Effect Of Laboratory Classes On Motivation And Level Of Achievement In Physics In Nigerian Secondary School
Effect Of Laboratory Classes On Motivation And Level Of Achievement In Physics In Nigerian Secondary School
Abstract
This study was carried out to investigate the effect of laboratory classes on motivation and level of achievement in physics in Nigerian secondary school. Specifically, the study aims to determine whether laboratory classes enhances students motivation towards the learning of physics in Nigerian secondary school, determine whether laboratory classes enhances students interest and commitment of towards the learning of physics in Nigerian secondary school, determine whether laboratory classes enhances students learning outcome in physics in Nigerian secondary school and determine whether laboratory classes enhances students academic performance in physics in Nigerian secondary school. The study employed the survey descriptive research design. A total of 150 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that preservation and conservation practices is implemented by the library for its special collections. The study thereby recommend that the frequency of exposure to laboratory class in secondary schools is high. The study also revealed that students’ attitude changed towards practically based subjects when exposed to adequately equipped laboratories facilities. The study further revealed that laboratory facilities and practicals by science teachers enhance the level of achievement in physics. Finally, the study revealed that exposure to laboratory classes influences students’ achievement in physics.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background of the Study
The introduction of physics in Nigerian Secondary Schools is taught by a lecture approach alone in 62% of the Secondary Schools there. This is what Tropp (1972) described as a “chalk and talk” teaching approach, from the extensive observation she made while on a trip to Nigeria to study the Secondary School Science programmes in Nigeria. She observed that despite the fact that the West African Examination Council mandated that because of its very empirical nature, physics must be studied by the aid of the laboratory classes, this was not being done. Also, the West African Council on Science Education noted in its 1969 annual report that physics was not being studied or taught with the aid of laboratory activities in Nigerian Secondary Schools. It noted, “our studies indicate that this attitude is widespread in the vast majority of schools in these countries.” Nigerian Secondary School Students who are taught physics by the “chalk and talk” lecture approach have repeatedly demonstrated poor student motivation and achievement in and from their physics education programme. This is evidenced by the poor results in both the in-school teacher-made physics examinations and in the external West African School Certificate physics examinations conducted by the West African Examinations Council for secondary school students planning to graduate at the end of their five year school programme (Ashby, 1970). Ashby described the number and quality of passes in physics from 1966 – 1969 as “extremely unsatisfactory.” The problem of poor achievement by Nigerian Secondary School Physics Students is widespread and consistent. It is possible that these Physics candidates did poorly in the Council’s physics examination because they were taught this subject by lectures alone rather than by lectures as well as laboratory. Ali (1975) noted, for example, that in 1974, 29% of all the Nigerian Secondary School Students who sat for the West African School Certificate Examination in physics passed this subject. In 1977, the figure of passes in this examination was 28%; even lower than 1974’s figure. Furthermore, Ali (1975) noted that there are considerable data available which suggest that students, probably, do very poorly in physics because the method of teaching they are exposed to, mostly lecture method, does not enable them to go beyond the lowest hierarchy of learning outcomes in physics, the knowledge or factual recall level. The higher hierarchies of cognitive learning applications, analysis, synthesis and evaluation, following Bloom’s et al (1964) model arc not attained by physics students taught by lectures. This is probably because lectures do not provide the students the opportunity to comprehend, apply and analyse physics problems. Hence, they probably do poorly in these higher cognitive hierarchies in their secondary school physics examinations.
1.2 Statement of the Problem
The current trend in the teaching and learning of physics in Nigeria, where most public schools that are attended by the majority of the school age population lack the supply of adequate materials and facilities for teaching and learning of the subject, has forced most teachers to use the traditional lecture method in teaching physics rather than exposing student to adequate laboratory experience. According to Berghel, Daly & Lavelle, (1984), this has greatly impacted on the performance of students, particularly in Physics, and more generally in the science subjects as several studies have associated students’ attainment with laboratory resource availability and utilization.
Importantly, practically based subjects like physics and other subject as chemistry, biology and agriculture constitutes of a major part of hands on and if not taught properly, the education of the students will be affected negatively hence poor performance, low quality of understanding of subject matter and this brings low half-baked students in science subjects which more leads to imaginative perception of students that science subjects are difficult to attain (Anyanwu 2021).
When students are taught science subjects theoretically without the practical aspects inculcated and done in the laboratory, the students will not learn properly. The implication of this means that the role of the laboratory and its facilities on academic achievement of students in science subjects is ignored. Thus, secondary schools require properly equipped and functional laboratories. Although there are several literature on laboratory exposure and student performance in science other science subject like chemistry and physic,little or none has been focused on Physic in the location of the case study hence upon this premise that this study seeks to examine the effect of laboratory classes on motivation and level of achievement in physics in Nigerian secondary school.
1.3 Objectives of the Study
The broad objective of this study is to examine the effect of laboratory classes on motivation and level of achievement in physics in Nigerian secondary school.
Other specific objectives includes:
- Determine whether laboratory classes enhances students motivation towards the learning of physics in Nigerian secondary school.
- Determine whether laboratory classes enhances students interest and commitment of towards the learning of physics in Nigerian secondary school.
- Determine whether laboratory classes enhances students learning outcome in physics in Nigerian secondary school.
- Determine whether laboratory classes enhances students academic performance in physics in Nigerian secondary school.
1.4 Research Questions
The research is guided by the following research question
- Does laboratory classes enhances students motivation towards the learning of physics in Nigerian secondary school?
- Does laboratory classes enhances students interest and commitment of towards the learning of physics in Nigerian secondary school?
- Does laboratory classes enhances students learning outcome in physics in Nigerian secondary school?
- Does laboratory classes enhances students academic performance in physics in Nigerian secondary school?
1.5 Research Hypothesis
- Ho: Laboratory classes does not enhance students motivation and level of achievement in physics in Nigerian secondary school.
- Ha: Laboratory classes enhances students motivation and level of achievement in physics in Nigerian secondary school.
1.6 Significance of the Study
Finding of this research work is properly utilized, will promote the idea that science is both a product and process in students by arousing interest in practical work and generally in the practically based science subjects in secondary schools hence increasing and improving in academic achievement in these subjects. On the other hand, to motivate parents to provide basic requirements of practical lesson(s) for their children in secondary schools and also this convince the science teachers that practical lessons are mostly essential for effective teaching and learning of science subjects like biology, chemistry, physics, agriculture and to say mathematics. It would also make the government through the ministry of education to realize the need for provision of science equipment to schools and posting of qualified science teachers, technicians and technologists to secondary schools. Finally, the study will add to the body of knowledge and serve as reference materials to student and scholars who wishes to conduct further studies in related filed.
1.7 Scope of the Study
The scope of this study borders on effect of laboratory classes on motivation and level of achievement in physics in Nigerian secondary school. Hence, the study will determine whether laboratory classes enhances students motivation towards the learning of physics in Nigerian secondary school, determine whether laboratory classes enhances students interest and commitment of towards the learning of physics in Nigerian secondary school, determine whether laboratory classes enhances students learning outcome in physics in Nigerian secondary school and determine whether laboratory classes enhances students academic performance in physics in Nigerian secondary school. Hence, the study is delimited to selected schools in Ikeja, Lagos State.
1.8 Limitation of the Study
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scantiness of literature related to pedagogical challenge of effective political education and mobilization in Nigeria. Thus much time and organization was required in sourcing for the relevant materials required for the study. More so, the study is limited in scope focusing on teachers in selected secondary school teachers and youths in Moro Local Government Area in Kwara State. Therefore findings of this study cannot be used for generalization for other Local Government and State which creates a research gap and give room for further studies.
1.9 Definition of Terms
Laboratory:
A laboratory is a facility that provides controlled conditions in which scientific or technological research, experiments, and measurement may be performed.
Academic Achievement:
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university.
1.10 Organization of the Study
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter (chapter five) contains the summary, conclusion and recommendation.
Chapter Five
Summary, Conclusion and Recommendation
5.1 Summary
In this study, our focus was to assess effect of laboratory classes on motivation and level of achievement in physics in Nigerian secondary school using selected secondary schools in Ikeja, Lagos State as a case study. The study specifically was aimed to determine whether laboratory classes enhances students motivation towards the learning of physics in Nigerian secondary school, determine whether laboratory classes enhances students interest and commitment of towards the learning of physics in Nigerian secondary school, determine whether laboratory classes enhances students learning outcome in physics in Nigerian secondary school and determine whether laboratory classes enhances students academic performance in physics in Nigerian secondary school. A total of 150 responses were validated from the enrolled participants where all respondent are drawn from teachers and students of the selected secondary schools.
5.2 Conclusions
Based on the findings of this study, the researcher concluded that;
- Laboratory classes enhances students motivation towards the learning of physics in Nigerian secondary school.
- Laboratory classes enhances students interest and commitment of towards the learning of physics in Nigerian secondary school.
- Laboratory classes enhances students learning outcome in physics in Nigerian secondary school.
- Laboratory classes enhances students academic performance in physics in Nigerian secondary school.
5.3 Recommendations
Based on the responses obtained, the researcher proffers the following recommendations:
- School administrators should encourage physics teachers by supplying the necessary equipment and apparatus. This is because school laboratory is very essential for proper science teaching in schools.
- Physics teachers should be up and doing, in hands, on minds, on activities as doing so would help to enhance students practical skills in physics.
- Physics teachers should cultivate the habit of teaching both theoretical and practical lessons in laboratory.
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