PEER GROUP ACTIVITY AND TEACHER FACTORS AS CORRELATES OF ACADEMIC ACHIEVEMENT IN PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OWERRI EDUCATION ZONE 1 OF IMO STATE

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ABSTRACT

 

This study examined peer group activity and teacher factors as correlates of academic achievement in physics among senior secondary school students in Owerri Education Zone 1 of Imo State. The study was a correlational research design. Three research questions and three null hypotheses guided the study. The sample for the study consisted of 365students drawn through multistage sampling technique from a population of 4223senior secondary school students. The instrument named “Peer Group Activities in Physics Questionnaire (PGAPQ), Teacher Factors for Physics Questionnaire (TFPQ) and Physics Achievement Test (PAT)with ten, eighteen and twenty items, respectively was used for the study. The instrument was validated by three experts in Science Education, and Educational Psychology, from the Michael Okpara University of Agriculture, Umudike. The data obtained through the trial testing were used to determine the reliability of the items which yielded reliability index of 0.70 and 0.74 for PGAPQ and TFPQ, respectively and internal consistency reliability of 0.83 and 0.76 for PGAPQ and TFPQ, respectively. The data collected were analyzed using Cronbach Alpha methodsince the items of the instrument were not dichotomously scored. The internal consistency of the items was determined using Kuder Richardson Formula 21 (KR-21) method which yielded a reliability estimate of 0.69 for the PATKuder Richardson Formula 21 (KR-21) method was used since the items of the instrument had multiple choice questions. Pearson’sProduct Moment Correlation Coefficient (PPMCC) was used to answer the research questions as well as to test hypotheses raised for the study. The result among others showed that peer group activity, teacher’s use of instructional materials, teacher’s use of teaching method have positive and high relationship with students’ academic achievement in physics. The result further showed that peer group activity, teacher’s use of instructional materials and teacher’s use of teaching method have significant relationship with students’ academic achievement in physics. Drawing from the result of this study, it was concluded that peer group activity and teacher factors have positive and significant relationship with the academic achievement of students in physics in Owerri Education Zone 1 of Imo State. Based on these findings it was recommended that peer group activity in academic circle should be encouraged by teachers since it is found to have positive relationship with student’s performance especially in physics. The school administration should encourage the teachers to always used instructional materials in teaching physics since it is positive related to students’ academic achievement in physics.

 






TABLE OF CONTENTS

TITLE PAGE                                                                                                                         i

DECLARATION                                                                                                                   ii

CERTIFICATION                                                                                                                iii

DEDICATION                                                                                                                       iv

ACKNOWLEDGEMENTS                                                                                                   v

TABLE OF CONTENTS                                                                                                       vi

LIST OF TABLES                                                                                                                 ix

ABSTRACT                                                                                                                           vi

CHAPTER 1:  INTRODUCTION                                                                        

1.1       Background to the Study                                                                                           1

1.2       Statement of the Problem                                                                                          9

1.3       Purpose of the Study                                                                                                 10

1.4       Significance of the Study                                                                                          10

1.5       Research Hypotheses                                                                                                 11

1.6       Research Questions                                                                                                    12

1.7       Scope of the Study                                                                                                    12

CHAPTER 2: REVIEW OF RELATED LITERATURE                                             

2.1       Conceptual Framework                                                                                              13

2.2       Theoretical Framework                                                                                              30

2.3       Empirical studies                                                                                                        34

2.4       Summary of the Review of Literature                                                                      38

CHAPTER 3: METHODOLOGY

3.1       Design of the Study                                                                                                  41

3.2.1        Area of Study                                                                                                            41

3.3       Population of the Study                                                                                             42

3.4       Sample and Sampling Techniques                                                                             42

3.5       Instrument for Data Collection                                                                                  43

3.5.1    Peer group activities in physics questionnaire (PGAPQ)                                           43

 

3.5.2    Teacher factors for physics questionnaire (TFPQ)                                                     43

 

3.5.3    physics achievement test (PAT)                                                                                44

 

3.6       Validation of the Instrument                                                                                   44

3.7       Reliability of the Instrument                                                                                    44

3.8       Method of Data Collection                                                                                      45

3.9       Method of Data Analysis                                                                                        45          

CHAPTER 4:            RESULT PRESENTATION AND DISCUSSION OF FINDINGS

4.1       Results Presentation                                                                                                 47

4.2       Discussion                                                                                                                51

 

CHAPTER 5:  SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                                                   53

5.2       Conclusion                                                                                                                 54

5.3       Recommendations                                                                                                    54

5.4       Limitations of the Study.                                                                                          55

5.6       Suggestions for Further Research                                                                             55

5.7       Educational Implications of the Study                                                                      55

REFERENCES                                                                                                         57

APPENDICES                                                                                                         64

 

 

 

 

LIST OF TABLES

Showing mean Responses on the Relationship between peer group

activity and academic achievement of students in Physics                            47

 

Showing means responses on the Relationship Between

teacher’s use of instructional materials and academic 

achievement of students in Physics                                                                48

 

Showing means responses on the Relationship between teachers’

use of teaching methods and academic achievement of students

in Physics                                                                                                        49       

 

 

 


CHAPTER 1

INTRODUCTION


1.1  BACKGROUND TO THE STUDY

Physics as a school subject learnt in secondary school and tertiary levels of education tends to be among the core subjects of natural sciences that forms the bed-rock of the scientific, technological, entrepreneurial and economic growth of any nation. The word Physics originates from the Latin word “physica” which means “natural thing” (Rafiq, 2017).  Krupp, (2003) referred it as “knowledge of nature”. It is also the natural science that involves the study of matter, its motion and behaviour through space and time. It is further defined as the study of the properties of matter, energy and their mutual relationships (Rafiq, 2017).  Rafiq, (2017) opined that Physics being an old academic discipline of science may possess a close relationship with earth’s energy, the forces which they exert on one another and the results produced by these forces. Young and Freedman, (2014) observed that its link with other academic science subjects in the classroom such as Biology, Chemistry and Mathematics tends to open the gate way for scientific and technological researches.

Although the study of Physics began from ancient city of Greece, its significance has been felt globally as a wide-spread tool for effective functioning of any society (Lloyd, 2007). The usefulness of Physics in the discovery of ideas, analysis and interpretation of modern techniques in Agriculture, basic science, engineering, creative arts and entrepreneurial activities cannot be over-emphasized. Walsh, (2012) highlighted the benefits of Physics to include:- its ability to provide inspiration for young intellectual minds that may adventure their frontiers of knowledge in other areas of geosciences, astrology, cosmology and bio-chemical sciences. It tends to improve man’s new instrumentation and techniques for medical applications such as computer tomography, magnetic resonance imaging, position emission tomography, ultrasonic imaging; laser surgery and so on.  Physics helps to make one versatile, gives hope to an individual in getting a good job and makes someone to put his abstract knowledge into good use.  It is not only a fulcrum for skill acquisition that may guide someone’s life in a naturally changing world; but it is also a key requirement for every scientific discovery (Lloyd, 2007). It is on this basis that science subjects such as Mathematics, Physics, Chemistry, Biology and Agricultural Science occupy such dominant positions in strongly determining the technological know-how of a nation. Ngwakwem, (2011) and Alebioshu and Michael (2017) observed that it is on this recognition that the African Ministers of Education in 1962 recommended that sixty percent of admission into higher institutions of African countries should be for scientifically and technologically based courses.  Subsequently, this was adopted by the Nigerian National Policy on Education (Federal Republic of Nigeria, 2013). But Ngwakwem, (2011) tend to doubt if any African nation had achieved this ratio.

Despite the importance of Physics in the overall technological development of Nigeria, Omotosho, (2008) argued that students have consistently experienced some form of fear and reservation in choosing the subject for study in both secondary and tertiary levels; as well as fluctuated in achieving optimally in this subject area. The trend of poor and unsteady achievement and low interest of students in Physics have been confirmed by the recent analysis of West African Examination Council’s (WAEC) results of Senior School Certificate Examination (SSCE) which was obtained from the Chief Examiner’s report for the years 2013-2016. For instance, a close look at the updates of WAEC results tend to reveal that only 13.8%, 14.2%, 59.6% and 54.4% of the candidates obtained credit pass and above in Physics in the years 2013, 2014, 2015 and 2016 respectively (WAEC 2013-2016). This low interest of students which tends to have resulted to these galloping and unsteady achievements of students in the Senior Secondary Certificate Examination (SSCE) and other internally teacher-made tests are possible reasons of questions by parents, teachers and other education experts. These evidence tend to show that poor achievement of students in Physics in Nigeria might be a major challenge for achieving self-reliance in the Sustainable Development Goals (SDGs) and vision 2020.

Studies have shown that the major problems of students in Physics which seem to affect the steady growth of achievements of students include: ill-equipped laboratories, teacher-gender factors,  negative peer group influences, shortage of highly qualified teachers, poor teaching styles and emotionally unbalanced teachers and many more (Alebioshu& Michael, 2017). However, in an effort towards improving the effective teaching and learning of Physics in Nigeria, Omotosho (2008); Ngwakwem, (2011) opined that governments at all levels have established interesting programmes to enhance students’ cognitive, affective and psychomotor skill outcomes in the subject. Among them include the Nigeria Academy of Science and Science Teachers’ Association of Nigeria (STAN) which focused on academic workshops for students and teachers; the establishment of National Mathematical Centre (NMC) and the Nigeria National Petroleum Corporation (NNPC) which established annual quiz competitions among senior secondary school students. The main goal of the government activities were to promote hidden skills found in the subject, train and develop talents and psychomotor skills through funding and scholarships.

Furthermore, the subject is also boosted in secondary schools in Nigeria as it has become one of the compulsory requirements for admission seeking for medical, science and technology- based students (Ngwakwem, 2011). Regardless of these efforts of government and multinational companies in Nigeria, Alebioshu and Michael (2017) have observed that achievement and interest of students in the subject seem not to have improved to a satisfactory level. Most students in Owerri 1 Education Zonal secondary schools who choose the subject as a science subject tend to find their experience as boring and uninspiring for study.  Studies from Western Europe and Africa tend to show that positive peer group influence and teacher factors might be the possible factors that may help students achieve greatly; promote students’ interest and as well attain their maximum potentials in Physics (Mbithe, 2012; Young & Freedman, 2014).  Mbithe (2012) disclosed in a study conducted on 20 young scientists in a county school in Kenya that 8 students who associated with their peers in reading habits and assignments achieved better than the other 12 students who focused their learning only on what the teacher can offer in the classroom. The findings further opined that peer group activity tends to provide more influence on academic achievement than teacher factors which may include teaching methods, teacher qualification;  teacher instructional materials and so on.  For clarity of the independent variables in this study, peer group could simply connote people of the same age and ability that could be knitted together by a feeling which might be derived from a common concern or interest for which may be common to the group (Omotosho, 2008; Ngwakwem, 2011).  Nwanna-Nzewunwa (2009) also argued that “ peer group refers to a group of friends who are either equal in age or may have a slight difference of 1-3 years of age but have common interest and concerns”.   From this description, it could be deduced that peer group links close friends and equal members of a group who have common characteristics or interest.

However, to ascertain the extent of relationship which a peer group may have on students’ academic achievement, Ejiogu and Ajelalemi (2001) in a study in Rivers State observed that peer group activities tend to prompt students to form cliques of armed robbery, cultism or other deviant behaviours which may distract them from serious academic activities in the classroom; and as a result achieve poorly in teacher-made tests or standardized examinations. Despite this previous study on peer group activities on achievement of students in Rivers State, no study seems to have shown any empirical evidence of relationship with academic achievement of Physics students in Nigeria, especially in Owerri Education Zone 1 of Imo State.

Peer group activity in physics is an activity where students use Direct Measurement Videos to learn science practices. Students are assigned a Direct Measurement Video and are asked to develop a question that can be answered using the information they can glean from the video. Students try to develop a particularly difficult and interesting question that they can solve, and challenge other students to be able to solve it as well. This is one of the most interesting, fun, and creative learning activities in physics. Students rise to the occasion, given a chance to explore a situation and see how physics can be applied.

Similarly, another variable that may possibly relate with achievement of Physics students in this study is teacher factors. Teacher factors are teacher influences and motivation which are provided to the students in a learning environment based on experience, quality of education, instructional materials used in a lesson or instructional style adopted during a learning situation (Wanjohi, 2015).  In a research conducted by Nakopodia (2011) on the implementation of Universal Basic Education in Delta State, noted that the relationship of teacher variables such as teaching methods, instructional materials and level of education in a learning situation cannot be over emphasized. It was further observed that the teacher guides the classroom activities, providing directions that enable learning to take place effectively. Regardless of this, it seems that no study has been conducted to determine the extent of relationship of teacher factors such as teaching methods and instructional materials that may predict achievement of students in Physics in Owerri Education Zone 1 in Imo State.

Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Suggestions on the design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn (Westwood, 2008). In today’s school the trend is that it encourages a lot of creativity. It is a known fact that human advancement comes through reasoning. This reasoning and original thought enhances creativity.

The approaches for teaching can be broadly classified into teacher centered and student centered. In Teacher-Centered Approach to Learning, Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments (Subramani, 2016).In Student-Centered Approach to Learning, while teachers are an authority figure in this model, teachers and students play an equally active role in the learning process.

The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessments are connected; student learning is continuously measured during teacher instruction (Subramani, 2016). Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. Teaching method as the first sub-variable of teacher factors suggestive of   predicting academic achievement seems to be the process of mentoring, modeling and guiding of a learner so as to help him or her develop skills and ideas in a subject matter (Wanjohi, 2015). Although Omotosho (2008) asserts that the teacher is expected to focus on the interest of the learner and the content of subject matter; there seems to be a dearth of knowledge on the extent of relationship that may exist between teaching methods in Physics and achievement of students in Owerri Education Zone 1.

Teachers instructional material which is another variable that may predict academic achievement  in Physics has to do with concrete materials of instruction which the teacher prepares for a learning situation so as to make teaching and learning effective and efficient (Adeyemi, 2016). Nakopodia (2011) in a study on the influence of audio visuals on science education in Aba education zone of Abia State observed that the use of audio visuals in teaching of sciences tend to enhance effective assimilation and understanding of abstract concepts than any other instructional material. Despite this research finding in Aba education, there is no empirical evidence of this nature in Owerri education zone 1. This study might feel this gap.

Academic achievement as the dependent variable of this study can be defined as the relative change in the behaviour of students based on marks scored in a standardized test which depicts the outcome of effective teaching and learning in a subject (Nakopodia, 2011).  It is the display of knowledge attained or skills developed in the school subject (Wanjohi, 2015).  In a classroom setting, it is seen as a key criterion that ascertains one’s abilities and potentials which can be exhibited as knowledge attained or skills developed in a subject.  Test scores or marks which are assigned by the teacher to the student seem to be possible indicators of academic achievement ­­(Abidiogun, 2015). Adeyemi (2016) further stated that the test scores which could be high or low usually help the teacher in the proper evaluation and identification of strengths and weaknesses of a learner.   In the past, research studies had been conducted using varied variables such as social behaviour, academic self-concept, learning strategies, interest in learning, study habit, parenting styles and socio-economic status as predictors of students’ academic achievement (Ejiogu&Ajeyalemi, 2001). But there seems to be no available evidence of finding the extent of relationship that tends to exist between peer group activity, teacher factors and achievement of students in Physics in Owerri Education Zone 1.  This study may be effective in finding out if peer group activity and teachers’ factor are correlates of academic achievement among senior secondary school students in Owerri education zone 1 of Imo state.

1.2       STATEMENT OF THE PROBLEM

 Physics is a body of knowledge of nature and natural science that involves the study of matter, its motion and behaviour through the space and time. Despite the unique benefits of Physics in the scientific, technological and entrepreneurial growth of a nation; and the huge efforts of government at all levels in boosting the promotion of physics subject, students’ academic performance in the subject seem to have been relatively poor. Teachers, parents and curriculum experts are concerned when the poor performance and interest of students have been attributed to a number of factors which tend to skip the students from blames. It has been observed that if the fluctuating achievement in Physics in the Senior Secondary School Certificate Examination (SSCE) remains unabated, it may likely impede the economic and scientific expansion of Nigeria. Findings emanating from previous studies obtained in developing countries such as Nigeria tend to suggest that positive peer group activity and teacher factors might have the potential of greatly assisting students’ achievement in Physics.

Therefore, the problem of this study put in question form is, what is the extent of relationship that exists between peer group activity and teacher factors that might predict academic achievement of students in Physics among senior secondary SSII students?

1.3       PURPOSE OF THE STUDY

      The major purpose of this study was to determine the relationship between peer group activity, teacher factors and academic achievement in Physics among senior secondary school students in Owerri 1 Education Zone of Imo State. Specifically, the study seeks to:

1.      find out the relationship between peer group activity and academic achievement of students in Physics

2.      determine the extent of relationship between teacher use of instructional materials  and academic achievement of students in Physics

3.      determine the extent of relationship between teachers’ use of teaching methods and academic achievement of students in Physics

1.4       SIGNIFICANCE OF THE STUDY

The application of the findings of the study when published could be beneficial to students, parents, teachers, and educational bodies.

The study could be of immense benefit to the students in the area of peer group activities and also on how to relate well in the classroom with teachers and outside the learning environment. It could also encourage the students to be more positively involve in peer group participation in school as this will increase their social and moral life.

It could help teachers with strong sense of duty to take teaching more seriously and assist students improve in their academic performance. It could also be of great benefit to the teachers as this will foster out a good teacher-student relationship and increase their morale for job satisfaction. The teachers could benefit also from the study as this will help them to relate fine with the school administration.

The findings of the study when published could help parents to assist their wards (children) to have a better relationship in school. It could also help the parents to be more involved in their children academic achievement especially in Physics as a subject.

It could also guide schools’ management committees to employ school teachers who have the right mix of different teacher characteristics and are expected to assist physics teachers in the teaching of physics to enhance students’ achievement as this will help the students increase in physics as a subject. It could help the educational bodies in the area of curriculum to provide knowledge on how best to plan and implement appropriate learning skills that should be used in the classroom.

1.5       RESEARCH QUESTIONS

      The following research questions will guide the study:

1.      What is the relationship between peer group activity and academic achievement of students in Physics?

2.      To what extent does teacher’s use of instructional materials relate with academic achievement of students in Physics?

3.      What is the extent of relationship between teachers’ use of teaching methods and academic achievement of students in Physics?

1.6       HYPOTHESES

The following null hypotheses will be tested at 0.05 levels of significance to guide the study:

H01:     There is no significant relationship between peer group activity and academic

Achievement in Physics.

H02:     There is no significant relationship between Teachers’ use of Instructional   Materials and academic achievement of students in Physics.

H03:     There is no significant relationship between teachers’ use of teaching methods and academic achievement of students in Physics.

1.7       SCOPE OF THE STUDY

The study was delimited to all SS2 students in Government owned co-educational senior secondary schools in Owerri Education Zone 1 in 2017/2018 Academic Session. Owerri Education Zone 1 is part of the Owerri Municipal. The rational for this study is that SS2 students are not adjusting to the senior secondary school syllabus as the SS1 students and will not be preparing for external examinations like the SS3 students.  The study focused on determining the extent peer group activity, teacher factors (teacher’s use of teaching methods and teacher’s use of instructional materials) would serve as correlates of academic achievement of students in Physics among senior secondary school students in Owerri Education Zone 1 of Imo State.

Peer group activity in physics is an activity where students are assigned a Direct Measurement Videos and are asked to develop a question that can be answered using the information they can glean from the video.

 

 

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