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Engaging 4MAT Instructional Strategy on learners’ Conceptual Understanding, Cognitive Styles, and Learning Outcomes in Secondary School Concepts of Radioactivity

Year: 2026
Type: preprint
Study design: Clinical Trial
Abstract: This study examined the effects of the 4MAT Instructional Strategy on Students’ Conceptual Understanding, Cognitive Styles, and Learning Outcomes in Secondary School Physics. The study used a non-randomised pretest-posttest control-group quasi-experimental design. The study population consisted of twenty-nine thousand, seven hundred and eighty-four (29,784) SSII students in Delta North. Three hundred and five (226) students, as well as four physics teachers, were sampled from four public secondary schools in the Senatorial District. Six research questions were raised and answered, and six hypotheses were tested at the 0.05 level of significance. The instruments for the study included a Two-Tier Diagnostic Conceptual Test and Cognitive Style Inventory. The validity and reliability of the Two-Tier Diagnostic Conceptual Test, face and content validity. While the Kuder-Richardson formula 20 was used to establish reliability, a reliability coefficient of 0.82 was obtained. The statistical tools used were the mean, standard deviation, and Analysis of Covariance (ANCOVA) to test the formulated hypotheses. The results, amongst others, showed significant differences in conceptual understanding and learning outcomes between students taught with the 4MAT instructional strategy and those taught with the lecture method, with F (1,302) = 1893.100, p = 0.000, and F (1,302) = 1688.472, p = 0.000, respectively. Based on the findings, it was recommended, among others, that the 4MAT instructional strategy be employed in faculties of education as a teaching method for teacher-trainees to gain competence in its use.
DOI: 10.21203/rs.3.rs-10471716/v1
Language: English
Subfield: Education
Open Access status: green
OpenAlex ID: W7214720922
Cites: 13
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Related to: 10