Co esponding au ho : Obinna C. Nkweke
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion License 4.0.
Le el o awa eness and u iliza ion o inno a i e me hods o eaching-lea ning
physics and ma hema ics in Ri e s s a e
Obinna Chukwulenwa Nkweke *
Depa men o Science Educa ion, Facul y o Educa ion, Fede al Uni e si y O uoke, Bayelsa S a e. Nige ia.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
Publica ion his o y: Recei ed on 18 Ma ch 2025; e ised on 26 Ap il 2025; accep ed on 28 Ap il 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.1.1523
Abs ac
Inno a i e eaching me hods (ITMs) a e me hods o he han he adi ional alk-chalk me hods. This s udy e alua ed
he ex en o which senio seconda y school physics and ma hema ics eache s a e awa e and u ilize ITMs in Ahoada -
Eas local go e nmen a ea (AELGA), and Ogba/Egbema/Ndoni local go e nmen a ea, Ri e s S a e. The s udy sample
was se en y (70) eache s, comp ising 40 om public school and 30 om p i a e schools in AELGA and ONELGA. A 4-
poin s uc u ed ques ionnai e was used as ins umen o da a collec ion. The eliabili y o he ques ionnai e es ed
wi h Pea son co ela ion momen coe icien o 0.87, and was conside ed eliable o he s udy. The s udy answe ed
h ee esea ch ques ions. Da a was analyzed using equency, desc ip i e s a is ics and pai ed sample - es a 5% le el
o signi icance. The esul showed ha he eache s we e awa e o some o ITMs o a lesse ex en bu a ely used hem
in subjec deli e y. Le el o awa eness and u iliza ion by bo h g oups o eache s we e no signi ican ly di e en (p>.05),
bo h in public and p i a e schools and LGAs. I was ecommended ha schools should o ganize and/o sponso
eache s’ a endance o ainings, con e ences, semina s, and wo kshops o help hem access new inno a i e eaching
app oaches in hei ield.
Keywo ds: Physics Teache s; Inno a i e Teaching Me hods; Awa eness; U iliza ion
1. In oduc ion
Physics and ma hema ics a e compulso y subjec s o e ed a bo h senio seconda y schools and ounda ion le els o
science disciplines in e ia y ins i u ions. While physics s udies he na u al wo ld, helps mankind o unde s and he
undamen al laws and p inciples ha go e n he beha iou o he uni e se and explains many e e yday ac i i ies and
p ocesses on Ea h (Halliday e al, 2014), ma hema ics in ol es he s udy o quan i y, s uc u e space and cha ge and
employs logic and easoning o sol e p oblems and unde s and he wo ld (Jayan hi, 2019). Physics and ma hema ics
a e ela ed and hei p inciples ha e as applica ions ac oss many ields, playing impo an oles in e e yday li e and
indus ies. Physics uses ma hema ics o desc ibe and model na u al phenomena while ma hema ics a e applied in
physics o cons uc ion, a chi ec u al and enginee ing designs and anspo o men ion bu a ew. No wonde he e is
a ield o s udy known as ma hema ical physics. Physics he e o e p o ides he amewo k o unde s anding he na u al
wo lds, while ma hema ics on he o he hand p o ides he ins umen o quan i ying and desc ibing i , esul ing in
eal-wo ld applica ions.
Physics and ma hema ics educa ion in ol es eaching and lea ning physics and ma hema ics espec i ely and in ol es
a ious me hods and s a egies adop ed by he eache o help s uden s unde s and he basic concep s as well as
p oblem se s. Teaching science equen ly alls sho in engaging lea ne s, leading o lack o in-dep h unde s anding and
limi ed acquisi ion o basic and equi ed skills (Ndihokubwayo e al., 2022). Teaching and lea ning physics and
Ma hema ics can be di icul because o i s abs ac and complex na u e; and s uden s o en pe cei e he subjec s as
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
3767
di icul (Bad uldin e al, 2022; Bouchée e al., 2022; Mohammed e al, 2023; Wangchuk e al, 2023; Taangaha & Okwo i,
2022; Chand e al, 2021; Akongu e al, 2020; Li & Schoen eld, 2019; Na a & Cama ao, 2017). This di icul y Pe cep ion
o s uden s o physics and Ma hema ics as di icul may educe hei in e es and a ec hei pe o mance in he subjec .
Acco ding o Deslau ie s e al, (2019), and Bouchée e .al (2022), s uden s’ nega i e a i udes a e a ibu ed mo e o
using adi ional ins uc ional app oaches.
Bo h physics and ma hema ics disciplines equi e many simila skills like p oblem sol ing, c i ical skills and c i ical
hinking skills, compu a ional skills, s a is ical e alua ion and es ing o hypo heses, (IET, 2020) and obse a ions o
epo s indica e lack o signi ican pe o mance and achie emen . This pe sis en phenomenon has necessi a ed he
de elopmen and adop ion o inno a i e eaching and lea ning me hods. Teaching a cou se h ough an in e disciplina y
app oach may help s uden s boos sel -es eem (Low, 2024; Deslau ie s e al, 2019). Lea ning in e es in any
subjec /cou se will be boos ed by good ins uc ional so wa e designed wi h he knowledge o applicable ideas (Saka,
2011). Inno a i e s a egies di e om he con en ional ones in ha hey a e mo e s uden cen e ed, mo e engaging
(Moo e e al, 2023; Opesemowo & Ndlo u, 2024).
The lis o inno a i e me hods is e ol ing and include among o he s hose shown in igu e 1.
Figu e 1 Inno a i e eaching me hods (ITMs) a ailable o eaching and lea ning
1.1. Adap ed om a ious sou ces
Di e en s udies ha e been conduc ed on he use and impac o inno a i e me hods, ei he singly o in combina ion on
s uden s’ lea ning ou come:
A i icial In elligence (AI) in educa ion has ea u es such as pe sonalized lea ning, which makes i possible o adap o
he needs and abili ies o indi idual s uden s. I also has in elligen u o ing sys ems ha p o ides eal- ime eedback
and guidance (Tsai & Tsai, 2018); enabling eache suppo and enhanced lea ning expe ience (Nguyen e al, 2024;
Okunade, 2024; Vo sah & Oppong, 2024; Lee, 2023; Zhang & Asian, 2021)). Acco ding o Vo sah & Oppong (2024), AI-
powe ed ools, including in elligen u o ing sys ems, i ual labo a o ies, and adap i e lea ning pla o ms, empowe
eache s o deli e pe sonalized lea ning expe iences ha os e deepe s uden engagemen . Wi h eal- ime eedback
and indi idualized lea ning pa hs, hese echnologies enhance in e ac i i y and e ec i eness in ways adi ional
me hods can' ma ch. Applica ions can be seen in he Khan Academy's AI-powe ed ma h u o ing In elligen u o ing
sys ems ha p o ide pe sonalized eedback and guidance.
Inqui y Based Lea ning (IBL) model is one ha is cen e ed on he s uden and equi es he abili y o hink in inding a
concep . Nume ous s udies ha e demons a ed ha IBL signi ican ly imp o es s uden pe o mance in physics. E ni e
al (2023) s udied he e ec o using guided inqui y-based E-LKPD and concluded ha guided IBL posi i ely impac s
lea ning ou comes and os e s in e es in s uden lea ning. Nisa e al (2023) equally epo ed ha implemen ing IBL in
physics educa ion signi ican ly imp o ed s uden achie emen as i enabled hem o de elop c i ical hinking skills,
os e ac i e pa icipa ion, and equipped hem wi h p oblem-sol ing abili ies needed o hem o succeed academically.
In he same ein, Suana (2022) epo ed ha he use o IBL in physics educa ion enhanced s uden achie emen by
p omo ing skills in p oblem-sol ing, cons uc ion o knowledge, and easoning. The s udy showed signi ican
imp o emen s in s uden s' cogni i e abili ies, indica ing ha IBL is e ec i e in inc easing lea ning ou comes and
s uden ’s sa is ac ion. Fu he mo e, Planinić e al (2024) e alua ed he use o IBL in physics educa ion and obse ed
ha IBL enhanced s uden achie emen signi ican ly by imp o ing hei unde s anding o concep s, os e ed posi i e
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
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a i udes, and encou aged engagemen . The s udy ound ha s uden s exposed o IBL-based eaching o wa e op ics
concep s pe o med be e han hose augh using he adi ional me hod. A s udy conduc ed in Kenya e ealed a
s ong posi i e co ela ion be ween he use o IBL and physics achie emen , wi h c i ical hinking skills, s uden
ac i eness, and g oup pa icipa ion being he majo ac o s ha con ibu ed o his success (Misoga e al, 2024).
Simila ly, esea ch in he Philippines ound ha s uden s exposed o IBL showed signi ican imp o emen s in hei pos -
es sco es compa ed o hose augh using adi ional lec u e me hods, highligh ing he e ec i eness o IBL in os e ing
concep ual unde s anding (Jacalan & Cas illo, 2023). In Indonesia, he implemen a ion o guided inqui y-based lea ning
models has been shown o enhance lea ning ou comes and s uden mo i a ion (Beska a e al, 2024; Pu a & Sonedi,
2021; Maknun, 2020).
P oblem-Based Lea ning (PBL) is ano he inno a i e me hod. In PBL, ele an p oblems a e in oduced a he s a o
he ins uc ion cycle and used o p o ide he con ex and mo i a ion o he lea ning ha ollows, and his equi es sel -
di ec ed lea ning (Le e s e al, 2024; Clausen, 2021). A gaw e al (2017) e alua ed he e ec o PBL s a egy on
s uden s’ p oblem-sol ing skills and i s ole in building hei mo i a ion, using p oblem sol ing in en o y es and
mo i a ion scale o collec da a o he s udy. Resul showed ha he e was a mean di e ence be ween compa ison and
expe imen al g oups. PBL s a egy howe e , did no signi ican ly induce mo i a ion o lea n physics. Focusing on
managemen in o ma ion sys ems cou ses, Ka doyo & P amusin o (2020) p o ed ha PBL s a egy combined wi h
class oom ac ion esea ch enhanced s uden s' c i ical and c ea i e hinking skills in as i p omo ed ac i e lea ning and
mul i-solu ion s a egies, encou aged c ea i i y as well as p omo e sel - eliance, enhancing me acogni i e de elopmen
in s uden s.
Game-based lea ning (GBL) o Gami ica ion is he use o games o p omo e lea ning o ac as ins uc ional ma e ial.
Acco ding o Mu ay e al (2022) and Low e al (2024), boa d games a e a eusable and en e aining way o di ec ly
engage s uden s di ec ly in science, echnology, educa ion and ma hema ics (STEM), bu which equi es ca e ul
conside a ion o mechanics, messages and accessibili y o use o achie e he desi ed ou come. In a e iew on GBL,
Suliyanah e al (2021) e iewed some li e a u es on he use o games in physics eaching in o de o obse e how
e ec i e using educa ional physics games (EPGs) can enhance s uden lea ning ou comes. They ca ego ized some EPGs
as no good in imp o ing s uden lea ning ou comes. Among o he s, boa d games and ca ds we e a ed highly e ec i e
based on inc ease in s uden lea ning ou comes. Use o physics boa d games such as ‘Diamond’ has been epo ed as
being qui e mo i a ing and engaging (Caa dino e al, 2022., Mu ay e al, 2022; Ca dino & Fai ield, 2019). The boa d
game, ‘Ca ch he Fligh ’ sys ema ically was designed by Low e al, (2024) and es ed on 41 uppe seconda y school
physics s uden s in Pe ak, Malaysia o de e mine i s impac on lea ning ou comes. The esul sugges ed ha he game
was en e aining, easy o use, ele an , and p omo ed in e ac ion while o e ing s uden s a posi i e expe ience and
enhanced hei lea ning and mo i a ion. The esul o se e al s udies show ha in e ac i e s a egies a e be e han
he con en ional ones (Aniodoh & Eze, 2013) and eaching signi ican ly imp o ed s uden s' pe o mance. This sugges s
ha in e ac i e and s uc u ed eaching app oaches may help s uden s g asp Physics concep s be e han adi ional
alk-chalk me hod (Genche a & Toshe a, 2018; Oyelekan e al, 2017).
Despi e hese posi i e indings o ITMs, Mina & O aiz (2024); Alessa & Hussein, (2023); Raissouni e al (2021) and
Ka anezi & Rap i, 2015) epo ed ha many eache s s ill make use o he adi ional me hod due o amilia i y and ease
o implemen a ion. This app oach, which a e eache -cen e ed o en, do no encou age s uden engagemen , leading o
loss o in e es and poo pe o mance. The e is a need he e o e o shi om eache -cen e ed o mo e s uden s’
engaging me hods in o de o enhance deepe unde s anding o concep s and inc ease hei academic achie emen . In
iew o he abo e, his s udy sough o e alua e he ypes o inno a i e me hods a ailable o eaching physics and
Ma hema ics in selec ed senio seconda y schools (SSS) o Ahoada- Eas local go e nmen a ea (AELGA) and
Ogba/Egbema/Ndoni local go e nmen a ea (ONELGA), Ri e s S a e.
1.2. P oblem S a emen
Despi e he ecognized impo ance o physics and ma hema ics in scien i ic and echnological ad ancemen s, s uden s'
in e es and achie emen in he subjec s emain a conce n. T adi ional lec u e me hods ha e been adjudged ine ec i e
in os e ing s uden s’ deep unde s anding and engagemen . Inno a i e me hods, such as inqui y-based lea ning,
p oblem-sol ing, and echnology in eg a ion, ha e shown p omise in enhancing s uden s’ lea ning ou comes.
Un o una ely, mos physics and ma hema ics eache s may no be awa e o inno a i e eaching me hods. E en i hey
a e awa e, hey may no u ilize inno a i e me hods e ec i ely. They may equally ace challenges in adop ing inno a i e
me hods. Howe e , he e is a gap in unde s anding he le el o awa eness and u iliza ion o hese inno a i e me hods
among physics eache s. This s udy he e o e aims o in es iga e he le el o awa eness and u iliza ion o inno a i e
me hods o eaching physics and ma hema ics among eache s in wo LGAs o Ri e s s a e.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
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1.3. Objec i es o he s udy
The main pu pose o his s udy was o examine Physics and Ma hema ics eache s’ awa eness and u iliza ion o
inno a i e eaching me hods in senio seconda y schools. Speci ically, he s udy seeks o,
• Asce ain physics and ma hema ics eache s’ awa eness on inno a i e eaching me hods (ITMs) in public and
p i a e senio seconda y schools.
• E alua e physics and ma hema ics eache s’ ex en o u ilizing inno a i e eaching me hods in hei class oom
deli e y in public and p i a e senio seconda y schools.
• To de e mine whe he physics and ma hema ics eache s di e in hei le el o u iliza ion o inno a i e
eaching me hods in AELGA and ONELGA?
1.4. Resea ch Ques ions
• Wha is he le el o physics and ma hema ics eache s’ awa eness on inno a i e eaching me hods?
• To wha ex en do physics and ma hema ics eache s u ilize inno a i e eaching me hods?
• Do physics and ma hema ics eache s di e in hei le el o u iliza ion o inno a i e eaching me hods in AELGA
and ONELGA?
1.5. Resea ch Hypo hesis
• Physics eache s in public and p i a e seconda y schools do no signi ican ly di e in hei le el o awa eness
o inno a i e eaching me hods
• Teache s in public and p i a e seconda y schools do no signi ican ly di e in hei le el o u iliza ion o
inno a i e eaching me hods
• Physics and ma hema ics eache s in AELGA and ONELGA do no di e signi ican ly in hei a e o inno a i e
eaching me hods u iliza ion
2. Me hodology
This s udy adop ed a desc ip i e su ey design using physics and ma hema ics eache s in Ahoada-Eas Local
Go e nmen A ea (AELGA) and Ogba/Egbema/Ndoni local go e nmen a ea (ONELGA) in Ri e s S a e. The s udy
popula ion comp ised all science eache s om en (10) seconda y schools in AELGA and ONELGA. The s udy sample
was 70 physics and ma hema ics eache s, which comp ised 40 eache s om public schools and 30 om p i a e
schools andomly selec ed om seconda y schools in AELGA and ONELGA. Da a o he s udy was ob ained ia he use
o a 4-poin s uc u ed ques ionnai e o e y high ex en (4), high ex en (3), e y low ex en (2) and low ex en (1). The
ques ionnai e was di ided in o h ee sec ions, A, B and C. Sec ion A assessed he le el o eache s' awa eness o
inno a i e eaching me hods; B e alua ed he ex en o which he eache s u ilize inno a i e eaching me hods (ITMs)
in ins uc ion while C in es iga ed he ex en o which he eache s in AELGA and ONELGA a ied in hei ex en o
ITMs’s u iliza ion. Da a om esponses we e analyzed using mean, s anda d de ia ion and pai ed - es . A mean sco e
o >2.70 was a ed high le el, >2.50 as mode a e le el, and <2.50 as low o esea ch i ems. An alpha le el <0.05 was
accep ed as signi ican di e ence in he pai ed - es .
3. Resul s
• Resea ch Ques ion 1: Wha is he le el o physics and ma hema ics eache s’ awa eness on inno a i e
eaching me hods?
Table 1 Showing Physics Teache s’ Awa eness on Inno a i e Teaching Me hods in public and P i a e Seconda y schools
Public school
P i a e school
N
Mean
S d.
De .
Decision
N
Mean
S d.
De .
Decision
1
AI educa ion (AI)
40
2.15
1.08
Low le el
30
2.20
1.10
Low le el
2
Blended lea ning (BLS)
40
2.10
0.96
Low le el
30
2.57
1.07
Mode a e le el
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
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3
Collabo a i e lea ning (CL)
40
2.25
0.90
Low le el
30
2.77
1.14
High le el
4
Gami ica ion (Games)
40
1.93
0.92
Ve y low le el
30
1.80
0.85
Ve y Low le el
5
Inqui y based lea ning
(IBL)
40
2.75
1.13
High le el
30
2.73
1.14
High le el
6
Pee Re iew & Feedback
(PRF)
40
2.23
1.03
Low le el
30
2.27
1.05
Low le el
7
P oblem based lea ning
(PRF)
40
2.70
0.99
High le el
30
2.53
1.07
Mode a e le el
8
Real wo ld applica ion
(RWA)
40
2.50
1.06
Mode a e le el
30
2.43
1.04
Low le el
9
Social lea ning pla o m
(SLP)
40
2.13
1.02
High le el
30
1.83
0.83
Ve y Low le el
G and mean
2.30
2.34
F om Table one, eache s in public schools a ed gami ica ion (G) as e y low le el o awa eness (mean <2.0), while AI,
Blended lea ning (BL), collabo a i e lea ning (CL), and pee e iew (PR) we e a ed low le els, and p oblem- based
lea ning (PBL) (mean, <2.50), Real wo ld applica ion (RWA) and social lea ning pla o ms (SLP) we e a ed high le el
(Mean>2.50). On he o he hand, he e we e e y low awa eness le els o gami ica ion, and SLP, low awa eness o AI,
PRF, RWA, and high le els o awa eness o CL, IBL and PBL. Cumula i ely, le els o awa eness o ITMs we e adjudged
low (mean=2.30 and 2.34) o eache s in public and p i a e schools espec i ely.
• Resea ch Ques ion 2: To wha ex en do Physics and Ma hema ics eache s u ilize inno a i e eaching
me hods?
Table 2 Showing Physics Teache s’ U iliza ion o Inno a i e Teaching Me hods
Public schools (n-40)
P i a e school (n-30)
ITM
Mean
S d. De ia ion
Decision
Mean
S d. De ia ion
Decision
Pai 1
AI
1.80
0.71
VLE
AI2
1.90
0.98
VLE
Pai 2
BLS1
2.43
0.90
LE
BLS2
1.73
0.68
VLE
Pai 3
CLS1
2.47
0.82
LE
CLS2
1.70
0.83
VLE
Pai 4
Games1
2.63
0.89
ME
Games2
1.87
0.97
VLE
Pai 5
IBL1
2.40
0.93
LE
IBL2
2.63
1.09
HE
Pai 6
PRF1
3.13
0.86
HE
PRF2
1.96
1.07
LE
Pai 7
PBL1
1.67
0.80
VLE
PBL2
2.50
1.07
ME
Pai 8
RWA1
2.13
0.57
LE
RWA2
2.23
0.95
LE
Pai 9
SLP1
2.47
0.97
LE
SLP2
2.63
0.89
ME
G and mean
2.35
2.13
Key: LE-low ex en , VLE- e y low ex en , HE-high ex en ; ME-mode a e ex en ; 1=public school, 2-p i a e school
Resul in able 2 e eals a ying esponses on he le el o u iliza ion o inno a i e eaching me hods (ITMs) by physics
eache s. AI and p oblem based lea ning (PBL) we e a ed e y low ex en (mean<2.0), in public schools, while AI, BLS,
collabo a i e lea ning (CL) and use o games we e a ed e y low ex en (mean<2.00)., BLS and SIP indica ing ha hey
ha e no u ilized blended lea ning app oach in eaching o Physics lessons. Cumula i ely, le els o u iliza ion o ITMs
we e adjudged low (mean=2.35 and 2.13) o eache s in public and p i a e schools espec i ely, al hough he le el is
sligh ly highe in public school.
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• Resea ch ques ion 3: Do physics and ma hema ics eache s di e in hei le el o u iliza ion o inno a i e
eaching me hods in AELGA and ONELGA?
Figu e 2 Inno a i e eaching me hods (ITMs) u iliza ion a e in AELGA (mean=1.95) and ONELGA (mean=2.00)
F om he cha in Figu e 2, he pe cen age o esponden s who accep ed ha hey u ilized ITMs we e 25% and 70% in
AELGA and ONELGA espec i ely, indica ing low ex en o u iliza ion.
3.1. Hypo hesis Tes ing
• Hypo hesis 1. The e is no signi ican di e ence be ween eache s in public and p i a e school eache s in hei
inno a i e eaching me hods le el o awa eness
Table 3 Pai ed Samples Tes on ITMs’ Awa eness in public and p i a e seconda y schools
Pai ed Di e ences
Mean
S d.
De ia ion
S d.
E o
Mean
95% Con idence
In e al o he
Di e ence
Lowe
Uppe
T
d
Sig. (2- ailed)
Pai
1
AI Awa eness (pub) - AI
awa eness(p i )
-0.53
1.20
0.22
-0.98
-0.09
-2.44
29
0.02
Pai
2
Blended lea ning (pub) -
Blended lea ning (p i )
-0.90
1.32
0.24
-1.39
-0.41
-3.73
29
0.00
Pai
3
Collabo a i e lea ning
(pub) - Collabo a i e
lea ning (p i )
-0.87
1.38
0.25
-1.38
-0.35
-3.43
29
0.00
Pai
4
Gami ica ion (pub) -
Gami ica ion (p i )
-0.10
1.03
0.19
-0.48
0.28
-0.53
29
0.60
Pai
5
Inqui y based lea ning
(pub) - Inqui y based
lea ning (p i )
-0.40
1.19
0.22
-0.85
0.05
-1.84
29
0.08
Pai
6
Pee Re iew & Feedback
(pub) - Pee Re iew &
Feedback (p i )
-0.97
1.07
0.20
-1.37
-0.58
-4.97
29
0.00
Pai
7
P oblem based lea ning
(pub) - P oblem based
lea ning (p i )
0.40
1.38
0.25
-0.12
0.92
1.59
29
0.12
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
3772
Pai
8
Real wo ld applica ion
(pub) - Real wo ld
applica ion (p i )
-0.17
1.37
0.25
-0.68
0.34
-0.69
29
0.51
Pai
9
Social lea ning pla o m
(pub) - Social lea ning
pla o m (p i )
0.03
1.07
0.20
-0.37
0.43
0.17
29
0.87
Key: pub=public (Go owned ins i u ion); p i =p i a ely-owned school
O all pai o ITMs, only in i ems 1 (AI), 2 (BL), 3 (CL) and 6 (PRF) we e he e signi ican di e ences be ween he eache s
in public and p i a e schools (p<0.05), whe eas no signi ican di e ence was obse ed in he a ea o gami ica ion,
inqui y-based lea ning, p oblem-based lea ning, eal wo ld applica ion and social lea ning pla o m. Based on he
summa y T- es s a is ic in Table 4, he e was no signi ican di e ence in he le el o awa eness o physics and
ma hema ics eache s in public and p i a e seconda y school in AELGA and ONELGA
Table 4 Summa y pai ed - es on ITMs Awa eness
Pai ed Di e ences
T
d
Sig. (2-
ailed)
Mean
S d.
De .
S d. E o
Mean
95% Con idence In e al
o he Di e ence
Lowe
Uppe
Pai
1
Public school
P i a e school
-0.04
0.28
0.09
-0.26
0.17
-0.47
8
0.65
• Hypo hesis 2: Teache s in public and p i a e seconda y schools do no signi ican ly di e in hei le el o
u iliza ion o inno a i e eaching me hods
Table 5 Pai ed Samples T-Tes o ITMs u iliza ion in public and p i a e schools
Pai ed Di e ences
95% Con idence In e al o he
Di e ence
T
d
Sig. (2-
ailed)
Mean
S d.
De .
S d. E o
Mean
Lowe
Uppe
Pai
1
Public -
p i a e
0.22
0.65
0.22
-0.28
0.72
1.02
8
0.34
Summa y o pai ed - es (Table 5) indica es lack o signi ican di e ences in he mean u iliza ion le els o physics and
ma hema ics eache s in public and p i a e schools (p>.05)
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
3773
3.2. Hypo hesis 3
Teache s in AELGA and ONELGA do no signi ican ly di e in hei a e o u ilizing Inno a i e eaching me hods
Table 6 Pai ed sample es o ITMs u iliza ion by eache s in AELGA and ONELGA
Pai ed Di e ences
d
Sig. (2-
ailed)
Mean
S d.
De i.
S d. E o
Mean
95% C.I. o he
Di e ence
Lowe
Uppe
Pai
1
ITMs u iliza ion AELGA -
ITMs u iliza ion ONELGA
0.50
2.12
1.50
-18.56
19.56
0.33
1
0.79
The e was no signi ican di e ence in he a e o ITMs mu ila ion by eache s in AELGA and ONELGA (p>.05)
4. Discussion
The le el o awa eness o eache s in inno a i e eaching me hods (ITMs) is impo an o e ec i e implemen a ion o
mode n educa ional p ac ices. In his s udy, he awa eness le els o ITMs we e gene ally e y low excep o IBL and
PBL. Thie low le el o awa eness in his s udy ag ees and /o disag ee wi h epo ed li e a u es: Fo ins ance, Acho e
al (2010) obse ed ha many eache s in Benue S a e, Nige ia a e awa e o ITMs (high le el), bu we e limi ed in hei
ac ual u iliza ion o hese me hods. Simila ly, Bhunia & Paul (2023) in hei s udy on awa eness le el o blended
eaching -lea ning among seconda y school eache s in Wes Bengal epo ed ha i was low and a ied based on
gende , locali y, eaching expe ience, and educa ional s eam. They also obse ed ha he male eache s ha e
signi ican ly g ea e awa eness owa ds BL han emale eache s; u ban eache s ha e signi ican ly be e awa eness
han u al eache s; eache s wi h lesse eaching expe ience ha e be e awa eness han hose wi h g ea e eaching
expe ience; and science eache s has be e awa eness. Ogunji e al (2019) u he e ealed a signi ican low le el o
awa eness among academic s a ega ding inno a i e eaching me hods in uni e si ies in sou h-eas e n Nige ia,
indica ing ha many educa o s a e no amilia wi h o u ilizing hese pedagogies e ec i ely in hei eaching p ac ices.
Likewise, John (2024) epo ed ha eache s in Tanzania had heo e ical knowledge o inno a i e me hods like blended
lea ning (BL) and mobile lea ning (ML), bu hei implemen a ion was hinde ed by in as uc u e and aining
limi a ions. S uden s acknowledge ha hese me hods enhance engagemen and lexibili y in lea ning, al hough hei
implemen a ion is no ye uni o m ac oss all schools. Compa ing schools in di e en locali y, Rasha e al (2023) epo ed
ha ma hema ics eache s in he Saudi A abia and he A ab Republic o Egyp we e highly awa e o e ec i e eaching
s a egies and p ac ices, and ha emales ha ing le el.
U iliza ion o AI ools in his s udy was is e y low. The le el o awa eness and u iliza ion o AI ools in educa ion is
e ol ing, wi h signi ican po en ial o enhancing eaching and lea ning expe iences. Recen s udies indica e ha while
awa eness o AI ools like Cha GPT is inc easing among s uden s and educa o s, ac ual u iliza ion da a is no consis en
because o ce ain challenges. Many s uden s in physics and ma hema ics educa ion a e becoming amilia wi h AI ools,
pa icula ly cha bo s, which a e used o p oblem-sol ing and coding assis ance (T ou & Win e bo om, 2024; Lopez
e al, 2022; Moo e e al, 2023). Asongo e al (2024) epo ed ha AI ools use le els a y signi ican ly based on
educa ional p og ammes, wi h pos g adua e s uden s showing di e ing deg ees o amilia i y wi h AI ools. Mus o a e
al, (2024) and Li & Manza i (2025) in hei independen s udies indica e a g owing awa eness and u iliza ion o AI ools
in physics educa ion and ma hema ics educa ion espec i ely and ha i enhanced lesson planning and p oblem-sol ing
skills. Howe e , challenges emain, and hese include inaccu acies and he necessi y o human in e en ion,
highligh ing he need o balance AI in eg a ion wi h adi ional me hods (Hidaya e al, 2022; Opesemowo & Ndlo u,
2024).
On he con a y, Fashola (2024) in es iga ed AI ools awa eness, pe cep ion, and use by LIS educa o s and epo ed
high awa eness and posi i e pe cep ion. The ac ual usage was howe e limi ed due o a ious challenges aced.
Fu he mo e, Musa e al (2021) in a s udy e ealed ha seconda y school eache s we e only awa e o 5 ou o 28
inno a i e ins uc ional s a egies and ne e u ilized hem. The s udy indica ed ha he eache s ha e a ying le els o
awa eness ega ding BLS. I equally showed ha male, u ban, and less expe ienced eache s ha e mo e awa eness
compa ed o hei emale, u al, and mo e expe ienced colleagues.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3766-3777
3774
5. Conclusion
The indings e eal ha physics and ma hema ics eache s in AELGA and ONELGA gene ally ha e a low le el o
awa eness o inno a i e eaching me hods like p ojec -based, inqui y-based, ac i e, collabo a i e, and p oblem-based
lea ning. These indings appea o be consis en wi h he majo i y o obse a ions epo ed in li e a u es. Also, he use
o he iden i ied ITMs in his s udy we e also gene ally low. The s udy ound no signi ican di e ence in awa eness and
u iliza ion le els be ween eache s in public and p i a e seconda y schools as well as in AELGA and ONELGA.
Recommenda ions
Based on he indings, he s udy ecommends he ollowing:
• Teache s should be exposed o inno a i e eaching me hods h ough engagemen in ainings and wo kshops
• Teache s should be mo i a ed o adop inno a i e eaching me hods in hei class oom deli e y.
• P o essionalism should be in oduced and only ce i ied and ained eache s wi h hei TRCN ce i ica e should
be ec ui ed wi hou bias.
• Physics and ma hema ics eache s should con inually upda e hei knowledge on ITMs
Re e ences
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h ps://pape s.ss n.com/sol3/pape s.c m?abs ac _id=2335581
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[7] Bad uldin, N. A., & Alias, S. N. (2022). Le el o concep ual unde s anding among seconda y s uden s on opic o
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