VOLUME 05 ISSUE 08 AUGUST 2026
1George Johnson Ntegwung, 2Edima Sylvanus Sunday, 3Christian Peter George, 4Bright Godwin Udoetukudo
1,3,4Department of Science Education, Akwa Ibom State University
2Department of Science Education, University of Uyo, Uyo, Akwa Ibom State
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i8n10Google Scholar Download Pdf
ABSTRACT
This study investigated the effect of the competency-based instructional approach on students' academic performance in Physics among Senior Secondary School students in Mkpat Enin Local Government Area, Akwa Ibom State. Specifically, the study determined the difference in the academic performance of students taught electricity using competency-based and expository instructional approaches and examined the influence of gender on students' academic performance under the two instructional approaches. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental pretest–posttest non-equivalent group design. The population comprised 1,871 Senior Secondary School Two (SS2) students in sixteen public secondary schools in Mkpat Enin Local Government Area. A sample of 83 students was selected using simple random sampling, comprising 38 students in the competency-based instructional group and 45 students in the expository instructional group. The instrument used for data collection was the Physics Performance Test (PPT), a 20-item multiple-choice achievement test with a reliability coefficient of 0.77 established using the Kuder–Richardson Formula 20 (KR-20). Data collected were analysed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught electricity using the competency-based instructional approach achieved higher academic performance than those taught using the expository instructional approach. The study also found a significant difference in students' academic performance in favour of the competency-based instructional approach. However, no significant difference was found in the academic performance of male and female students exposed to the two instructional approaches. The study concluded that the competency-based instructional approach is more effective and gender-inclusive than the expository instructional approach for improving students' academic performance in Physics. It was therefore recommended that Physics teachers should adopt the competency-based instructional approach in teaching Physics concepts in secondary schools.
KEYWORDS:Competency-based instructional approach, expository instructional approach, academic performance, Physics, electricity, gender.
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Cite this Article: Ntegwung, G. J., Sunday, E. S., George, C. P., & Udoetukudo, B. G. (2026). Competency-Based Instructional Approach and Students' Academic Performance in Physics in Senior Secondary School in Mkpat Enin Local Government Area. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(8), 2184-2191. https://doi.org/10.58806/ijsshmr.2026.v5i8n10