Effects of component task analysis teaching strategy on secondary school students’ performance in physics for attaining sustainable goals in disoriented society

The study investigated the effects of Component task analysis teaching strategy on secondary school students’ academic performance in Physics in Ekiti State, Nigeria for attaining sustainable goals in disoriented society. The research design adopted in the study was Pretest-Posttest Quasi- experimental. The sample for the study was 120 Senior Secondary One (SSI) Physics students, selected through the multistage sampling technique from a total population of 6,589 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State. The instrument used to collect relevant data from the subjects was Physics Achievement Test (PAT). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.86. Three null hypotheses were tested at 0.05 level of significance. The data collected were analysed using t-test and Analysis of Covariance (ANCOVA) statistical analysis. The results of the analyses showed that there was significant difference in the academic performance of students in Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was concluded that Component task analysis teaching strategy is more potent in boosting students’ performance in Physics in secondary schools than the conventional method in vogue in the nation and It was recommended that the conventional method presently in use by Physics teachers should either be improved upon, modified or replaced with an activity- based teaching approach (as appropriate).