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 PAT. Kuder 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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