Qualitative Study of Design-Based Learning Strategy on Achievement and Conceptual Understanding in Electromagnetism among University Undergraduate Physics Education Students in Northwest, Nigeria
DOI:
https://doi.org/10.64348/zije.2026247Abstract
The study explores the effectiveness of design-based learning on academic achievement and conceptual understanding, in electromagnetism among undergraduate university students in northwest, Nigeria. Two (2) research objectives, and two (2) research questions were raised to guide the study. The study employed phenomenological qualitative research design. The population for this study comprised Nine Hundred and Forty-One (941) 300L Undergraduate pre-service physics teachers in the Department of Science Education. The sample for the study were Eight (8) undergraduate physics students purposefully selected for the study. Validated Observation Schedule and Interview Protocol were used to collect data. Thematic analysis was used to analyze the data. The findings from the study revealed that Undergraduate University physics students had positive learning experiences, actively participated during the process. It was concluded among others the use of DBL improve undergraduate university physics students’ academic achievement and foster students conceptual understanding in electromagnetism. It was recommended that lecturers should incorporate design-based learning strategy element such as real-world problem, prototyping, and collaboration to illustrate physics concepts particularly electromagnetism, making the subject more relevant and engaging for students and government should provide resources and support for curriculum innovation and development, encourage interdisciplinary collaboration between physics educators and engineers to develop interdisciplinary courses and projects that promote real-world applications
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