Path Analysis Of Situational Affective Characteristics On Conceptual Change Of Students Exposed To Discrepant Events Instruction In Sound Waves

Abstract

This study developed a causal model for the explanation of the influence of situational affective characteristics on conceptual change of students exposed to discrepant events instruction in sound waves. A population of 5474 senior secondary II school students (SSII) formed the population, while a sample of 156 students was used for the study. Six instruments were used for data collection. The reliability of the instruments was obtained using Cronbach Alpha statistics. Data collected were analyzed using path analysis for the research questions, while the hypotheses were tested using Chi-Square Goodness of Fit Index (CGFI), Adjusted Goodness of fit (AGFI), and Root Mean Square Error of Approximation (RMSEA). The findings of the study showed that the causal model for explaining students’ conceptual change is a model linking cognitive conflict, situational interest, self-efficacy, attention, and effort among others. It was recommended among others that teachers should ensure that students’ attentions are activated during teaching which determines students’ effort to learn meaningfully during teaching of physics concepts.