Teachers Perception On The Use Of Computer Based Instructional Strategies For Teaching Physics In Secondary School

Physics Education Project Material

Teachers Perception On The Use Of Computer Based Instructional Strategies For Teaching Physics In Secondary School


Abstract


This study was carried out to examine teachers perception on the use of computer based instructional strategies for teaching physics in secondary schools using Ukum Local Government in Benue State as a case study. Specifically the study was carried out to ascertain the extent teachers adopt the use of computer based instructional strategies for teaching and learning physics in secondary schools, assess teachers perception on whether the use of computer based instructional strategies promote effective teaching and learning physics in secondary schools, ascertain teachers perception on whether the use of computer based instructional strategies promote effective lesson planning and classroom management, assess teachers perception on whether the use of computer based instructional strategies improves students participation and learning outcome in physics, and ascertain teachers perception on whether there is a significant difference between student taught using computer based instructional strategies and those taught using other instructional strategies. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of Physic teachers of some selected secondary schools in Ukum Local Government in Benue State. In determining the sample size, the researcher conveniently selected 59 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. The result of the findings reveals the extent teachers adopt the use of computer based instructional strategies for teaching and learning physics in secondary schools is low. The study also revealed that there is a significant difference between student taught using computer based instructional strategies and those taught using other instructional strategies. Therefore, it is recommended that workshops and seminars should be organized for teachers by education authorities of the Federal and State Ministries of Education, Institutes and Colleges of Education on the use of computer-based concept mapping strategies to improve students’ performance in Physics. To mention but a few.


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 to the Study

The growth and development of most nations are dependent on science, technology and mathematics education. Science is an organized body of knowledge, which enhances the ability to acquire skills. It is a search for meaning or exploration of events in nature (Ifeakor, 2006). Science and technology related subjects that would enable students have a substantial understanding of science and be able to apply scientific knowledge in solving problems in their ever changing society are mathematics, chemistry, biology, health science, introductory technology and physics.
Physics is one of the compulsory subjects for one to study science and technology related courses in tertiary institutions. It is a science that uses quantitative measurement and experimental observations in order to understand natural events. It can explain natural events mathematically and can relate these events to daily life events (Eren & Gurdal, 2010; Tekbiyik & Akdeniz, 2010). Of all the sciences, Physics is the one that students experience the most difficulties with because most of the physical notions are abstract. Also, when compared to other lessons, although there are many relationships between main subjects and number of the subjects to be learned, simply knowing definitions is not enough to learn the subject (Karaca, 2013). Theories and numerical expressions also make it difficult to understand Physics and to make a connection between the subjects (Arvind& Heard, 2010; Ergul&Cigrik, 2013; Jian-Hua & Hong, 2012; Bakac, Tasoglu&Akbay, 2011).

The technological development of any nation lies in the study of science especially physics. The role of physics in national development is acknowledged in the whole world. The significance of physics in all fields of science and technology has made physics imperative to be included in the curriculum of senior secondary school to be offered by science oriented students. With the importance of physics and provisions made by the Federal Government of Nigeria for effective teaching and learning of physics, the objectives of its teaching and learning as stated in the Nigerian secondary school Physics curriculum is yet to be achieved.

The Federal Government of Nigeria made special provisions and incentives through the provision of laboratory facilities, instructional materials, training and retraining of teachers, provision of research grants and adoption of Information and Communication Technology (ICT) to improve the teaching and learning of science (physics inclusive) in the secondary schools (FRN, 2015). Part of the requirements for any school to be enrolled for WAEC and NECO is that the school must have science laboratories. Also, schools are expected to be provided with computer systems. Furthermore, the Federal Government stated that “In recognition of the prominent role of information and communication technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is an urgent need to integrate information and communication technology into education in Nigeria (FRN, 2015). Despite all the efforts made by the Federal government, physics students perform very poorly (WAEC, 2016).

All around the world, teachers are becoming more aware of new teaching strategies and tools that can be used in the classroom with initiatives in teaching-learning that integrates the inquiry based learning with information communication technology, audio-visual interactivity packages, visual models and concept-mapping instructional strategies in an effort to aid and effect student-centred learning (Dean, 2008). Several research in education show the efficacy of these new teaching strategies (Cañas, Novak & Gonzalez, 2004; Hay, Kinchin & Lygo-Baker, 2008; Kathy et al, 2006). Despite these advances, physics teaching and learning in Nigeria still retain the old and conservative approach to teaching and learning.

Computer-based instructional strategy refers to instruction or remediation presented on a computer. These modes of instructions are interactive and can illustrate a concept through attractive animation, sound and demonstration. It allows students to progress at their own pace and work individually. Computers provide immediate feedback, letting students know whether their answer is correct or not. If the answer is not correct, it shows how the students can get the correct answer. Many researchers have used computer-based instruction indifferent subject areas to improve effective teaching and learning. For instance Yusuf andAfolabi (2010), investigated the effects of computer assisted instruction on secondary school students’ performance in biology. The findings of the study showed that the performance of students exposed to Computer Assisted Instruction either individually or cooperatively were better than their counterparts exposed to conventional classroom instruction. Also, Tapscott (2008) investigated the effect of computer-based instruction on academic achievement in sciences; the result was also positive in favour of the students engaged in the computer assisted instruction.


1.2 Statement of the Problem

The performance of students in science generally has been quite unsatisfactory over the years (Olorukoba, 2007). The external examining bodies such as West African Examination Council (WAEC) and National Examination Council (NECO) have repeatedly reported poor performance in physics. The report of the Chief Examiner, West African Examination Council, WAEC(2015) revealed that candidates’ performance were poor. Furthermore, a critical look at the statistics of candidates’ enrolment and performance in physics in Kaduna state for the years 2011 to 2016 shows that the performance of the candidates were poor. The percentage failure of physics students in the West Africa Senior Schools Certificate Examination (WASSCE) for the years 2011, 2012, 2013, 2014, 2015 and 2016 are 50.78, 53.61, 38.33, 51.65, 40.05 and 33.58 respectively (Appendix A). The persistent poor performance, according to the Chief Examiner for the year 2015- 2016 was as a result of: Poor understanding of general principles and concepts, heat, energy changes, matter and motion (WAEC, 2016).This poor performance as indicated by the results can be attributed to many factors which include; ineffective teaching methods, unqualified and inexperienced teachers teaching the subject, lack of appropriate and effective use of media among others(WAEC, 2016). This persistent poor performance also implies that a larger percentage of science students will not be admitted to study science and technology related courses in higher institutions since physics is one of the subjects that must be passed at least at credit level in SSCE in order to study science and technology related courses in higher institutions. Despite all that has been done to improve students’ achievement especially in physics, students still perform poorly. The researcher is of the view that an alternative teaching method like the computer-based concept mapping strategies if employed might improve the performance of physics students. Therefore, this study seeks to determine teachers perception on the use of computer based instructional strategies for teaching physics in secondary schools.


1.3 Objective of the Study

This study is designed to investigate teachers perception on the use of computer based instructional strategies for teaching physics in secondary school.

The aim of the study is to;

  1. Ascertain the extent teachers adopt the use of computer based instructional strategies for teaching and learning physics in secondary schools.
  2. Assess teachers perception on whether the use of computer based instructional strategies promote effective teaching and learning physics in secondary schools.
  3. Ascertain teachers perception on whether the use of computer based instructional strategies promote effective lesson planning and classroom management.
  4. Assess teachers perception on whether the use of computer based instructional strategies improves students participation and learning outcome in physics.
  5. Ascertain teachers perception on whether there is a significant difference between student taught using computer based instructional strategies and those taught using other instructional strategies.

1.4 Research Questions

This study will be guided by the following questions:

  1. What is the extent teachers adopt the use of computer based instructional strategies for teaching and learning physics in secondary schools?
  2. Does the use of computer based instructional strategies promote effective teaching and learning physics in secondary schools?
  3. Does the use of computer based instructional strategies promote effective lesson planning and classroom management?
  4. Does the use of computer based instructional strategies improves students participation and learning outcome in physics?
  5. Is there any significant difference between student taught using computer based instructional strategies and those taught using other instructional strategies?

1.5 Research Hypothesis

  • Ho: The use of computer based instructional strategies does not promote effective teaching and learning physics in secondary schools.
  • Ha: The use of computer based instructional strategies promotes effective teaching and learning physics in secondary schools.

1.6 Significance of the Study

It is expected that the teaching and learning process, students, teachers, teacher trainees, curriculum developers, policy makers, parents, government and the nation at large would benefit from the findings of this study in the following ways: The result of this is expected to have positive impacts on teaching and learning of physics in secondary schools, as it should re-emphasize the need for teachers to always enrich the teaching and learning process with instructional media. This should encourage head, hand, eyes and heart co-ordination and promote harmonious interaction between learners and materials to be learnt. This in turn would relieve passivity, monotony, excessive verbalism, thereby preventing physics from being taught in a manner that produces in the mind of learners a feeling of boredom and distaste for physics.

The findings could hopefully assist curriculum planners to include in the curriculum for secondary level the instructional materials/strategies such as the computer-based concept mapping that would help in bringing about meaningful learning. It may also provide locally produced computer-based instructional package, the use of which would consequently build up teacher’s and learners confidence in the subject matter and to be information and communication technology (ICT) compliant. This is to give direction and confidence to the teacher whose job it is to put the curriculum into use and to ensure the attainment of specific objectives of learning science.

The findings of this study would be of immense benefit to the nation as it could lead to the turnout of learners with solid foundation in science (physics) and ICT to meet the demands of science and technology of the new millennium. This study may be a spring board for future researchers who might wish to embark on a similar study in physics or other discipline.


1.7 Scope of the Study

This study examines teachers perception on the use of computer based instructional strategies for teaching physics in secondary schools. Geographically the study will be delimited to some selected secondary schools in Ukum Local Government in Benue State.


1.8 Limitation of the Study

Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.

However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.


1.9 Definitions of Terms

Instructional Strategy:

It is a medium adopted by a teacher to teach a lesson, this includes the use of games, computers, text books, ICT tools that stimulates learning.


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on teachers perception on the use of computer based instructional strategies for teaching physics in secondary schools using Ukum Local Government in Benue State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine teachers perception on the use of computer based instructional strategies for teaching physics in secondary schools using Ukum Local Government in Benue State as a case study. The study was specifically set to ascertain the extent teachers adopt the use of computer based instructional strategies for teaching and learning physics in secondary schools, assess teachers perception on whether the use of computer based instructional strategies promote effective teaching and learning physics in secondary schools, ascertain teachers perception on whether the use of computer based instructional strategies promote effective lesson planning and classroom management, assess teachers perception on whether the use of computer based instructional strategies improves students participation and learning outcome in physics, and ascertain teachers perception on whether there is a significant difference between student taught using computer based instructional strategies and those taught using other instructional strategies.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were Physic teachers of some selected secondary schools in Ukum Local Government in Benue State.


5.3 Conclusions

In the light of the analysis carried out, the following conclusions were drawn.

  1. The extent teachers adopt the use of computer based instructional strategies for teaching and learning physics in secondary schools is low.
  2. Teachers perceived that the use of computer based instructional strategies promote effective teaching and learning physics in secondary schools.
  3. Teachers perceived that the use of computer based instructional strategies promote effective lesson planning and classroom management.
  4. Teachers perceived that the use of computer based instructional strategies improves students participation and learning outcome in physics.
  5. There is a significant difference between student taught using computer based instructional strategies and those taught using other instructional strategies.

5.4 Recommendation

Based on the findings the researcher recommends;

  1. Since the use of computer based instructional strategies in teaching has been found to enhance the quality of performance in physics, physics teachers should be encouraged to employ it more in the teaching of the subject. By so doing, the performance of students in the subject could be increased.
  2. Workshops and seminars should be organized for teachers by education authorities of the Federal and State Ministries of Education, Institutes and Colleges of Education on the use of computer-based concept mapping strategies to improve students’ performance in Physics.
  3. Governments and non-governmental organization should assist in providing functional computers and ICT infrastructure to schools.

Get Complete Project Material

6,000 Naira

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…


Step One Purchase

Make Payment (Through Transfer) of ₦6,500 to the Account Below

Zenith BankAcc No: 1225513212
Samphina Academy
Current Account

Or CLICK HERE To Pay With Debit Card


FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($25)

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details

  2. TOPIC: Teachers Perception On The Use Of Computer Based Instructional Strategies For Teaching Physics In Secondary School

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply


  Contact Our Help Desk


Need a Different Topic? Perform a Quick Search



List of Related Works

Click on Any Topic to Preview the Content

samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.