An Identification Of Factors Affecting The Effective Teaching Of Physics Practical In Ovia South West Local Government Area Of Edo State
An Identification Of Factors Affecting The Effective Teaching Of Physics Practical In Ovia South West Local Government Area Of Edo State
Abstract
This study was aimed at investigating the problems affecting the effective teaching of physics practicals in Ovia South West Local Government Area of Edo State and to suggest ways of improving the teaching of physics practical if possible.
The hypotheses formulated for the study were:-
- There will be no significance difference between the performance of students with adequate laboratory facilities and those without.
- There will be no significant difference between the performance of students taught by professionally qualified teachers in physics and those taught by non-qualified teachers.
- There will be no significance difference between the performances of students exposed to more practical than those who are taught only during the advert of examinations.
- There will be no significant difference between the performance of students with laboratory and those with no laboratory.
- There will be no significant difference between the performance of students motivated and those who are not motivated.
From the findings of the research work, hypothesis 1, 2, 3, and 5 were accepted while hypothesis 4 was rejected.
Based on these findings, appropriate recommendations were made.
Chapter One
Introduction
1.1 Background of Study
Man was able to progress to a high degree of civilization through the careful study of the causes of natural phenomena. These studies led to the accumulation of a large body of information, which is embodied in quantitative laws and theories, which in turn led to further discoveries. From these scientific discoveries, the inventive mind of man developed the machine and industrial processes which are in direct proportion to the degree of civilization.
The study of science cannot thus be complete without experiment work, but if we recall some few years back, we would see that physics has always been taught in most of our secondary schools, as a body of theoretical knowledge and little or no attempt has been made to approach the teaching and learning of physics in a practically oriented way.
According to Searl (1972) “As far as science is concerned, experimentation is always exploratory or perhaps it would be more accurate to say information seeking. Experiments are undertaken to obtain new knowledge, to confirm predictions and to test the validity of assertion of others.
Since course, materials, equipment, laboratory facilities and appropriate experiments are necessary for the effective teaching of physics practicals and learning of physics as a whole; one is not astonished to find students within Ovia South West Local Government Area records low percentage passes than others in the Senior Secondary School Certificate Examination in physics.
Judging from these facts, it could be stated that science laboratory and experiments are success determinants in the school physics practicals and therefore the importance of laboratory equipment cannot be over emphasized.
1.2 Statement of Problem
The effective teaching of physics practicals in secondary schools in Ovia South West Local Government Area is the concern of this study. This problem is looked at from various perspectives, which are;
- Are there laboratories in these secondary schools?
- Do these laboratories have adequate facilities for the effective teaching of physics practicals?
- Are there qualified and trained teachers to mange the laboratory?
- Are the students exposed to any form of practical?
- Do the students show positive attitude as these been motivated towards physics practicals?
1.3 Purpose of Study
The purpose of this study is to identify some of the major problems that are associated with the teaching of physics practicals in some secondary schools in Ovia South West Local Government Area of Edo State. Having identified such problems, the researcher hopes to suggest possible solutions, which might help to reduce to the barest minimum the number of such problems. And it is hoped that the study would assists in future other researcher who might be interested in conducting a study in this field.
1.4 Significance of Study
It is the hope of the researcher that the work will acquaint the physics teachers with the problems of physics practicals teaching. Apart from this, it will also be of immense use to other teachers in Chemistry, Biology and Agricultural Science who are faced with similar problems. Furthermore, it will make the physics students know where emphasis should be laid to further enrich the study and learning of physics.
Finally, this study will serve as a pointer to school administrators and educational planners as to what must be done to give students a progressive education.
1.6 Hypotheses
In other to study the factors affecting the teaching of physics practicals of the students in some selected in some selected secondary schools in Ovia South West Local Government Area of Edo State; the following hypothesis are formulated as:
- There will be no significant difference between the performance of students with adequate laboratory facilities and those with no laboratory facilities.
- There will be no significance difference between the performance of students taught by professionally qualified teachers in physics and those taught by non-qualified teachers.
- There will be no significant difference between the performances of students exposed to more practicals than those who are taught only during the advert of examinations.
- There will be no significant difference between the performances of students with laboratory and those with no laboratory.
- There will be no significant difference between the performance of students motivated and those who are not motivated.
1.8 Definition of Terms Used
Qualified:
Teachers who posses NCE, B.Ed, M.Ed with Physics as a major discipline
Laboratory:
It is a place providing opportunities for experimentation, observation of practicals in the filed of physics.
Secondary School:
This refers to post primary institution in which students take WAEC examination.
WAEC:
It means West African Examination Council. It is an examination set for every eligible final year students of secondary school in Nigeria and some other West African Countries.
Pointer:
A guideline to teachers
Chapter Five
Summary, Conclusion and Recommendation
5.1 Summary
The purpose of this study is to investigate the factors affecting the effective teaching of physics practicals in Ovia South West Local Government Area of Edo State and in Edo State in general.
In this study, it has been established that lack of laboratory equipment and laboratories itself is one of the major constraints in secondary schools.
It was also observed that inadequate trained teachers and motivation of students by these teachers were some of the major problems affecting the effective teaching of physics practicals.
Also, lack of students exposure to physics practicals and non-availability of practicals textbooks is also a factors affecting the effectiveness of physics practical teaching.
5.2 Conclusion
The effective teaching of physics practicals in Ovia South West Local Government Area of Edo State is facing some problems. These problems centers on lack of professionally trained teachers, laboratories and equipment, practicals classes and textbooks. There is a need for these problems to be rectified.
5.3 Recommendations
In view of the findings in this study, it is recommended that: –
For a practical lesson to be successful, the teacher should develop interest in the teaching of the practical lessons. They should not only teach the subject effectively but also provide opportunities for the students to assess the success in physics practicals from time to time.
The teacher should also organize a short practical test at interval to assess the students’ progress. Assignment should; also be given to the students at the end of almost every practical topic so as to make sure they read on their own.
The teaching of physics practicals should only be done by professionally qualified teachers. In order to ensure that graduate science teachers who are professionally qualified should teach physics practicals, they should be given in-service training for them to have teaching qualification.
Science laboratories and libraries should be made available in schools that offer science subjects because that will give them more insight into what science is all about.
Also the teachers should involve the students in more practical lessons and they should also try as much as possible to use improvised materials where necessary.
5.4 Suggestion for Further Research
With the knowledge and exposure gotten in this research work, the researcher is suggesting that further research be made in the following areas: –
- Studies should be carried out on the planning, management, safety and equipping the laboratory.
- Improvisation of science equipment for secondary schools.
- First aid in our laboratories
- The importance of laboratory technicians in secondary schools.
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