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THE EFFECTS OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF PHYSICS IN SECONDARY SCHOOLS IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE

ABSTRACT

This work discusses the effects of mother tongue interference in the study of physics in secondary schools in enugu north local government area, enugu state. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools in enugu north local government area, enugu state. Interviews and surveys were also conducted.

 

Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis

 

It will be observed therefore that mother tongue interference have a strong and significant impact in the study of physics in secondary schools

 

 

TABLE OF CONTENT:

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

1.2     Statement of the Research Problem

1.3     Objectives of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypothesis

1.7     Conceptual and Operational Definition

1.8     Assumptions

1.9     Limitations of the Study

 

CHAPTER TWO

LITERATURE REVIEW

2.1     Sources of Literature

2.2     The Review

2.3     Summary of Literature Review

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     Research Method

3.2     Research Design

3.3     Research Sample

3.4     Measuring Instrument

3.5     Data Collection

3.6     Data Analysis

3.7     Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1     Data Analysis

4.2     Results

4.3     Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1     Summary

5.2     Recommendations for Further Study

Bibliography

 

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7 years ago 0 Comments Short URL

THE EFFECTS OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF PHYSICS IN SECONDARY SCHOOLS IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE

ABSTRACT

This work discusses the effects of mother tongue interference in the study of physics in secondary schools in enugu north local government area, enugu state. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools in enugu north local government area, enugu state. Interviews and surveys were also conducted.

 

Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis

 

It will be observed therefore that mother tongue interference have a strong and significant impact in the study of physics in secondary schools

 

 

TABLE OF CONTENT:

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

1.2     Statement of the Research Problem

1.3     Objectives of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypothesis

1.7     Conceptual and Operational Definition

1.8     Assumptions

1.9     Limitations of the Study

 

CHAPTER TWO

LITERATURE REVIEW

2.1     Sources of Literature

2.2     The Review

2.3     Summary of Literature Review

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     Research Method

3.2     Research Design

3.3     Research Sample

3.4     Measuring Instrument

3.5     Data Collection

3.6     Data Analysis

3.7     Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1     Data Analysis

4.2     Results

4.3     Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1     Summary

5.2     Recommendations for Further Study

Bibliography

 

HOW TO GET THE FULL PROJECT WORK

 

PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).

 

HOW TO RECEIVE PROJECT MATERIAL(S)

After paying the appropriate amount (#5000) into our bank Account below, send the following information to

08068231953 or 08168759420

 

(1)    Your project topics

(2)     Email Address

(3)     Payment Name

(4)    Teller Number

We will send your material(s) immediately we receive bank alert

 

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.

 

OR

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 2023350498

Bank: UBA.

 

HOW TO IDENTIFY SCAM/FRAUD

As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.

 

But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.

 

Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.

 

No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner

 

CAUTION/WARNING

Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project.  Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.

 

That you ordered this material shows you have agreed not to copy word-to-word.

 

 

FOR MORE INFORMATION, CALL:

08068231953 or 08168759420

 

 

 

Visit any of my project websites below:

www.easyprojectmaterials.com

www.easyprojectmaterials.com.ng

www.easyprojectmaterial.net

www.easyprojectmaterial.net.ng

www.easyprojectsolutions.com

www.worldofnolimit.com

www.worldofnolimit.com

www.nairaproject.com.ng

www.nairaprojects.com.ng

www.nairaproject.net

www.nairaprojects.net

www.uniproject.com.ng

www.uniprojects.com.ng

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tags: ,

7 years ago 0 Comments Short URL

A CRITICAL ANALYSIS OF THE CAUSES AND EFFECT OF MASS FAILURE IN SECONDARY SCHOOL PHYSICS

CHAPTER ONE:

INTRODUCTION

 

BACKGROUND TO THE STUDY

 

Osokoya (2003) defines Education as a continuous process which the society establishes to assist its members to understand the heritage of the past and  to participate productively in the future. It is the leading out of the in-born powers and potentialities of the individuals in the society and the acquisition of skills, aptitudes, and competencies necessary for self-realisation and for coping with life’s problem. For Afe (2000), Education is considered as a tool to be used for the integration of the individual into the society to achieve self-realisation, develop national consciousness, promote unity, and strive for social, economic, political, scientific, cultural and technological progress. Education in science and physics therefore becomes bedrock and indispensable tools for scientific, technological and economic advancement in any nation. It gives the nation the capacity to apply technology for the exploitation of the resources of nature. Such exploitation will depend greatly on physics for laying the foundation for political, governmental, military, civil, scientific, technological advancement, economic development, socio-cultural and environmental peace.

 

There are number of questions which need to be answered at this stage. What then is Physics? Why should everybody learn Physics? What is the importance of this subject in life and in school curriculum? What shall be the advantage of devoting so much effort, time, and money to the teaching of Physics? The importance of physics transcends all the definitions and the prosperity of any country depends on the volume and quality of physics offered in its school system. Obe (1996) conceptualises physics as the master and servant of most disciplines and

 

thus, a source of enlightenment and understanding of the universe.  He further opines that without it, the understanding of national problems would be superficial.

 

Greaber and Weisman (1995) agree that physics helps the individual to understand the environment and to give accurate account of the physical phenomena around every person. To this end, Setidisho (2001) submits that no other subject forms a strong binding force among various branches of science as physics, and without it, knowledge of the sciences often remains superficial.

 

Emphasising the importance of the subject to the society, Robert (1987) stated that in the United States, physics has come to play important roles: in the engineering of highways, the search for energy, the designing of television sets, the profitable operation of most business, astronauts flying space-crafts, the study of epidemics, the navigation of ships at sea all depends on the study of physics. Ogunbanjo (1998) opines that all over the world, sciences has been accepted as a vehicle of technology, social and economic development. Physics is not only basic to these but is the language of science. In another related study, Igbokwe (2003) highlights the intricate link of physics to science and technology, and contends that without physics there will be no science and without science there will be no technology, and without technology there will be no modern society. These and many more reasons are why the Nigerian government believes that the subject should be taken seriously in our school system; and Nigeria in her march towards technological development, has not made physics a compulsory subject in the curriculum of the primary and secondary school levels of her educational system (Federal Republic of Nigeria, 2004) but also as a prerequisite to the study of science courses in her colleges, polytechnics and universities (JAMB Brochure, 19992-2007).

 

 

 

 

Shapiro (2000) defines Physics as the study of qualitative relations; put simply, it is the science of structure, order, numbers, space and relationships about counting, measuring and describing of shapes and objects. It qualifies in its own right as a science but it is often regarded as a language of and a link between all the sciences. Soyemi (1999) Physics is a body of knowledge that opens up the mind to logical reasoning, analytical thinking and the ability for creative thinking, deep focusing and clarity of thought and precision. It is the hub on which all scientific and technological studies find their bearings. In pure sciences it is the basis and language of study, in applied sciences and technology it is an indispensable tool of analysis, with the social sciences it is a scaffold and for the Arts the light that gives consistently and completeness to its study. Osafehinti (1990) observes that the learning of physics in schools represent first, a basic preparation for adult life and secondly a gateway to a vast array of career choices. And from the societal perspective, competence in physics is essential for the preparation of an informed citizenry and for continuous production of highly  skilled personnel required for industry, technology and science. The progress of any nation depends upon her scientific and technological advancement which can only be built on a sound mathematical education capable of making the citizens effectively functional in the natural and applied sciences. The study of Physics therefore will go a long way to “equip students to live effectively in our modern age of science and technology” (NPE 2004).

 

Fakuade (1977) sums up this assertion; for the purposes of economic survival, the ordinary citizen needs to be able to compare and estimate values of articles, determine prices of foodstuffs, reckon distances and time, weigh evidence and be able to sift substances from chaffs. Thus in the complexity of the modern society

 

everyman requires a certain amount of competence in basic physics for purposes of handling money, prosecuting daily businesses, interpreting mathematical graphs and charts and thinking logically.

 

In concluding this section therefore, Physics Education must contribute towards the acquirement of these values: knowledge and skills, intellectual habits and power, desirable attitudes and ideals that are indispensable tools for a successful and balanced human existence.

 

During the last fifty years there had been unprecedented efforts in curriculum reforms in Physics education in Nigeria, from the indigenous innovation of the Africa Mathematic Programme (AMP) (The Entebbe Physics (1961-1969), through the formation of Nigeria Educational Research Council (NERC) in 1969. In spite of the efforts made by these bodies, students’ failures rate in physics has been on the increase.

 

Similarly workshops and conferences have also been held to salvage the situation and gave a solid foundation to mathematic education, curricula developments and implementation. To name but a few of such events are: The comparative Education Study and Adaptation Centre (1976) that took care of the secondary level physics syllabus, the Benin Conference (1977) and The National Critique Workshop at Onitsha (1978).

 

Subsequently The National Physics Centre formulated and adopted the following objectives for teaching physics in Nigeria secondary schools:

 

i.        To generate interest in physics and provide a solid foundation for everyday living.

ii.       To develop computational skills

 

iii.      To foster the desire and ability to be accurate to a degree relevant to the problem at hand.

iv.      To develop and practice logical and abstract thinking

 

v.       To develop capacity to recognise problems and to solve them with related physics knowledge.

vi.      To provide necessary mathematical background for further education

 

vii.     To stimulate and encourage creativity.

 

 

 

 

 

STATEMENT OF THE PROBLEM

 

 

Observations and reports from examining bodies like WAEC,  NECO and JAMB revealed that a high percentage of secondary school students continue to perform poorly in physics examinations. Despite the laudable efforts at developing an acceptable general physics curriculum students’ performance in the subject appears to be declining over the years. To alleviate the situation in the 1989, the National Physics Centre was established. Chief amongst its functions include:

 

1.      To  encourage  and  support  activities  leading  to  the  improvement  of  the teaching and learning of mathematical sciences at all levels.

2.      To tackle national set goals in the development of mathematical sciences.

 

3.      To   inject   mathematical   education   to   the   rarefied   area   of   theoretical physics with a view to increasing the number of mathematicians.

 

Yet in the face of all these efforts the rate and degree of students’ poor performance in senior secondary school examination in physics must now be a problem of national concern. This sad situation is aptly described by Adeniyi (1988) who rightly observes, that one’s involvement in the marking of physics for the West African

 

Examinations Council (WAEC) is enough to get anyone sorrowful at the state of Physics in Nigeria secondary schools. Some candidates submit their answer scripts without writing anything in them. Some candidates merely recopy the questions, while a high percentage of those who try to write anything at all score below 40%. This is aptly confirmed with the release of WAEC result for May/June 2011 as quoted in the Leadership newspaper, “the West African Examination Council (WAEC) released results of the May/June 2011 west African senior secondary certificate examination, (WASSCE) with an abysmal 30% of the candidates making credit in English and Physics. Details of the results showed that the results of 81, 573 candidates representing 5.29% were withheld.

 

The question that readily comes to mind is; what are the factors responsible for the students’ poor performance in physics in secondary school examination? This project will therefore take a survey of the factors responsible for these failures, the effect on students and the future of our society, the attendant problems and proffer means of the changing the trend of students’ poor performance in physics.

 

The decline in the numbers of candidates opting to pursue the studies in the sciences has become a matter of considerable societal concern and debate among researchers (Jenkins, 1996). Consequently, the promotion of favourable attitudes towards science and learning of Physics is extremely critical and important. However, the concept of poor performance in physics is rather ill-defined, often poorly expressed and not well understood.

 

Fundamental to this quest are the questions that the researcher seeks to address:

 

 

1.      Are the teachers of physics adequately qualified and properly trained in the subject?

 

2.      Is the excessive workload and lack of teacher training facilities at the root of poor performances of student?

3.      Is the WAEC syllabus inadequate, irrelevant and ambiguous?

 

4.      Are parents as committed to the progress and success of their ward?

 

5.      How is the Physics taught in schools?

 

6.      Has the taste for learning being diluted by the answer-centeredness of most school teaching?

7.      Is WAEC, NECO, GCE and JAMB only servicing failures yearly with profit? Is

 

that ethical?

 

 

PURPOSE OF THE STUDY

 

 

This study examines the factors responsible for the students’ poor performance in physics in selected secondary schools in Idah Local government area of Kogi State.

 

Specifically, it will examine;

 

 

1.      Teachers’ and students’ attitude to teaching and learning of physics.

 

2.      The nature of school environment.

 

3.      Teachers’ teaching methods, and

 

4.      Teachers’ use of instructional materials.

 

 

Schools are established to accomplish specific goals and objectives and incidentally one of the most common criteria of evaluating the effectiveness of any school system is the extent to which the students perform in their examinations.

 

RESEARCH QUESTIONS

 

 

To achieve the objective of the study, five research questions were raised.

 

 

1.      Does teachers’ attitude to the teaching of physics constitute a problem in the students’ performance in the SSCE Physics?

2.      What is the nature of school environment in which teaching is done?

 

3.      Does the students’ attitude and commitment towards physics constitute a significant problem in performance in SSCE physics?

4.      Does teaching method constitute significant problem in students’ performance in physics examination. How is physics taught in schools?

5.      Does the lack of instructional materials, educational facilities and inadequate supervision constitute a significant problem in students’ performance in SSCE physics examination?

 

SIGNIFICANCE OF STUDY

 

 

It is the sincere hope of the researcher that by carrying out this study of the factors responsible for students’ poor performance in physics and proffering solutions, the findings and recommendations would be of a great help to all stakeholders who have anything to do with the success or failure of the child in school; school administrators, classroom teachers, psychologists, teacher trainers, theorists, examination bodies, curriculum designers and professional associations.

 

It will equally guide and guard government at all levels and ministries of education, school guidance counsellors and parents. It is hoped that this study will help in improving the whole system in such a way as to induce better performance in physics examination at the secondary school level.

 

SCOPE OF STUDY

 

 

The present study used five secondary schools in Idah local government area of Kogi state. These schools present students for  the senior  secondary  school certificate examinations conducted by both NECO and WAEC.

 

LIMITATION OF STUDY

 

 

The research work  covered only five sampled selected schools in only one local government area. It also covered only public senior secondary schools.

 

DEFINITION OF TERMS

 

 

To set stage for our survey of the factors responsible for the poor performance of students in physics, we present working definitions of some of the terms.

 

Factor: In this study, a factor is taken to mean any element, force, condition or circumstances that has a causal influence or can contribute to the students’ performance in physics.

 

Performance: Accomplishing or achievement of specific goals, objectives or set mark in any academic endeavour. It is one of the most common criteria of evaluating effectiveness of schools.

 

Curriculum: A sequence of potential experiences, set up in the schools to discipline children and youth in ways of thinking and acting whether it is carried out in groups or individually, inside or outside the school.

 

Innovation: is a way of changing and adapting for the purpose of attaining certain goals and aspirations.

 

Qualified Teacher: For this study a teacher who holds the following certificate is assumed to be qualified: NCE, B.Ed., B

 

HOW TO GET THE FULL PROJECT WORK

 

PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).

 

HOW TO RECEIVE PROJECT MATERIAL(S)

After paying the appropriate amount (#10000) into our bank Account below, send the following information to

08068231953 or 08168759420

 

(1)    Your project topics

(2)     Email Address

(3)     Payment Name

(4)    Teller Number

We will send your material(s) immediately we receive bank alert

 

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.

 

OR

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 2023350498

Bank: UBA.

 

HOW TO IDENTIFY SCAM/FRAUD

As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.

 

But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.

 

Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.

 

No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner

 

CAUTION/WARNING

Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project.  Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.

 

That you ordered this material shows you have agreed not to copy word-to-word.

 

 

FOR MORE INFORMATION, CALL:

08068231953 or 08168759420

 

 

 

Visit any of our project websites below:

www.easyprojectmaterials.com

www.easyprojectmaterials.com.ng

www.easyprojectmaterial.net

www.easyprojectmaterial.net.ng

www.easyprojectsolutions.com

www.worldofnolimit.com

www.worldofnolimit.com

www.nairaproject.com.ng

www.nairaprojects.com.ng

www.nairaproject.net

www.nairaprojects.net

www.uniproject.com.ng

www.uniprojects.com.ng

 

 

 

 

 

 

Tags:

7 years ago 0 Comments Short URL

A CRITICAL ANALYSIS OF THE CAUSES AND EFFECT OF MASS FAILURE IN SECONDARY SCHOOL PHYSICS

CHAPTER ONE:

INTRODUCTION

 

BACKGROUND TO THE STUDY

 

Osokoya (2003) defines Education as a continuous process which the society establishes to assist its members to understand the heritage of the past and  to participate productively in the future. It is the leading out of the in-born powers and potentialities of the individuals in the society and the acquisition of skills, aptitudes, and competencies necessary for self-realisation and for coping with life’s problem. For Afe (2000), Education is considered as a tool to be used for the integration of the individual into the society to achieve self-realisation, develop national consciousness, promote unity, and strive for social, economic, political, scientific, cultural and technological progress. Education in science and physics therefore becomes bedrock and indispensable tools for scientific, technological and economic advancement in any nation. It gives the nation the capacity to apply technology for the exploitation of the resources of nature. Such exploitation will depend greatly on physics for laying the foundation for political, governmental, military, civil, scientific, technological advancement, economic development, socio-cultural and environmental peace.

 

There are number of questions which need to be answered at this stage. What then is Physics? Why should everybody learn Physics? What is the importance of this subject in life and in school curriculum? What shall be the advantage of devoting so much effort, time, and money to the teaching of Physics? The importance of physics transcends all the definitions and the prosperity of any country depends on the volume and quality of physics offered in its school system. Obe (1996) conceptualises physics as the master and servant of most disciplines and

 

thus, a source of enlightenment and understanding of the universe.  He further opines that without it, the understanding of national problems would be superficial.

 

Greaber and Weisman (1995) agree that physics helps the individual to understand the environment and to give accurate account of the physical phenomena around every person. To this end, Setidisho (2001) submits that no other subject forms a strong binding force among various branches of science as physics, and without it, knowledge of the sciences often remains superficial.

 

Emphasising the importance of the subject to the society, Robert (1987) stated that in the United States, physics has come to play important roles: in the engineering of highways, the search for energy, the designing of television sets, the profitable operation of most business, astronauts flying space-crafts, the study of epidemics, the navigation of ships at sea all depends on the study of physics. Ogunbanjo (1998) opines that all over the world, sciences has been accepted as a vehicle of technology, social and economic development. Physics is not only basic to these but is the language of science. In another related study, Igbokwe (2003) highlights the intricate link of physics to science and technology, and contends that without physics there will be no science and without science there will be no technology, and without technology there will be no modern society. These and many more reasons are why the Nigerian government believes that the subject should be taken seriously in our school system; and Nigeria in her march towards technological development, has not made physics a compulsory subject in the curriculum of the primary and secondary school levels of her educational system (Federal Republic of Nigeria, 2004) but also as a prerequisite to the study of science courses in her colleges, polytechnics and universities (JAMB Brochure, 19992-2007).

 

 

 

 

Shapiro (2000) defines Physics as the study of qualitative relations; put simply, it is the science of structure, order, numbers, space and relationships about counting, measuring and describing of shapes and objects. It qualifies in its own right as a science but it is often regarded as a language of and a link between all the sciences. Soyemi (1999) Physics is a body of knowledge that opens up the mind to logical reasoning, analytical thinking and the ability for creative thinking, deep focusing and clarity of thought and precision. It is the hub on which all scientific and technological studies find their bearings. In pure sciences it is the basis and language of study, in applied sciences and technology it is an indispensable tool of analysis, with the social sciences it is a scaffold and for the Arts the light that gives consistently and completeness to its study. Osafehinti (1990) observes that the learning of physics in schools represent first, a basic preparation for adult life and secondly a gateway to a vast array of career choices. And from the societal perspective, competence in physics is essential for the preparation of an informed citizenry and for continuous production of highly  skilled personnel required for industry, technology and science. The progress of any nation depends upon her scientific and technological advancement which can only be built on a sound mathematical education capable of making the citizens effectively functional in the natural and applied sciences. The study of Physics therefore will go a long way to “equip students to live effectively in our modern age of science and technology” (NPE 2004).

 

Fakuade (1977) sums up this assertion; for the purposes of economic survival, the ordinary citizen needs to be able to compare and estimate values of articles, determine prices of foodstuffs, reckon distances and time, weigh evidence and be able to sift substances from chaffs. Thus in the complexity of the modern society

 

everyman requires a certain amount of competence in basic physics for purposes of handling money, prosecuting daily businesses, interpreting mathematical graphs and charts and thinking logically.

 

In concluding this section therefore, Physics Education must contribute towards the acquirement of these values: knowledge and skills, intellectual habits and power, desirable attitudes and ideals that are indispensable tools for a successful and balanced human existence.

 

During the last fifty years there had been unprecedented efforts in curriculum reforms in Physics education in Nigeria, from the indigenous innovation of the Africa Mathematic Programme (AMP) (The Entebbe Physics (1961-1969), through the formation of Nigeria Educational Research Council (NERC) in 1969. In spite of the efforts made by these bodies, students’ failures rate in physics has been on the increase.

 

Similarly workshops and conferences have also been held to salvage the situation and gave a solid foundation to mathematic education, curricula developments and implementation. To name but a few of such events are: The comparative Education Study and Adaptation Centre (1976) that took care of the secondary level physics syllabus, the Benin Conference (1977) and The National Critique Workshop at Onitsha (1978).

 

Subsequently The National Physics Centre formulated and adopted the following objectives for teaching physics in Nigeria secondary schools:

 

i.        To generate interest in physics and provide a solid foundation for everyday living.

ii.       To develop computational skills

 

iii.      To foster the desire and ability to be accurate to a degree relevant to the problem at hand.

iv.      To develop and practice logical and abstract thinking

 

v.       To develop capacity to recognise problems and to solve them with related physics knowledge.

vi.      To provide necessary mathematical background for further education

 

vii.     To stimulate and encourage creativity.

 

 

 

 

 

STATEMENT OF THE PROBLEM

 

 

Observations and reports from examining bodies like WAEC,  NECO and JAMB revealed that a high percentage of secondary school students continue to perform poorly in physics examinations. Despite the laudable efforts at developing an acceptable general physics curriculum students’ performance in the subject appears to be declining over the years. To alleviate the situation in the 1989, the National Physics Centre was established. Chief amongst its functions include:

 

1.      To  encourage  and  support  activities  leading  to  the  improvement  of  the teaching and learning of mathematical sciences at all levels.

2.      To tackle national set goals in the development of mathematical sciences.

 

3.      To   inject   mathematical   education   to   the   rarefied   area   of   theoretical physics with a view to increasing the number of mathematicians.

 

Yet in the face of all these efforts the rate and degree of students’ poor performance in senior secondary school examination in physics must now be a problem of national concern. This sad situation is aptly described by Adeniyi (1988) who rightly observes, that one’s involvement in the marking of physics for the West African

 

Examinations Council (WAEC) is enough to get anyone sorrowful at the state of Physics in Nigeria secondary schools. Some candidates submit their answer scripts without writing anything in them. Some candidates merely recopy the questions, while a high percentage of those who try to write anything at all score below 40%. This is aptly confirmed with the release of WAEC result for May/June 2011 as quoted in the Leadership newspaper, “the West African Examination Council (WAEC) released results of the May/June 2011 west African senior secondary certificate examination, (WASSCE) with an abysmal 30% of the candidates making credit in English and Physics. Details of the results showed that the results of 81, 573 candidates representing 5.29% were withheld.

 

The question that readily comes to mind is; what are the factors responsible for the students’ poor performance in physics in secondary school examination? This project will therefore take a survey of the factors responsible for these failures, the effect on students and the future of our society, the attendant problems and proffer means of the changing the trend of students’ poor performance in physics.

 

The decline in the numbers of candidates opting to pursue the studies in the sciences has become a matter of considerable societal concern and debate among researchers (Jenkins, 1996). Consequently, the promotion of favourable attitudes towards science and learning of Physics is extremely critical and important. However, the concept of poor performance in physics is rather ill-defined, often poorly expressed and not well understood.

 

Fundamental to this quest are the questions that the researcher seeks to address:

 

 

1.      Are the teachers of physics adequately qualified and properly trained in the subject?

 

2.      Is the excessive workload and lack of teacher training facilities at the root of poor performances of student?

3.      Is the WAEC syllabus inadequate, irrelevant and ambiguous?

 

4.      Are parents as committed to the progress and success of their ward?

 

5.      How is the Physics taught in schools?

 

6.      Has the taste for learning being diluted by the answer-centeredness of most school teaching?

7.      Is WAEC, NECO, GCE and JAMB only servicing failures yearly with profit? Is

 

that ethical?

 

 

PURPOSE OF THE STUDY

 

 

This study examines the factors responsible for the students’ poor performance in physics in selected secondary schools in Idah Local government area of Kogi State.

 

Specifically, it will examine;

 

 

1.      Teachers’ and students’ attitude to teaching and learning of physics.

 

2.      The nature of school environment.

 

3.      Teachers’ teaching methods, and

 

4.      Teachers’ use of instructional materials.

 

 

Schools are established to accomplish specific goals and objectives and incidentally one of the most common criteria of evaluating the effectiveness of any school system is the extent to which the students perform in their examinations.

 

RESEARCH QUESTIONS

 

 

To achieve the objective of the study, five research questions were raised.

 

 

1.      Does teachers’ attitude to the teaching of physics constitute a problem in the students’ performance in the SSCE Physics?

2.      What is the nature of school environment in which teaching is done?

 

3.      Does the students’ attitude and commitment towards physics constitute a significant problem in performance in SSCE physics?

4.      Does teaching method constitute significant problem in students’ performance in physics examination. How is physics taught in schools?

5.      Does the lack of instructional materials, educational facilities and inadequate supervision constitute a significant problem in students’ performance in SSCE physics examination?

 

SIGNIFICANCE OF STUDY

 

 

It is the sincere hope of the researcher that by carrying out this study of the factors responsible for students’ poor performance in physics and proffering solutions, the findings and recommendations would be of a great help to all stakeholders who have anything to do with the success or failure of the child in school; school administrators, classroom teachers, psychologists, teacher trainers, theorists, examination bodies, curriculum designers and professional associations.

 

It will equally guide and guard government at all levels and ministries of education, school guidance counsellors and parents. It is hoped that this study will help in improving the whole system in such a way as to induce better performance in physics examination at the secondary school level.

 

SCOPE OF STUDY

 

 

The present study used five secondary schools in Idah local government area of Kogi state. These schools present students for  the senior  secondary  school certificate examinations conducted by both NECO and WAEC.

 

LIMITATION OF STUDY

 

 

The research work  covered only five sampled selected schools in only one local government area. It also covered only public senior secondary schools.

 

DEFINITION OF TERMS

 

 

To set stage for our survey of the factors responsible for the poor performance of students in physics, we present working definitions of some of the terms.

 

Factor: In this study, a factor is taken to mean any element, force, condition or circumstances that has a causal influence or can contribute to the students’ performance in physics.

 

Performance: Accomplishing or achievement of specific goals, objectives or set mark in any academic endeavour. It is one of the most common criteria of evaluating effectiveness of schools.

 

Curriculum: A sequence of potential experiences, set up in the schools to discipline children and youth in ways of thinking and acting whether it is carried out in groups or individually, inside or outside the school.

 

Innovation: is a way of changing and adapting for the purpose of attaining certain goals and aspirations.

 

Qualified Teacher: For this study a teacher who holds the following certificate is assumed to be qualified: NCE, B.Ed., B

 

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7 years ago 0 Comments Short URL

THE INFLUENCE OF LABORATORY TECHNIQUES ON STUDENTS’ PERFORMANCE IN PHYSICS


ABSTRACT

This work discusses the influence of laboratory techniques on students’ performance in physics. Practical aspects of lessons aid effective problem-solving activity in physics, improves skill acquisition of students thus influencing high achievement levels of students. The study was carried out because of need to enhance the teaching and learning of Physics in our secondary schools.. A descriptive survey of ex-post facto design was adopted for the study. The study population was all SS II students and teachers in fourteen secondary schools. A sample of fifty-six students and seven teachers was obtained using the systematic sampling technique. A self-prepared checklist extracted from the West African Examinations Council Regulations and Syllabus for West African Secondary Certificate Examinations was used for the study. The data were analyzed using Chi-square-goodness-of-fit-test and Pearson-Product-Moment Correlation in testing the null hypotheses. Among the findings were inadequate Physics laboratory facilities in the Local Government Area since only one school had the facilities and materials; acquisition of laboratory skills is dependent on students’ participation; teachers’ qualification is an asset for proper utilization of the laboratory. It was therefore recommended that the Government, parents, teachers and all concerned bodies make effort to provide secondary schools with laboratory facilities, materials (specimens) and equipment.

CHAPTER

INTRODUCTION

BACKGROUND OF THE STUDY

Science laboratories have made this world very advanced and scientific in its purposes. In a laboratory or field learning environment, students work individually or in small groups on a question, problem or hypothesis. They use the processes and materials of science to construct their own explanation of biological phenomena (Dahar&Faize, 2011). The distinction between laboratory or field learning and traditional classroom learning is that activities are student-centered, with students actively engaged in hands-on, minds-on activities using laboratory or field materials and techniques. This has been known to enhance learning in science and improve the understanding level of students (Tobin, 1990; Hodson, 1993; Hofstein&Lunetta, 2004).

School facilities have been observed as a potent factor to quantitative education. The availability and utilization of laboratory facilities are essential for effective teaching and learning of Physics and consequently a good performance in students. According to Akande (1985), learning can occur through one’s environment – facilities that are available to facilitate students learning outcome. Students can master better the basic concepts of Physics when they can learn by doing. Appropriate facilities, equipment and adequate utilization of same are of necessity if school science course is to be successful. This implies that practical should function as the primary learning experience. Green (1989) identified one of the problems of the Physics teacher during the teaching process as the provision of specimens in a laboratory class which can hamper or enhance the effective teaching of the subject. Consequently, it is not enough to establish laboratories, but also to equip them with appropriate materials as much as possible to allow for individual student work or else it will be a situation of ‘a tourist with a car but without money to buy petrol’. This is an analogy of the effect of an ill-equipped laboratory on the performance of students who have good intentions to learn science. Utulu (1998) conducted a study to evaluate the adequacy of laboratory equipment as well as the distribution of the equipment in secondary schools in urban and rural areas of Edo State and concluded that laboratory and workshop equipment were inadequately provided and that there was an imbalance in the provision of laboratory equipment between urban and rural secondary schools in Edo State. This, as observed, by Ndu (1991) is one of the problems of teaching science and technology in rural environments.

SIGNIFICANCE OF THE STUDY

The study of physics provides students with opportunities to develop an understanding of our living world. Physics is the study of life and its evolution, of organisms and their structures, functions, processes, and interactions with each other and with their environments. Biologists recognize that knowledge based upon experimental results and accurate observations is gained through a variety of experiences. Thus, the role of the laboratory and field learning becomes a key component in understanding physics. Laboratory and field activities and inquiry provide students with opportunities to question, observe, sample, experience, and experiment with scientific phenomena in their quest for knowledge of living things. Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science”. The findings of this study will give the public insight to the state of the science learning environment that our secondary school students are provided with in Ethiope-West LGA. This would further furnish the government one of the reasons the country has low achievement levels in standardized examinations.

RESEARCH QUESTIONS

The research questions are:

1. Are there physics laboratories in the secondary schools of the local government area?

2. Is the availability of laboratory facility necessary for the effective teaching and learning of Physics?

3. Is there a relationship between students’ participation in laboratory classes and their acquisition of skill?

4. Is there a relationship between the qualification of the teacher and proper utilization of laboratory facilities?

RESEARCH HYPOTHESES

The following hypotheses were generated and tested at 0.05 level of significance.

Ho: Laboratory facilities have a significant impact on the effective teaching and learning of physics.

Hi: Laboratory facilities does not have a significant impact on the effective teaching and learning of physics

Ho: There is a significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.

Hi: There is no significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.

LIMITATIONS OF THE STUDY

There were limited funds and time for the project. The uncooperative responses from many respondents was also a factor.

TABLE OF CONTENT:

 

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

1.2     Statement of the Research Problem

1.3     Objectives of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypothesis

1.7     Conceptual and Operational Definition

1.8     Assumptions

1.9     Limitations of the Study

 

CHAPTER TWO

LITERATURE REVIEW

2.1     Sources of Literature

2.2     The Review

2.3     Summary of Literature Review

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     Research Method

3.2     Research Design

3.3     Research Sample

3.4     Measuring Instrument

3.5     Data Collection

3.6     Data Analysis

3.7     Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1     Data Analysis

4.2     Results

4.3     Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1     Summary

5.2     Recommendations for Further Study

Bibliography

HOW TO GET THE FULL PROJECT WORK

 

PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).

 

HOW TO RECEIVE PROJECT MATERIAL(S)

After paying the appropriate amount (#10000) into our bank Account below, send the following information to

08068231953 or 08168759420

 

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(2)     Email Address

(3)     Payment Name

(4)    Teller Number

We will send your material(s) immediately we receive bank alert

 

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.

 

OR

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Account Number: 2023350498

Bank: UBA.

 

HOW TO IDENTIFY SCAM/FRAUD

As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.

 

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Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.

 

No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner

 

CAUTION/WARNING

Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project.  Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.

 

That you ordered this material shows you have agreed not to copy word-to-word.

 

 

FOR MORE INFORMATION, CALL:

08068231953 or 08168759420

 

 

 

Visit any of our project websites below:

www.easyprojectmaterials.com

www.easyprojectmaterials.com.ng

www.easyprojectmaterial.net

www.easyprojectmaterial.net.ng

www.easyprojectsolutions.com

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7 years ago 0 Comments Short URL

THE INFLUENCE OF LABORATORY TECHNIQUES ON STUDENTS’ PERFORMANCE IN PHYSICS


ABSTRACT

This work discusses the influence of laboratory techniques on students’ performance in physics. Practical aspects of lessons aid effective problem-solving activity in physics, improves skill acquisition of students thus influencing high achievement levels of students. The study was carried out because of need to enhance the teaching and learning of Physics in our secondary schools.. A descriptive survey of ex-post facto design was adopted for the study. The study population was all SS II students and teachers in fourteen secondary schools. A sample of fifty-six students and seven teachers was obtained using the systematic sampling technique. A self-prepared checklist extracted from the West African Examinations Council Regulations and Syllabus for West African Secondary Certificate Examinations was used for the study. The data were analyzed using Chi-square-goodness-of-fit-test and Pearson-Product-Moment Correlation in testing the null hypotheses. Among the findings were inadequate Physics laboratory facilities in the Local Government Area since only one school had the facilities and materials; acquisition of laboratory skills is dependent on students’ participation; teachers’ qualification is an asset for proper utilization of the laboratory. It was therefore recommended that the Government, parents, teachers and all concerned bodies make effort to provide secondary schools with laboratory facilities, materials (specimens) and equipment.

CHAPTER

INTRODUCTION

BACKGROUND OF THE STUDY

Science laboratories have made this world very advanced and scientific in its purposes. In a laboratory or field learning environment, students work individually or in small groups on a question, problem or hypothesis. They use the processes and materials of science to construct their own explanation of biological phenomena (Dahar&Faize, 2011). The distinction between laboratory or field learning and traditional classroom learning is that activities are student-centered, with students actively engaged in hands-on, minds-on activities using laboratory or field materials and techniques. This has been known to enhance learning in science and improve the understanding level of students (Tobin, 1990; Hodson, 1993; Hofstein&Lunetta, 2004).

School facilities have been observed as a potent factor to quantitative education. The availability and utilization of laboratory facilities are essential for effective teaching and learning of Physics and consequently a good performance in students. According to Akande (1985), learning can occur through one’s environment – facilities that are available to facilitate students learning outcome. Students can master better the basic concepts of Physics when they can learn by doing. Appropriate facilities, equipment and adequate utilization of same are of necessity if school science course is to be successful. This implies that practical should function as the primary learning experience. Green (1989) identified one of the problems of the Physics teacher during the teaching process as the provision of specimens in a laboratory class which can hamper or enhance the effective teaching of the subject. Consequently, it is not enough to establish laboratories, but also to equip them with appropriate materials as much as possible to allow for individual student work or else it will be a situation of ‘a tourist with a car but without money to buy petrol’. This is an analogy of the effect of an ill-equipped laboratory on the performance of students who have good intentions to learn science. Utulu (1998) conducted a study to evaluate the adequacy of laboratory equipment as well as the distribution of the equipment in secondary schools in urban and rural areas of Edo State and concluded that laboratory and workshop equipment were inadequately provided and that there was an imbalance in the provision of laboratory equipment between urban and rural secondary schools in Edo State. This, as observed, by Ndu (1991) is one of the problems of teaching science and technology in rural environments.

SIGNIFICANCE OF THE STUDY

The study of physics provides students with opportunities to develop an understanding of our living world. Physics is the study of life and its evolution, of organisms and their structures, functions, processes, and interactions with each other and with their environments. Biologists recognize that knowledge based upon experimental results and accurate observations is gained through a variety of experiences. Thus, the role of the laboratory and field learning becomes a key component in understanding physics. Laboratory and field activities and inquiry provide students with opportunities to question, observe, sample, experience, and experiment with scientific phenomena in their quest for knowledge of living things. Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science”. The findings of this study will give the public insight to the state of the science learning environment that our secondary school students are provided with in Ethiope-West LGA. This would further furnish the government one of the reasons the country has low achievement levels in standardized examinations.

RESEARCH QUESTIONS

The research questions are:

1. Are there physics laboratories in the secondary schools of the local government area?

2. Is the availability of laboratory facility necessary for the effective teaching and learning of Physics?

3. Is there a relationship between students’ participation in laboratory classes and their acquisition of skill?

4. Is there a relationship between the qualification of the teacher and proper utilization of laboratory facilities?

RESEARCH HYPOTHESES

The following hypotheses were generated and tested at 0.05 level of significance.

Ho: Laboratory facilities have a significant impact on the effective teaching and learning of physics.

Hi: Laboratory facilities does not have a significant impact on the effective teaching and learning of physics

Ho: There is a significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.

Hi: There is no significant relationship between the availability of laboratory facilities and effective teaching and learning of physics.

LIMITATIONS OF THE STUDY

There were limited funds and time for the project. The uncooperative responses from many respondents was also a factor.

TABLE OF CONTENT:

 

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

1.2     Statement of the Research Problem

1.3     Objectives of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypothesis

1.7     Conceptual and Operational Definition

1.8     Assumptions

1.9     Limitations of the Study

 

CHAPTER TWO

LITERATURE REVIEW

2.1     Sources of Literature

2.2     The Review

2.3     Summary of Literature Review

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     Research Method

3.2     Research Design

3.3     Research Sample

3.4     Measuring Instrument

3.5     Data Collection

3.6     Data Analysis

3.7     Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1     Data Analysis

4.2     Results

4.3     Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1     Summary

5.2     Recommendations for Further Study

Bibliography

HOW TO GET THE FULL PROJECT WORK

 

PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).

 

HOW TO RECEIVE PROJECT MATERIAL(S)

After paying the appropriate amount (#5000) into our bank Account below, send the following information to

08068231953 or 08168759420

 

(1)    Your project topics

(2)     Email Address

(3)     Payment Name

(4)    Teller Number

We will send your material(s) immediately we receive bank alert

 

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.

 

OR

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 2023350498

Bank: UBA.

 

HOW TO IDENTIFY SCAM/FRAUD

As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.

 

But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.

 

Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.

 

No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner

 

CAUTION/WARNING

Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project.  Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.

 

That you ordered this material shows you have agreed not to copy word-to-word.

 

 

FOR MORE INFORMATION, CALL:

08068231953 or 08168759420

 

 

 

Visit any of our project websites below:

www.easyprojectmaterials.com

www.easyprojectmaterials.com.ng

www.easyprojectmaterial.net

www.easyprojectmaterial.net.ng

www.easyprojectsolutions.com

www.worldofnolimit.com

www.worldofnolimit.com

www.nairaproject.com.ng

www.nairaprojects.com.ng

www.nairaproject.net

www.nairaprojects.net

www.uniproject.com.ng

www.uniprojects.com.ng

 

 

 

 

 

 

 

 

 

 

 

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7 years ago 0 Comments Short URL

EFFECT OF AUDIOVISUAL TO THE TEACHING AND LEARNING OF PHYSICS

ABSTRACT

 

In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio  visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill.This paper tries to analyze the necessity of audio  visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Physics teachers aware of the strategies to use it in an effective manner.

 

CHAPTER ONE

 

1.1 Background of the study

The use of audio  visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio  visual is now permeating the educational system as a tool for effective teaching and

learning. With audio  visual, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Audio  visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio  visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.

Audio  visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio  visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).

Reisman (1994) described audio  visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.

Audio  visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).

Fetterman (1997) also viewed audio  visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio  visual as:

 

  • Audio  visual systems are integrated
  • The information content must be represented digitally
  • The interface to the final presentation of media.

The power of audio  visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio  visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.

Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.

The evolution of audio  visual has made it very possible for learners to become more involved in their work. With audio  visual technologies, they can create audio  visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.

Reinsman (1994) expressed that audio  visual involves processing, storage, generation, manipulation and retention of audio  visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).

A study by Ubogu (2006) supports the view that audio  visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.

It is important to say that the use of audio  visual technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.

However, Babajide (2003) identified different types of audio  visual communication, some of which include physics hardware, physics software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.

Audio  visual in Education

Audio visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio  visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.

While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.

A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio  visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing aaudio  visual application that is interactive and multi-sensory can be both a challenge and thrill. Audio  visual application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).

However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio  visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.

The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).

In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.

Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).

In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo

(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of physics(Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.

 

1.2           Statement of the Problem

There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio  visual instruction is considered as a necessary tool for this purpose. However, the presence of audio  visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio  visual instruction in education.

Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio  visual on their own. Teachers need to actively participate in the use of audio  visual facilities. They have to be trained in the use of audio  visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and

encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;

Tan, 2000).

In this study, attempts are therefore made at examining such issues as arepertinent to audio  visual utilization for teaching in the Faculties of Arts and

Education, University of Ibadan, Oyo State, Nigeria.

1.3           Objectives of the Study

Specifically, the objectives of this study are to:

1. Determine the availability of instructional audio  visual in the Faculties of Arts and Education for teaching and learning.

2. Determine the pattern and frequency of use of audio  visual by lecturers in these selected faculties for teaching and learning

3. Investigate the adequacy of audio  visual facilities for teaching and learning of physics.

4. Identify factors, if any, which limit the use of audio  visual by the teachers.

1.4          Research Questions

The study is structured to provide answers to the following research questions:

1. How available are the instructional audio  visual for teaching and learning in physics?

2. What is the pattern and frequency of use of the audio  visual for teaching andlearning by the lecturers of the facility?

3. How adequate are the audio  visual facilities for teaching and learning of physics?

4. What factors limit the use of audio  visual by teachers of the subject?

1.5           Objective of the Study

  1. To understand the meaning of audio visuals
  2. To understand the use of audiovisuals in teaching physics in junior secondary schools

1.6           Research Hypothesis

H0: The application of audiovisuals does not have a significant positive impact in teaching physics in junior secondary schools in Oredo LGA, Edo state

H1: The application of audiovisuals have a significant positive impact in teaching physics in junior secondary schools in Oredo LGA, Edo state

 

TABLE OF CONTENT:

 

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

1.2     Statement of the Research Problem

1.3     Objectives of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypothesis

1.7     Conceptual and Operational Definition

1.8     Assumptions

1.9     Limitations of the Study

 

CHAPTER TWO

LITERATURE REVIEW

2.1     Sources of Literature

2.2     The Review

2.3     Summary of Literature Review

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     Research Method

3.2     Research Design

3.3     Research Sample

3.4     Measuring Instrument

3.5     Data Collection

3.6     Data Analysis

3.7     Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1     Data Analysis

4.2     Results

4.3     Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1     Summary

5.2     Recommendations for Further Study

Bibliography

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PROBLEMS AND PROSPECTS OF TEACHING AND LEARNING PHYSICS

CHAPTER ONE

INTRODUCTION

 

1.1   BACKGROUND OF THE STUDY

The attitude towards physics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning physics most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002).

 

Students attitude towards physics to a large extent have an impact on their interest in leaning physics. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable

 

attitude towards its.

 

In this regard, Cheng (2004), in a study conducted regarding students learning in physics, found out that in the students evaluation, consistent with their notion that physics is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.

 

Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of physics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning physics their perception about physics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.

 

However, Torres (1997) opined that in present time, the emphasis on science teaching has shifted from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations.

 

As such, physics as a dynamic branch of science is difficult to describe, thus, in learning physics, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995).

 

It is against this background that the researchers sees the subject matter of this research “problem and prospect of teaching and learning physics in secondary school level” as an issue worthy of investigation.

 

1.2   STATEMENT OF THE PROBLEM

 

A lot of studies shows the poor performance of students in physics this is attributed to the notion that physics is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, physics is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation.

 

1.3   PURPOSE OF THE STUDY

 

The present study is to determine the problem and prospect of teaching and learning physics in secondary school level, with a searchlight at federal government college Malali Kaduna, Kaduna state.

 

1.4   THE OBJECTIVES OF THE STUDY

 

1.  To find out the prospect of teaching and learning of physics in secondary school level

 

2.  To examine the attitude and performance in physics among secondary school students

 

3.  To determine the theories of learning that are applicable in teaching physics in secondary schools

 

4.  To identify the problems militating against teaching and learning physics in secondary schools

 

1.5   RESEARCH QUESTIONS

 

1.  What are the prospect of teaching and learning of physics in secondary school level?

 

2.  What is the attitude of secondary school students in physics and how do they perform in the subject?

 

3.  What kind of theories of learning are applicable in teaching and learning of physics in secondary schools?

 

1.6   STATEMENT OF THE HYPOTHESIS

 

1.     Ho: There is a negative attitude towards learning physics and poor performance in physics in secondary school

 

2.     H1: There is no negative attitude towards learning physics and poor performance in physics in secondary school

 

1.7   SIGNIFICANCE OF THE STUDY

 

The study will be beneficial to physics teachers in secondary schools who may wish to utilize the findings of this study to improve their teaching method. The study will also be beneficial to policy makers in education sector especially as they utilize the findings of this study as a basis for policy formulation concerning teaching and learning of physics. It should be noted that the study will enhance existing knowledge about the problem and prospect of teaching and learning physics in secondary school level. The study can also be used as a springboard to carryout similar research as incoming students can use it as a reference material.

 

1.8   ASSUMPTION AND PROBLEMS

The assumptions of the study are that students perceive physics as a complex subject to learn and thus show negative attitude towards learning it, which in turn affect their performance.

 

Secondly, poor teaching method and the traditional method of teaching physics  as  a subject to be memorized against proper assimilation and teaching students to think critically and independently rather than accepting knowledge without questioning.

 

1.9   SCOPE AND LIMITATION OF THE STUDY

 

The study will cover an empirical examination of the problem and prospect of teaching and learning physics in secondary school level, as well as the examination of the attitude of students and their performance in physics. The study will equally cover the examination of the theories of learning that are applicable in teaching physics in secondary schools, as well as the problems militating against teaching and learning of physics in secondary schools. Empirical data is collected only from federal government college Kaduna, the time frame for this study covers a period of five years (2006-2011).

 

The study is constraint from a problems arising from the inability of the research to employ numerous research designs as well as instrument to obtain research data as such it is not certain if the finding obtained will be the same if other instrument as well as research designs were used. The nonchallant   attitude of some respondents also affected the validity of the findings. Other limitations include the inability of the research to combined academic work with the research work as ell as inadequate literatures on the subject matter. Inadequate fund need to undertake this study also constitute a great limitation to this study.

 

1.10     OPERATIONAL DEFINITION OF TERMS

 

Teaching physics: The ability to impact knowledge in physics to students

 

Learning physics: The ability to assimilate physics lessons by students

 

Attitude: The way students feel and behave towards learning of physics

 

Perception: The way student think about physics

 

Performance: How well or badly students learn physics in secondary school

 

Prospects: The success recorded in teaching and learning of physics in secondary schools

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