Hypothesis Three 
 
H04: There is no significant difference at 0.05 level of significance among the means of the achievement scores of the students 
that were exposed to the self- instructional print media alone (Ex1), self-instructional print media conjointly used with the 
conventional teaching method (Ex2) and those that were taught through conventional teaching method alone(Ex3). 
 
H14: There is significant difference at 0.05 level of significance among the means of the achievement scores of the students that 
were exposed to the self- instructional print media alone (Ex1), self-instructional print media conjointly used with the 
conventional teaching method (Ex2) and those that were taught through conventional teaching method alone(Ex3). 
 

Table 4: ANCOVA of the Three Experimental Groups 

Source Type III Sum of Squares df Mean Square F Sig. Partial Eta 
Squared 

Corrected Model 568.039a 3 189.346 20.661 .000 .268 

Intercept 788.620 1 788.620 86.053 .000 .337 

EBTP 358.876 1 358.876 39.160 .000 .188 

Independent variable 172.039 2 86.020 9.386 .000 .100 

Error 1548.782 169 9.164    

Total 33095.000 173     

Corrected Total 2116.821 172     

a. R Squared = .268 (Adjusted R Squared = .255) 
Source: Research Data, September, 2016. 
 
The outcome of the ANCOVA in table 4 indicates F (2, 169) = 9.386, p = 0.000 < 0.05, therefore, there was a statistically 
significant difference between the mean scores of the students in the three quasi experimental groups. The null hypothesis was 
therefore rejected and the alternative hypothesis was consequently accepted. Since the ANCOVA result revealed a significant 
difference in the achievement of the students in the three groups, a post hoc analysis was conducted to see the exact places where 
the differences lie among the three groups. The result of which is contained in the table below. 
 
Table 5: Post Hoc Analysis of the Mean Scores of SIPM, SIPM with CTM and CTM Only 

(I) Independent Variable (J) Independent Variable Mean Difference 
(I-J) 

Std. Error Sig.b 

1.00 SIPM 2.00 SIPM with CTM .778 .582 .183 

3.00 CTM 2.423* .582 .000 

2.00 SIPM with CTM 1.00 SIPM -.778 .582 .183 



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3.00 CTM 1.645* .545 .003 

3.00 CTM 1.00 SIPM -2.423* .582 .000 

2.00 SIPM with CTM -1.645* .545 .003 

Based on estimated marginal means 
*. The mean difference is significant at the .05 level. 
b. Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments). 
Source: Research Data, September, 2016. 
 
The table 5 showed that no significant difference exists between the mean scores of students in the SIPM and those in the SIPM 
with CTM because p (0.183) is greater than 0.05 level of significance. However, there is a significant difference between the 
mean scores of SIPM and CTM groups because the p value (0.000) is less than 0.05 level of significance. This confirmed the 
outcome of the hypothesis test one (H01). The mean scores of SIPM with CTM group and that of the CTM alone are also 
statistically significantly different because the p value of the relationship between them is 0.003 and this is also less than 0.05 
level of significance.  
 
8. Discussion of Findings 
The first hypothesis test examines whether a significant difference exits in the mean scores of the three groups in their entry 
behaviour test (table 2). A p value of 0.317 which is greater than the 0.05 level of significance means that the three groups were 
equivalent or homogenous prior to the commencement of the experimental treatments. This condition is necessary in order to 
establish that any difference noticed between the three quasi-experimental groups after their exposure to the experimental 
treatments is attributed to the effectiveness of the experimental treatments and not a product of any pre-existing difference 
between the members of the three groups. Ferguson (2010) reported that the pretest score provided a baseline for the 
experimental groups so that their post test scores can be generalized for individual improvement as well as the overall class room 
improvement. 

 The second hypothesis was raised to find out whether a significant difference exists between the means of the 
achievement scores of the students that were exposed to the self-instructional print media and their counterparts in the 
conventional teaching method. The result of the t-test showed a sig. (2-tailed) value of 0.000 which is less than the 0.005 level 
of significance (table 3), this implies that a significance difference exits between the achievements in physics of the two groups. 
The meaning of this is that, the students that were exposed to the self-instructional print media outperformed those that were 
taught through the conventional teaching method. This is contrary to the outcome of the work of Suman and Neelam (2013) 
which revealed that no significant difference existed in the achievements of the students that were exposed to the computer 
assisted instruction and those that were taken through the conventional teaching method in method of teaching English 
Language.  

The last hypothesis sought to establish whether a significant difference exits among the means of the achievement 
scores of the three groups (table 4). The outcome of the ANCOVA test revealed a p value of 0.000 which is less than the 0.05 
level of significance. This means that, though, conventional teaching method may still be useful in the teaching and learning of 
physics, self-instructional print media (whether used independently or collectively with the conventional teacher method) might 
guarantee greater improvement on students’ achievement in physics. This perhaps, may be due to the fact that the students in the 
self-instructional print media were more actively and deeply involved in the learning process than their counterparts in the 
remaining two groups as observed during the field work. A likely cause of this may be as a result of the fact that self-
instructional print media presented individual student with the opportunity to make conscious and deliberate attempt at 
learning. On the contrary, Jadav (2014) reported that there was no significant difference in the performance of students that 
were taken through the self-instructional material and their colleagues that were taught in the conventional way in higher 
education physics.  

 
9. Recommendations  
The following recommendations are made based on the findings of this study. 

 Secondary school physics teachers are admonished to embrace the use of self-instructional print media for effective 
teaching and learning in physics; this self-instructional print media can be used autonomously or conjointly with the 
conventional teaching method. 

 Despite that the outcome of the study favours the use of self-instructional print media, physics teachers are still 
encouraged not to totally abandon the conventional teaching method.   
 

10. Implications for the Stakeholders.    
The outcome of this study reveals that self-instructional print media is very effective in the teaching and learning of physics 
whether used independently or conjointly with the conventional teaching method. This poses a serious challenge to all 



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educational stakeholders (especially the school administrators and physics teachers) on the need to modernise the teaching 
methodology in physics by embracing the use of self-instructional print media in teaching and learning of physics with a view to 
ensuring greater improvement on the academic performance of the students in physics. 
 
11. Limitations of the study 
The following are the factors that may constitute limitations to the outcome of this study. 

 The financial expenses associated with this study constituted serious limitation to this study. A lot of money was 
required for the production of the self-instructional print media, transportation and logistics, payment of stipends to 
the research assistants, etc. Consequently, the researcher was forced to limit the number of school selected for the study 
to six schools (two from each district) instead of using more schools which would have improved the quality of the 
outcome of this study. 

 Another identified limitation is the use of intact classes (non-randomized quasi-experimental groups) which make it 
difficult for the researcher to completely cater for the diversity among the students in each of the groups due to the 
confounding variables such as: intellectual ability, rate of assimilation, pace of learning, preferred learning styles etc. 
which may limit the generalizability of the outcome of this study. 

   The study was carried out within the secondary schools in osun state. If it had been extended to other schools across 
the nation, the extent to which its outcome can be generalized would have been increased. 
 

12. Conclusion 
 Self-instructional print media aided secondary school students’ achievement in physics whether used autonomously or 
collectively with the conventional teaching method. The conventional teaching method also has positive influence on secondary 
school students’ achievement in physics. However, self-instructional print media contributes more to the secondary school 
students’ achievement in physics than the conventional teaching method. 
 
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