ABSTRACT
This study focused on Determination of Difficult Topics in the Physics Curriculum as Perceived by Senior Secondary School Physics Teachers and Students in Imo State. A descriptive survey research design was used for the study. Five research questions guided the study and three null hypotheses were formulated for the study. The population of the study was made up of 6845 physics students and teachers in Imo state. The sample comprises of 192 students and 48 teachers in two Educational Zone of Imo state, with a total sample of 240. This sample was drawn from eight Local Government Areas out of seventeen Local Government Areas in the Zones using multi-stage sampling technique. The instrument used for data collection was Determination of Areas of Difficult Topics in the Physics Curriculum as Perceived by Senior Secondary School Physics Teachers and Students (DADTPC) based on the purpose of study and validated by three experts in the Department of Science Education, Michael Okpara University of Agriculture, Umudike. The test-re-test method of reliability of the instrument was used for DADTPC and data obtained were analyzed using Pearson Product Moment Correlation coefficient of 0.85. All research questions were analyzed using mean and standard deviation. t-test of independent was used to test hypothesis and chi-square statistic was used to test the null hypotheses 2 and 3 at 0.05 level of significance. The results of the work analyzed revealed that the topics in Physics curriculum which teachers and students Perceived to be difficult are Equation of uniformity accelerated motion, simple harmonic motion, Heat Energy, Electric Charges, linear momentum, Mechanical Energy, Production and description and Property of a field, Gravitational field, Electric field and Magnetic field, simple A.C. circuit, Fluids at rest and in Motion, Models of the action, Energy Quantization, Wave- particles paradox. There was no significant difference between the mean rating of Physics Teachers and Students in the perceived areas of difficult topics in the senior Secondary School Physics curriculum. Based on the findings, it was recommended that schools, state and federal ministry of education should make frantic efforts to expose teachers to refresher courses in order to teach the difficult topics more effectively.
TABLE OF CONTENTS
Cover
page
Title
page
i
Declaration
ii
Certification iii
Dedication
iv
Acknowledgements v
Table
of Contents
vi
List of
Tables
x
List of
Figures
xi
List of
Appendices xii
Abstract
xiii
CHAPTER 1: INTRODUCTION
1.1
Background of the Study. 1
1.2
Statement of the Problem 5
1.3 Purpose
of the Study 6
1.4 Research
Questions 7
1.5
Hypotheses 7
1.6
Significance of the Study.
8
1.7 Scope of
the Study.
9
CHAPTER 2: LITERATURE REVIEW
2.1 Conceptual
Framework 10
2.1.1 Concepts of Physics 10
2.1.2
Scope and Importance of Physics 16
2.1.2.1
Importance of Physics for Human Life 18
2.1.3
Organization of the Senior Secondary School Physics Syllabus 19
2.1.4
Concepts of curriculum 20
2.1.4.1
Concept of curriculum implementation. 27
2.1.4.2
Strategies in curriculum implementation. 28
2.1.5 Essential Features
of Physics Curriculum in Nigeria 31
2.1.6 Philosophy of Physics Curriculum in Nigeria 32
2.1.7 Problems Facing Implementation of Physics Curriculum 34
2.1.8
Perceptions on physics curriculum 39
2.1.9
Other Concerns: Gender Issues 45
2.1.10
Effect of Teachers Qualification 51
2.2
Theoretical Framework 53
2.2.1
Critical Education Theory by John Dewey 53
2.3
Empirical Studies 57
2.4
Summary of the Literature 60
CHAPTER 3: METHODOLOGY
3.1
Design of the Study
62
3.2
study of Area 62
3.3
Population of Study
63
3.4
Sample and Sampling Technique
63
3.5
Instrument for Data Collection
64
3.6
Validation of the Instrument
64
3.7
Reliability of the Instrument
64
3.8
Methods of Data Collection
65
3.9 Methods
of Data Analysis. 65
CHAPTER 4: RESULTS AND DISCUSSION
4.1
Results 68
4.2 Major
Findings of the Study
73
4.3
Discussion of Findings 75
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 78
5.2 Conclusion 79
5.3 Recommendations 80
5.4 Educational Implications
of the Study
81
5.5 Limitations of the
Study 82
5.6 Suggestion for Further
Research 83
References 84
Appendices 95
LIST OF TABLES
Table
Page
4.1: Mean
and standard deviation responses on topics in physics curriculum
teachers
perceived to be difficult 66
4.2:
Mean and standard deviation responses
on topics in physics curriculum
students perceived to be difficult 67
4.3:
Means and standard deviations showing
influence of teachers’ qualification
on the perceived areas of difficult physics topics in the
senior secondary
school physics curriculum 69
4.4:
Means and standard deviations showing
influence of gender on student
perception of difficult topics in
physics curriculum 69
4.5:
Means and standard deviations showing
strategies required to improve the
teaching and learning of difficult topics in the physics
curriculum 70
4.6:
t-test analysis of the difference
between the mean rating of physics teachers
and
students in the perceived areas of difficult topics in the physics curriculum 71
4.7:
chi-square statistic on perception of
physics teachers with respect to educational
qualification 72
4.8: chi-square statistic on perception of physics students with
respect to gender 73
LIST
OF APPENDICES
Appendix
Page
1 Questionnaire on assessment of difficult
topics in physics curriculum 95
2 Computation of the reliability analysis 106
3 Computer output of research question and hypotheses
analyses 107
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The
term curriculum has various interpretations by different scholars in the field
of curriculum development. These interpretations differ from one another in
accordance with core emphasis and views from the experts concerned. Tanner and
Tanner (2010) defines curriculum as the planned and guided learning experiences
and intended outcomes, formulated through the systematic reconstruction of
knowledge and experiences under the auspices of the school, for the learner’s
continuous and willful growth in personal social competence. Gbamanja (2010)
also describe curriculum as the totality of experience given to the learner by
the school. The definitions highlight the school as the centre for curriculum
implementation. The curriculum as the core of education is structured to
achieve national educational goals for the development of the learners and
conformity with society view. The Physics curriculum used in the Nigerian
secondary schools before and after independence in 1960 was traditionally
oriented, the content was insufficient of learning experience and the teaching
of Physics was teacher-centered (Okonkwo, 2016; Ogunleye, 2019). By
implication, there was little or no avenue for experimentation, evaluation was
based on recall of facts leading to rote memorization therefore reducing
student’s enthusiasm and enrollment in Physics.
Physics
is a branch of science concerned with the nature and properties of matter and
energy. The subject matter of Physics includes mechanics, heat, light and other
radiation, sound, electricity, magnetism and the structure of atoms. Physics is
an important subject for economic, scientific and technological development
(American Physics Society, 2018; Zhaoyao, 2012). In 1985, the Federal
Government of Nigeria (FME, 2019) introduced the 6-3-3-4 system of education.
As a result, there were critical adjustments made in the secondary school
Physics curriculum. The general objectives of the Physics curriculum as stated
in the curriculum document (FME, 2019) are to:
- Provide basic literacy in Physics
for functional living in the society
- Acquire basic concepts and
principles of Physics as a preparation for further studies
- Acquire essential scientific
skills and attitude as a preparation for the technological application of
Physics.
- Stimulate and enhance
creativity.
The
general sense for the secondary school Physics programme encompass three main
objectives; acquisition of relevant knowledge with understanding, ability to
handle and process information and problem solving through acquired knowledge, experimental
skills and scientific investigation. Contrary to the intentions of the general
objectives of Physics, many students that sat for the external examination are
still below the total pass at credit level in Physics (Ogunleye, 2012).
Empirical
studies from the field of Physics Education Research (PER) have outlined
essential suggestions about Physics curriculum which are generally accepted and
believed to widen the knowledge and increase the horizon of understanding of
Physics by learners (Ogunleye, 2012; Doug, 2010). Among the essential
suggestions by Ogunleye (2012) are: the
method of teaching Physics should be guided discovery instead of the
traditional lecture method used in teaching the subject. This was recommended
due to the fact that, learning efficiency takes place during explanation,
experimentation and discussion; there should be interaction between the Physics
teacher and the students. In this case, it is believed that if genuine and
helpful interaction exists between the teacher and students during teaching and
learning, the students will be able to inform teachers what they find difficult
in Physics thereby reducing the difficulties they (students) encounter
(Adeniji, 2019).
Teaching
methods are the most important techniques employed by teachers to realize the
objectives of a lesson Affifi and Clark (2016). Thus, teachers of all
disciplines including Physics use various teaching methods for achieving lesson
objectives. For Physics students to achieve their full potential in schools, it
is essential that teachers engage them in the classroom for effective teaching
practices (Affifi & Clark, 2016).
Classroom
based investigation has been able to determine effective research-based
teaching practices that are related to positive learning outcomes. In a review
of research studies that showed an impact on student achievement and learning,
Adolphus and Aderonmu (2013) summarized effective teaching methods and outlined
five teaching behaviours that were supported by research and to which teachers
should pay attention. These teaching methods will promotes’ the implementation
of Physics Curriculum (Affifi &
Clark, 2016).
The
Physics curriculum or syllabus has been structured to cover three years of
senior secondary school programme. Each year's work consists of a number of
sections with each section comprising a number of units. There are six main
sections. Section one consists of concepts such as motion, forces and energy.
Different types of motion, effects of force on motion and nature of energy are
to be discussed. Topics such as thermal Physics where heat and temperature are
to be discussed in section two. Section three treats the concepts of waves
under which characteristics of wave motion including that of light and sound
waves are to be discussed. Electric and magnetic fields are treated in section
four. Under this section, the major role of magnetic in instrumentation and
machinery especially, in utilization of electromagnetic fields in the
generation and storage of electricity are emphasized. Section five provides a
guide to teaching atomic and nuclear Physics where characteristics of atom, the
concept of photoelectric effect and its applications, the x-rays and the
peaceful uses of nuclear energy are to be discussed. Guidance in teaching electronics
were characteristics and application of semi-conductor diodes, transistors in
voltage stabilization, amplification of signals and electric switching is
provided in the last section (Affifi & Clark, 2016).
In
Nigeria, the need to re-examine both what to teach in science and how to teach
it led both institutional and professional bodies to identify themselves with
national efforts toward curriculum reform in sciences (Adeyegbe, 2014). For
example, the Science Teachers Association of Nigeria (STAN) had taken
initiative in the science curriculum development. Thus in 1968, the Federal
Ministry of Education and the Comparative Education Study and Adaptation Centre
(CESAC), set up curriculum development committee in each of the following
subjects biology, chemistry and Physics. These bodies, including the National
Education and Research Council (NERC) made immense contributions towards
improving science education. All these have not only modernized science
teaching, but stimulated interest among Nigerian youths, science educators and
government in science related courses. It is worthy to note that members of
STAN still meet from time to time to review and assess progress made so far,
and organize workshops, seminars, conferences, among others to enlighten members
(science teachers especially) about new development and research studies
carried out in the sciences and science education in general.
Having teachers and students’ views about topics
they find difficult in Physics can provide valuable information to the
curriculum planner preparing the subjects curriculum, choosing the course
textbooks, and employing the curriculum in a way that lessens students’
difficulties of understanding and learning of Physics. Carter and Brickhouse
(2018) revealed that Heat energy, Production and description and property of a
field, Gravitational field, Electric field and Magnetic field among others are
perceived to be difficult by teachers and students. According to Carter and
Brickhouse (2018) schools administrators views of difficulties influence choice
of curriculum, implementation of curriculum, and the nature of evaluation in
Physics subjects. Therefore, perceptions of difficult topics are central to the
classroom in secondary school Physics curriculum. Hence need to determined
difficult topics in Physics as perceived by Physics teachers and students in
Imo State.
1.2 STATEMENTS OF THE PROBLEM
The
desire to pursue Physics at higher levels is influenced by the success rate and
foundation a student receives in Physics at the secondary school levels. Research literature from countries around the
globe provides evidence of much commonality in the types of problems and issues
confronting Physics, especially at the secondary levels. Issues such as poor
performance in Physics, low enrollment in Physics courses at the upper
secondary and tertiary levels, as well as poor interest and attitudes to
Physics have plagued the education systems of many countries for decades. Yet,
despite numerous investigations into these areas, which served to inform
various proposals and recommendations from reputable researchers and
organizations on approaches and strategies to address them, these problems
persist. Students are either finding Physics too difficult, or, for various
reasons, their interests are being drawn away from science.
There
are a variety of reasons why students, especially at the secondary level, may
perceive Physics as difficult in comparison to other subject areas. It may be
due to how the students perceive the subject based on their experiences with
it, or even from information about the subject from other persons. Performance
in the 2017 Senior Secondary School Certificate Examination (SSCE) was very
poor whereby a total of 1825 candidates representing
11.48% obtained credits in Physics in Imo State (NECO Chief Examinar,
2018). Based on the foregoing, we will ponder and deliberate on the questions
like: What areas of Physics topics do Physics teachers’ and students in senior
secondary schools perceive difficult in the Physics curriculum? What influence
would teachers’ qualification have on their perceived areas of difficulty of
Physics topics in the senior secondary school Physics curriculum? What
influence would gender have on students’ perceived areas of difficulty of
Physics topics in the senior secondary school Physics curriculum? Based on
this, the identification of difficult topics in the Physics curriculum as
perceived by senior secondary school teachers and students in Imo State is
therefore important.
1.3 PURPOSE OF THE STUDY
The
general purpose of the study was to determined difficult topics in Physics
curriculum as perceived by senior secondary school teachers and students in Imo
State. Specifically, the study sought to;
- Examine the perceived areas of
difficult Physics topics by teachers in the senior secondary school
Physics curriculum.
- Examine the perceived areas of
difficult Physics topics by students in the senior secondary school
Physics curriculum.
- Determine the reasons for
finding these topics difficulty.
- Determine the influence of
teachers’ qualification on the perceived areas of difficult Physics topics
in the senior secondary school Physics curriculum.
- Determine the influence of
gender on students’ perceived areas of difficult Physics topics in the
senior secondary school Physics curriculum.
- Ascertain the strategies
required to improve the teaching and learning of difficult topics in the
Physics curriculum
1.4 RESEARCH QUESTIONS
The
following research questions guided the study.
- What topics in the Physics
secondary schools curriculum do teachers perceive difficult?
- What topics in the Physics
senior secondary school curriculum do students perceive difficult?
- What are the reasons for
perceiving the topics difficulty?
- What influence does Physics
teachers’ qualification have on the perceived difficult topics in Physics
senior secondary school curriculum?
- What influence does gender have
on students’ perception of difficult topics in Physics senior secondary
school curriculum?
- What strategies are required to
improve the teaching and learning of difficult topics in the Physics
curriculum?
1.5 HYPOTHESES
The
following hypotheses were tested at 0.05 level of significance used for the
study:
- There is no significant
difference between the mean rating of Physics teachers and students in the
perceived areas of difficult topics in the senior secondary school Physics
curriculum.
- Teachers’ educational
qualification does not have any significant influence on teachers’
perception of difficult topics in Physics curriculum.
- Students’ gender has no significant influence on
student perception of difficult topics in Physics Curriculum.
1.6. SIGNIFICANCE OF THE
STUDY
The
identified areas of difficulty of Physics curriculum would serve as very useful
and strong tool to the classroom teachers, students’ curriculum developers,
Physics textbook authors, school authorities and educational researchers. The
uniqueness of this study is that it extends the search for reasons and areas of
difficulty of Physics topics in the Physics curriculum to teachers of Physics
who are WAEC markers in the SSCE Physics.
Consequently,
the findings of this study would be useful to classroom teachers in creating
awareness to Physics teachers about the importance of organizing workshop,
seminars and probably in-service training as an avenue to learn more on how
best these difficulty topics can be taught.
The
findings would also be useful to students in creating early awareness of
careful study and allocation of quality time on such difficulty topics so as to
encourage preparedness.
Curriculum
developers and planners may also derive immense benefits from the findings of
the study in the sense that, it would enable them to possess knowledge and
disposition to develop methods and activities that would promote students’
inquiry that can enhance students’ understanding of Physics topics.
Textbook
authors would benefit from the study because they may see the need to shift
emphasis from teacher activities to student activities. It would also sensitize
Physics textbook authors on the need to incorporate workbooks along textbooks
to enhance class participation and problem solving skills in the learning of
Physics.
The
study would further assist school authorities in allocation of quality time to
Physics lessons through extra lesson or tutorial. The findings may help
investigators by providing useful information upon which future research
studies in the areas of difficulty of Physics topics can be based.
1.7 SCOPE OF THE STUDY
This
study was designed to identify areas
of difficult topics in the Physics curriculum as perceived by senior secondary
school teachers and students in Imo State. The study also examined the
influence of teachers’ qualification on the perceived areas of difficulty of
Physics topics in the senior secondary school Physics curriculum, the influence
of gender on students’ viewed areas of difficulty of Physics topics in the
senior secondary school Physics curriculum and recommendations for improvement
in the teaching and learning of the identified difficult topics in Physics
curriculum.
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