Enriching Physics Education in Nigeria towards Enhancing a Sustainable Technological Development (original) (raw)
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Physics is seen as a difficult subject with very low students' enrollment in tertiary institutions across the country; hence the use teachers with no Physics background to teach the subject in our senior secondary schools thus complicating issues. A study on the Problems and Prospects of Teaching and Learning of Physics was carried out in Gombe metropolis of Gombe State. A well structured questionnaire was used as an instrument for data collection. The results indicates that 4.7 % of the respondents agreed that one physics lesson is being taught per week, 16 % twice per week and 97.3 % are of the view that more than two physics lessons were delivered per week. On student's performance in physics as a subject 48 % of the respondents are of the view that it is on the average, 24 % below average and 28 % above average. Teacher's perception of students attendance in physics classes indicate that 60 % of the agree that students are regular in class attendance, while 40 % of respondents are of the view that students are not regular in attending physics classes. The results also showed that 70 % of teachers teaching physics in the senior secondary school levels do not have the requisite qualifications, hence the difficulty in the delivery of the content. It is hereby recommended that graduates physics with teaching qualifications be employed to teach at these levels, moreover, frequent practical lessons be organized for students so as to update their knowledge and keep them abreast of the theoretical aspect of physics.
Nigerian's Nascent Secondary School Physics Curriculum and Its Implementation Problems
Scientific Research Journal
Due to the sharp declination of students' academic performance in 2014 and 2015, the researchers deemed it necessary to investigate on Nigerian's nascent secondary school physics curriculum and its implementation problems. Four research questions guided the study. The study adopted a descriptive survey design. The research was carried out in Otuocha education zone, Anambra State. The sample constituted of 465 respondents. Teachers Students Assessment Questionnaire (TSAQ) was used for data collection. The data collected were analysed using frequency and mean. Findings showed that; government, environmental among others related problems impede the implementation of the new curriculum. Based on the findings, it was recommended that university courses in science education should also inculcate the secondary school curriculum content among others.
COOU Journal of Educational Research, 2018
Physics education isfaced with a number of issues and problems for sustainable economic development. This paper identified and analysed certain interrelatedfactors which may be contributing to the problems of developing physics education in Nigeria for sustainable economy. Knowledge in physics has become the most important factor for economic development on the 2r century. Its knowledge has contributed greatly to the production of instrument and devices that are of tremendous benefits to human race. Physics as a discipline is seen as being abstract in nature but despite this abstract nature, its teaching is to bring about scientific thinking in physics students; a mindset that requires physics students to test out through experimentation. On the basis of the analysis of physics learner.", physics teachers curriculum and physics classroom, environment factors, as it relates to understanding physics education. The paper suggests capacity building workshop in physics, use of information communication Technologies (leT) in physics teaching and introducing practical activities in physics teaching among others as method of reengineering physics educationfor sustainable economic development in the economy.
Universal Journal of Educational Research, 2020
The study investigated the factors affecting the teaching of Physics in Technology, a new theme under the Senior Secondary School Physics Curriculum which took effect in Nigeria after the last curriculum review. The study adopted the survey design, which involved all the Senior Secondary School Physics teachers in Ondo, Nigeria and it addressed three objectives. An instrument titled, Questionnaire on the Factors Affecting the Teaching of Physics in Technology (QFATPT), was used to obtain data for the study. The reliability of QFATPT was achieved using Cronbach Alpha Coefficient and a value of 0.76 was obtained. The data collected were analysed using descriptive statistics. Findings from the study showed that Physics teachers were aware that a new theme exists in the curriculum. Furthermore, assessment bodies such as the West African Examinations Council (WAEC) and National Examinations Council (NECO) do not assess students on the new theme. The study concludes that while many teachers may be aware and perhaps even favorably disposed to the new curriculum theme on Physics in Technology, the challenges of access to resources for teaching and the absence of test items of the theme during national and local assessment militate against effective implementation of the newly added topics to the curriculum in schools. The paper closes with suggestions on the need for government to increase the awareness of Theme IV through workshops/seminars for in-service Physics teachers and also ensure the procurement of relevant materials/equipment to support local improvisation by teachers.
Teaching and Learning Physics in Senior High Schools in Ghana: The Challenges and the Way Forward
Advances in Research, 2020
Aim: Considering the technological age that we find ourselves in this 21 st century, it would be expected that, the number of students willing to study physics will increase exponentially. However, reports indicate a sharp reduction of students in physics classrooms. This study therefore sought to identify the challenges and way forward for improving physics teaching and learning in Senior High Schools in Ghana. Study Design: Descriptive cross-sectional survey was used for the study. Methodology: The main instrument used for the study was questionnaire. The sample size for the study comprised both physics teachers and students. The sample size for the teachers was made up of 38 teachers which comprised 34 males and 4 females who were selected using the convenient sampling approach. The sample size for the students consisted of 750 students selected by stratified sampling of which 520 were males and 230 were females. Original Research Article Coffie et al.; AIR, 21(3): 35-42, 2020; Article no.AIR.55921 36 Results: While the teachers perceived the most important factor affecting the teaching and learning of physics to be students-related problem, the students on the other hand perceived the major challenge affecting the teaching and learning of physics to be teacher-related. For both teachers and students, provision of adequate resources like well-equipped laboratories for teaching and learning is an assured way of improving the teaching and learning of physics in senior high schools in Ghana. Conclusions: The challenges in teaching physics as perceived by both teachers and students are teacher related, student-related and resource-constraints It was recommended that the government must make conscious effort to provide the schools with adequate science resources to facilitate the practical approach to teaching and learning of physics.
JOURNAL OF SOCIAL SCIENCE RESEARCH
Despite the relevance of physics to many science and technological based careers, students’ attainment in the subject has been of concern in many countries including Nigeria. The study examined physics attainment among secondary school pupils and found that physics attainment is low in Nigeria and that teacher quality and resource availability and utilization are some factors that affect student attainment. To enhance students’ physics attainment, the study recommended that the content and curriculum of ITE programs be enhanced for the training and development of agency amongst teachers and the need for teachers to update their subject knowledge through regular participation in continuing professional development activities.
2019
Physics is one of the science subject taught in Nigerian secondary schools. Due to its application in science and technology, it is being considered as the basic subject of science, technical and engineering courses. Literature has revealed a lot of challenges facing the implementation of senior secondary school physics curriculum in private and public schools in Nigeria. In the light of these, this paper focused on Concept of Physics Curriculum, Nature and Objectives of Physics Curriculum, Concept of Curriculum Implementation in Physics, Curriculum Implementation in Private and Public Schools in Nigeria the paper as well discussed the challenges of physics curriculum implementation and provide the way forward.
HALLENGES TOWARDS TRANSFORMATION OF SECONDARY SCHOOL PHYSICS CURRICULUM IN NIGERIA
Physics, found to be the bedrock of scientific and technological development globally in both developed and developing nations involves some features that are generally accepted and believed to widen the knowledge and increase the understanding of the learners if duly and critically followed and applied in any given situation and period. But transformations made in the physics curriculum over the years with view to making physics simple and easy for the students and relevant to the societal norms and values had been successful with some teething challenges in the implementation stages. This study, therefore presents the challenges towards secondary school physics curriculum transformation in Nigeria. To guide the study two research questions and hypotheses each were addressed and formulated. The study adopted descriptive and inferential design with a 15-item instrument of Likert form named SCTRASPC. A sample of 600 physics students with 32 physics teachers were purposively selected from government owned secondary schools in Imo State to complete the instrument with reliability coefficient of 0.71. The findings showed that government inadequate provisions of resource materials and teachers' inactions in teaching constitute challenges to a great extent. In the light of the findings and their implementations, recommendations were made to eliminate the challenges.
Journal of Education and Practice, 2015
Physics instruction in secondary schools is a fundamental panacea towards achieving scientific knowledgeable citizens which can propel a nation in the realization of a sustainable economic force. This paper therefore x-rayed ordeals of physics instruction in Nigerian secondary schools and the way forward for the attainment of global competitiveness. The research has descriptive survey design. Ninety-two (92) physics teachers and eight secondary schools (four in each Local Government Area) were selected using a purposive sampling technique for the study. The research instruments used for the study were “Questionnaire on Ordeal in Physics Instruction in Secondary School (QOPISS) and Physics Practical Apparatus Checklist (PPAC). Using a test-retest method and Pearson Product Moment Correlation, a reliability coefficient of 0.83 was obtained for QOPISS. The data were analyzed according to research questions using the frequency count, percentage, mean, standard deviation and ranking. The...
Appraisal of the physics education programme in the National Open University of Nigeria
ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA, 2020
The general apathy towards the study of physics education among the prospective science teachers can once again be raised as the National Open University of Nigeria marks its 15th years of providing functional, cost effective and life-long education to a very large number of Nigerians yearning for university education. Physics Education is arguably one of the few courses that gain the lowest patronage among science students across Nigerian universities. Hence, the discouraging phenomenon of low enrollment is not peculiar to NOUN. The case also becomes more disturbing when the study of physics education in an open and distance-learning environment becomes much more abstract than where you actually see the lecturer each time there is a class as it operates in the conventional university system. The challenge of sustaining physics education in the open and distance environment needs to be addressed towards improving enrollment of students into the programme. The paper has adopted a the...