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THE STRATEGIES TO ENHANCE TEACHING AND LEARNING OF PHYSICS IN SECONDARY SCHOOL.
ABSTRACT
The study examines problems and prospects of teaching and learning physics at the secondary school level concerning the federal government college Malali Kaduna. A survey method was used for the study, The population consisted of all the male and female teachers of the federal government college Malali Kaduna Out of 65 academic staff, 35 were involved in the study. A questionnaire developed by the researchers based on the Likert 5 –5-point scale was used for the study Mean scores and frequencies were used to analyze the data based on the research questions. Research results show that the prospect of teaching and learning physics lies in the modification and improvement of the traditional lecture method used in teaching. The study also identified the negative attitude of students at secondary school level towards learning physics as a factor that affects their ability to learn the subject furthermore, the teaching techniques applicable in teaching physics in secondary school are the traditional lecture method used from time-immemorial, lecture-demonstration technique and cooperative group teaching technique, the problem militating against teaching and learning of physics in secondary school level include unavailability of qualified teachers, teachers lack competencies, the constraint of complex scientific language used in teaching physics in secondary school level, lack of modern laboratory apparatus as well as lack of effective teaching techniques and inconsistency in government policies.
TABLE OF CONTENT
Title page – – – – – – – – – – i
Declaration – – – – – – – – – – ii
Approval Page – – – – – – – – – iii
Dedication – – – – – – – – – – iv
Acknowledgement – – – – – – – – v
Abstract – – – – – – – – – – vi
Table of content – – – – – – – – – vii
CHAPTER ONE
1.1 Background of the study – – – – – – 1
1.2 Statement of the Problem – – – – – – 3
1.3 Purpose of the study — – – – – – – 4
1.4 Objectives of the study – – – – – – – 4
1.5 Research Question – – – – – – – 5
1.6 Statement of the problem – – – – – – 5
1.7 Significance of the study – – – – – – 6
1.8 Assumption and problems– – – – – – – 6
1.9 Scope and limitation of the study – – – – – 7
1.10 Operational Definition of the term – – – – – 8
Reference – – – – – – – – – – 9
CHAPTER TWO: Literature Review
2.1 Introduction – – – – – – – – 10
2.2 The Prospect of Teaching physics at secondary school level 10
2.2.1 The Prospect of Learning Physics in Secondary School Level 16\
2.3 Attitude and performance in physics
among secondary school students – – – – 19
2.4 The theories of learning that are applicable in
teaching physics in secondary school – – – – 23
2.5 The problems militating against teaching and
learning of physics at secondary school level – – – 27
2.6 Summary of the review – – – – – – – 29 CHAPTER THREE: Research Methodology
3.1 Introduction – – – – – – – – 30
3.2 Research Design – – – – – – – 30
3.3 Area of study – – – – – – – – 31
3.4 Population Sample – – — – – – – 31
3.5 Sample size of the study- – – – – – – 31
3.6 Instrument of data collection- – – – – – 32
3.6.1 Validity- – – – – – – – – 33
3.6.2 Liability – – – – – – – – – 33
3.7 Method of data collection – – – – – – 34
3.8 Method of Data presentation and statistical analysis – – 35
CHAPTER FOUR: Data Presentation And Analysis
4.1 Introduction – – – – – – – – 36
4.2 Characteristics of respondents – – – – – 36
4.3 Data Analysis – – – – – – – – 38
4.4 Summary of findings – – – – – – – – 47
CHAPTER FIVE: Summary, Conclusion, and Recommendation
5.1 Summary – – – – – – – – – 49
5.2 Conclusion – – – – – – – – 51
5.3 Recommendation – – – – – – – 51
5.4 Suggestion for further study – – – – – – 53
Reference – – – – – – – – – 54
Appendix I – – – – – – – – – 55
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, Despite the benefit students stand to gain by learning physics most students nonchalantly choose to study other subjects in place of physics (Okoh, 2002).
Students’ attitudes towards physics to a large extent have an impact on their interest in learning physics. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, making them more enthusiastic to learn than those who have unfavorable
attitude towards it.
In this regard, Cheng (2004), in a study conducted regarding students learning in physics, found out that the student’s evaluation, consistent with their notion that physics is complex to learn has unfavorable attitudes towards learning it. This also has 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 attitudes; observed spite 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 the present time, the emphasis on science teaching has shifted from teaching science as a body of established knowledge to 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 see the subject matter of this research “problem and prospect of teaching and learning physics at the secondary school level” as an issue worthy of investigation.
1.2 STATEMENT OF THE PROBLEM
A lot of studies show the poor performance of students in physics this is attributed to the notion that physics is complex to learn thus making students develop an unfavorable attitude 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 policymakers 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 aims to determine the problem and prospect of teaching and learning physics at the secondary school level, with a searchlight at the federal government college Malali Kaduna, Kaduna state.
1.4 THE OBJECTIVES OF THE STUDY
1. To find out the prospect of teaching and learning physics at the 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 prospects of teaching and learning physics at the secondary school level?
2. What is the attitude of secondary school students in physics and how do they perform in the subject?
3. What kinds of theories of learning are applicable in teaching and learning 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 methods. The study will also be beneficial to policymakers in the education sector especially as they utilize the findings of this study as a basis for policy formulation concerning the 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 at the secondary school level. The study can also be used as a springboard to carry out similar research as incoming students can use it as a reference material.
1.8 ASSUMPTION AND PROBLEMS
The study assumes that students perceive physics as a complex subject to learn and thus show a negative attitude towards learning it, which in turn affects their performance.
Secondly, poor teaching methods 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 at the 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 apply to teaching physics in secondary schools, as well as the problems militating against teaching and learning 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 constrained by problems arising from the inability of the research to employ numerous research designs as well as instruments to obtain research data as such it is not certain if the finding obtained will be the same if other instruments as well as research designs were used. The nonchalant attitude of some respondents also affected the validity of the findings. Other limitations include the inability of the research to combine academic work with the research work as well as inadequate literature on the subject matter. Inadequate funds needed 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 students 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
REFERENCES
Cheng, V. (2004). Developing physics learning activities for fostering student creativity; Hong Kong. Prentice Hall
Edward, B. (2006). Teaching physics Wiley, New York
Jensen, U. (1995). The role of the physics teaching assistant, Phys Teach. 21, 21 (1983)
Okoh, E. (2002). Concept of teaching and Learning science subject, Lagos: Adoki publication.
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