Enhancing Physics Students’ Scientific Worldview For Decision Making Framework Using Dilemmatic Problem-Solving Model

Abstract

This study investigated the effect of Dilemmatic Problem-Solving Model on Physics students’ enhancement in their scientific worldview for decision making framework. Quasi-experimental research design, specifically, the non-randomization pretest- posttest control group was used for the study. A sample size of 122 Senior Secondary School 1 Physics students were selected by Purposive sampling technique for the study. Research instrument titled “Integrated Cognitive Reflection and Scientific Worldview Test in Physics and Decision-Making Template” with a reliability coefficient index of 0.82 using the Kuder-Richardson-20 coefficient statistics was used to obtain data for the study. Data were analyzed using the mean statistics for the research questions while hypotheses were tested at 0.05 level of significance using the Analysis of Covariance (ANCOVA). The study revealed that there was a significant difference between the performance of students based on their improvement in their scientific worldview and decision-making framework in the experimental and control groups [F = 83.663, df = 122, p<0.05]. Dilemmatic Problem-Solving Model (DPSM) enhances better improvement in students’ scientific worldview and decision-making framework than the Lecture Teaching Method (LM). There was also a significant difference between the performance of male and female students [F = 75.861, df = 122, p>0.05]. Male students had better improvement in their scientific worldview and decision-making framework than their female counterpart. It was recommended that Physics teachers use the Dilemmatic Problem-Solving Model (DPSM) in teaching concepts in physics so as to strengthen students’ scientific worldview and make quality decisions when confronted with task associated with natural phenomenon.