After a lesson session on creating and reading distance-time and speed-time graphs for grade nine of students following the physics curriculum of Cambridge Assessment International Education, to sum up the lesson, a graphic was made (see inset visual) to read and recreate in the experiences given the session.
Students reported that they have understood the the motion graphs better this time, though in grades VII and VIII the distance-time graph and speed-time graphs was taken up.
The reasons for favourable response was the reading and interpretation of graphs was undertaken through a designed episodic learning sheet and capping up done through a teacher-made graphic.
For the action researcher, the main validation was that learning is not a linear process, there should an adherence to the to-and-fro principle of learning in the classroom processes at the senior school level.
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