AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECONDARY SCHOOLS

AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECONDARY SCHOOLS

TABLE OF CONTENTS

Title  page

Certification page

Dedication

Acknowledgement

Table of content

Abstract

CHAPTER ONE

Introduction

Background to the study

Statement of the problem

Objective of the study

Research Question

Research Hypothesis

Significance of the study

Scope of the study

Definition of terms

CHAPTER TWO

LITERATURE REVIEW

Conceptual framework

Influence of Physical Facilities in teaching physics

Effect of Library Facilities in on students Performances

Influence of Personnel Facility  in teaching physics

Assessment of Learning environment and effective teaching of Physics

 

Assessment of Learning resources on  effective teaching of Physics

 

Effect of Teacher characteristics and the effective teaching of Physics

 

Assessment and effective teaching of Physics

Theoretical framework

Empirical Framework

Summary of Literature review

CHAPTER THREE: RESEARCH METHOD

Research Design

Population of the study

Sample and Sampling Techniques

Reliability of the instrument

Validity of the instrument

Method of data collection

Method of data Analysis

 CHAPTER FOUR: RESULT AND DISCUSSION

Analysis of research questions

Analysis of Research Hypothesis

Discussion of result

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of findings

Conclusion

Recommendation

Limitation of the study

Suggestion for further research

References

Appendix

 

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CHAPTER ONE

INTRODUCTION

Background of the Study

The inclusion of physics in the senior secondary school curriculum and recent great emphasis on practical activities on the educational achievement of physics are connected with the various roles that physics as a subject plays in improving science and technology.

Physics is a branch of science that deals with nature and matter, their formation how they are formed under different conditions. It involves many other disciplines such as Mathematics, Chemistry, Biology, Medicine and Agriculture. Since physics is the study of matter in relation to energy which is geared towards proving individuals for biological physics and chemical studies as professional in the nearest future it therefore should not be taught in abstract resulting to mere accumulation of theoretical knowledge, However, the physics teacher should enrich the teaching learning process with use of adequate relevant instructional resources so as to better actualize the laid down objectives for the importation of physics knowledge in order for the student to achieve their educational goal and objective and solve social, medical and agricultural problems.

Poor schooling has proved to be the greatest barrier to political, social and economic transformation in many African countries. School infrastructural facilities have been observed as a potent factor to quantitative education. The importance to teaching with provision of adequate instructional facilities for education cannot be over-emphasized. Pertaining to the teaching of physics in secondary schools, Infrastructural facilities include equipments and materials that are available to facilitate students learning outcome. It includes good buildings for classrooms and laboratories, laboratory equipments, experiment materials/apparatus, books, audio-visual, software and hardware of educational technology; so also, size of classroom and laboratory, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farrant, 1991 and Farombi, 1998).

According to Oni (1992), infrastructural facilities constitute a strategic factor in the functioning of a secondary school system. This is so because they determine to a very large extent the smooth functioning of any teaching and experimental demonstrations and even other extra-curricular activities. He further stated that their availability, adequacy and relevance influence efficiency and high performance. In his words, Farombi (1998) opined that the wealth of a nation or society could determine the quality of education in that land; emphasizing that a society that is wealthy will establish good schools with professional personnel (quality teachers), learning infrastructures that with such, students may learn with ease thus bringing about good academic achievement. Writing on the role of facilities in teaching, Balogun (1982) submitted that no effective science education programme including physics can exist without equipment for teaching. This is because facilities enable the learner to develop problem-solving skills and scientific attitudes. In their contribution, Ajayi and Ogunyemi (1990) reiterated that when facilities are provided to meet relative needs of a school system, students will not only have access to the reference materials mentioned by the teacher, but individual students will also learn at their own paces and there is room and necessary equipment for the teacher for further research and constant practice. The net effect of this is increased overall academic performance of the entire students.

In recent times, there has been a growing public anxiety about the poor performance of students in Physics in Nigerian schools. Studies showed that large numbers of students seem to learn very little physics at school, learning tends to be by rote and students find learning of Physics to be difficult (Salau, 2006). The quality of the personnels handling Physics in Nigerian schools has also been questioned over time by parents, science educators, and the general public and even by the government (Okebukola, 2007). Physics teaching in Nigerian schools has been criticized because of the poor performance of Nigerian students in Physics relative to their counterparts in other countries. This is evident from the Second International Science Study in which Nigerian students came second to last in secondary science among the participating countries of the world (STAN, 1992).

 

It is important to note at this point in time that the effect of practical activities on student performance in physics can be cause by non effective teaching of physics and learning.  Akinpelumi (2001) defines teaching as a conscious effort on the part of an experienced person to import information knowledge and skill through communication to less experience person.

Farran (1982) says, there is a story relationship between the component of teaching learning and educational achievement process which involve the teacher, learner and the instructional materials. In this relationship, the teacher interacts with the learner and the institutional material at the same time for proper achievement of goal.

Since learning can be summarized as a process of a acquiring skill, subject matter, habit, altitudes perception interest, social adjustment and ideals. However Education is the total learning experience which one acquire under the guidance of an approved, trained, qualified and competent person which one function are performed excellently in the society which belongs. However instructional materials are tools or devices used for illustrating concept in a subject matter. They range from elementary devices to highly sophisticated machine specially design to help one of the ways by which the student can be encourage to perform well is by introducing practical activities through the use of appropriate learning resources. These include textbook, periodic charts, model, pictures and displays, computer and audiovisual materials.

Physics is a science subject that student often find very difficult and this is why student always have low achievement in the subject. According to Aina and Akintunde (2013) student usually performed very poorly in physics in all level of education. Many researchers have equally supported the view that students performed poorly in physics (Aigbomian, 2014; Uguanyi, 2014; Aiyelabegan, 2003; Akanbi, 2003). One major reason for this poor performance might not be separated from the abstract nature of the course as observed by Adeyemo (2010). The teaching of physics in schools has not been encouraging due to this abstract nature of the subject that is why the use of instructional materials is needed to facilitate students’ learning of physics. Oladejo, Olosunde, Ojebisi and Isola (2011) stressed that mastery of physics concepts cannot be fully achieved without the use of instructional materials. Another problem confronting teaching and learning of physics in Nigeria is the unavailability of these instructional materials in schools; therefore there is the need for improvisation. Aina (2012) said many of the equipment used in teaching physics can be improvised that is why physics teacher should endeavour to utilize the use of discarded resources around them to improvised teaching aids for physics. Instructional materials helps teacher to meet individual differences of the learners in the class by using aids that appeal to different senses (Morohunfola, 2013). Instructional materials are used to supplement verbal explanation of concepts or any description so that the lesson could be real to the students. These instructional materials are categorised into audio visual, audio and visual. These are materials that when teacher used them can appeal to student both sight and hearing. These can be electronically operated materials like Television, Radio, Film, Slide motion; Computer and non electronic ones such as Chalk board, Charts, Burners, Models and many more. The absence of these materials in teaching of physics could make the class very uninteresting to student and discourage learning thereby lead to low or poor achievement. Instructional materials are very important because what students hear can easily be forgotten but what they see cannot be easily forgotten and last longer in their memory. In contribution of Abimbola (1999) to the importance of instructional materials to teaching and learning process, he stressed that the primary purpose of instructional materials is to make learning more effective and also facilitate it. He averred further that teachers would not be able to do much where these materials are not available; therefore improvisation become necessary. Fakomogbon and Adegbija (2006) posited that instructional media or materials can be used by lecturers to overcome noise factors, such as misconception, referent confusion and daydreaming. In this age of Information and Communication Technology [ICT] teachers must be able to use available local resources to produce instructional and learning materials in schools (Daniel, 2001). As good as improvisation might be in teaching and learning if learners are not taken part in the process of improvisation its aim may not be fully achieved. Learner participating in improvisation of instructional materials makes them exposed to creativity, innovation and curiosity, all of which are fundamental to teaching and learning of science (Adeniran, 2006). Improvisation in science teaching is an important issue in science Education which has attracted a lot of contributions from science teachers (Fatubarin, 2001)

STATEMENT OF THE PROBLEM

The current situation of Physics teaching and learning in Nigeria is a concern to all including government and the society at large. Research indicates that many students found Physics as a subject to be difficult, boring and not interesting to them (Salau, 2006). Large class sizes, inadequate funding, insufficient curriculum resources, poor teaching skills and lack of supports for teachers among other factors further limit the quality of Physics teaching and learning in Nigerian schools (Okebukola, 2007). To solve these lingering problems one needs to develop a realistic picture of what is currently happening in the teaching and learning of Physics in Nigerian schools and also to identify the factors that are limiting the quality of personnel training. Furthermore, one needs to develop a reasonable ideal picture for which the nation can strive towards within the existing resource limitations.

OBJECTIVES OF THE STUDY

The following are the objectives for this study:

  1. To examine if there is adequate infrastructural facilities for teaching Physics in senior secondary schools in Nigeria.
  2. To examine the quality of personnel teaching Physics in Nigerian senior secondary schools.
  3. To identify the relationship between infrastructure and performance in Physics in senior secondary schools in Nigeria.

  RESEARCH QUESTIONS

  1. Are there adequate infrastructural facilities for teaching Physics in senior secondary schools in Nigeria?
  2. What is the quality of personnel teaching Physics in Nigerian senior secondary schools?
  3. What is the relationship between infrastructure and performance in Physics in senior secondary schools in Nigeria.

SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

  1. The outcome of this study will educate stakeholders in the education sector and the general public on the state of infrastructural facilities and quality of personel available for the teaching of Physics in the Nigerian Senior secondary schools.
  2. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic

1.7   SCOPE/LIMITATIONS OF THE STUDY

This study will cover the level infrastructural facility and personnel available for teaching Physics in senior secondary schools in Nigeria.

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.

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