| Summary: | The Problem In order to carry out this investigation, which was mainly to do with the large number of pupils finding it difficult to understand specific concepts in physics, it was decided to examine: (a) the conceptual levels of the pupils; (b) the effect of different teaching methods; (c) the relationship between conceptual level and other variables. The Procedures For this the investigator: (1) constructed a Paper and Pencil Cognitive Test ''P. I. T. " based on Piaget's theory; (2) constructed a Physics Test "Ph. I. T. "; (3) constructed a Programmed Textbook; (4) wrote a Teacher's Guide Book for the discussion method of teaching; (5) constructed four Questionnaires; (6) prepared a range of Physics Problems; (7) used the Flanders' Technique to examine classroom interactions; (8) used the Test of Linguistic Intelligence "T. L. I. " previously standardised in Kuwait; (9) selected a sample of 788 pupils from twelve secondary schools to cover the variables of sex, nationality and expected conceptual and attainment level; (10) trained the teachers who participated in the field work; (11) administered "P. I. T. " and T. L. I. ; (12) arranged for use of three teaching methods (traditional, discussion, programmed learning) each for 3-4 months, including the recording of 177 (1 hour) tapes of classes being taught by both the traditional and discussion methods; (13) readministered P. I. T. ; (14) administered Ph. I. T. The Findings 1. The pupils' conceptual levels developed gradually rather than abruptly. 2. About 45 percent of 15 year old Kuwait secondary pupils were still operating at the concrete level or below, in 1977. 3. The correlation coefficients between conceptual level and both I. Q. and achievement in physics were significant at the 1 percent level. 4. Training by use of any one of the three teaching methods affected both the conceptual levels of the pupils and their achievement in physics, significantly at the 1 percent level. But the effects of the discussion and programmed learning methods were similar and better than those of the traditional method. 5. There were no significant differences between boys and girls in regard to their conceptual levels, achievement in physics and I. Q. 6. There were significant differences between Kuwaiti and non-Kuwaiti pupils at the 1 percent level, in favour of non-Kuwaiti pupils in respect of their conceptual levels, achievement in physics and I. Q. 7. The use of a paper and pencil cognitive test was practical and useful. 8. The views and attitudes of the teachers and pupils who used both programmed learning and discussion methods were generally positive. 9. The Flanders' technique indicated that teachers using the discussion method reduced their "talking time" and gave more opportunities for active participation to their pupils.
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