STUDENTS' LEARNING CHALLENGES IN PHYSICS IN SECONDARY SCHOOLS IN NKANU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE
STUDENTS LEARNING CHALLENGES IN PHYSICS IN SECONDARY SCHOOLS IN NKANU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE
ABSTRACT
Physics is a fundamental scientific discipline that plays a significant role in understanding the natural world and technological advancements. However, students often face various challenges in learning physics, particularly in secondary schools within the Nkanu East Local Government Area of Enugu State, Nigeria. This study aims to explore students’ learning challenges in Physics in Secondary schools in Nkanu East Local Government Area of Enugu State. Six research questions and hypotheses were used to guide the study. The descriptive survey design was adopted using a questionnaire as the most appropriate instrument for data collection. Data was collected from one hundred (100) students and twenty (20) teachers drawn from the sampled schools. The research questions were analyzed using mean and Chi-Square to test the hypotheses. The result of the study shows that families with low socio-economic status inappropriate use of teaching methods and instructional materials, non-availability of teaching equipment, negative attitudes of students towards physics, and years and qualifications of teachers are the factors that affect students’ academic performance in physics. The study therefore recommended among others that teachers should use innovative methods and instructional materials suitable for teaching physics to aid in easy understanding of the content and subject.
CHAPTER ONE
Physics is a branch of science that deals with the study of matter, energy, and their interactions. It seeks to understand the fundamental principles that govern the natural world, from the smallest subatomic particles to the vast expanses of the universe. The word "physics" is derived from the Greek word "physis," meaning nature or the natural world. In essence, physics is the scientific discipline that strives to explain the workings of the universe through observation, experimentation, and mathematical analysis (Halliday et al., 2014). It encompasses a wide range of phenomena, including mechanics, thermodynamics, electromagnetism, optics, and quantum mechanics, to name just a few. By studying physics, scientists have been able to develop theories and models that have revolutionized our understanding of the physical world and led to numerous technological advancements.
Physics plays a crucial role in our daily lives, even if we may not always be aware of it. It underpins many modern technologies, such as electricity generation, telecommunications, transportation, and medical imaging. For instance, the principles of electromagnetism, as discovered through physics, are essential for the functioning of electronic devices and power grids (Serway & Jewett, 2017). Furthermore, physics has contributed to groundbreaking discoveries and inventions throughout history, ranging from the understanding of gravity by Sir Isaac Newton to the development of quantum theory by Albert Einstein and others. The study of physics not only deepens our knowledge of the universe but also provides a foundation for advancements in various scientific fields and fosters critical thinking, problem-solving, and analytical skills.
Physics education is typically introduced in secondary schools, where students begin to explore the fundamental concepts and principles of the subject. However, learning physics can be challenging for many students. The nature of physics involves abstract concepts, complex mathematical equations, and the need to visualize and understand phenomena that are not directly observable. Students may struggle to connect these abstract concepts to real-life situations or relate them to their own experiences (Meltzer & Thornton, 2012). Moreover, the language and terminology used in physics can be unfamiliar and require students to develop new ways of thinking and communicating. These challenges can lead to difficulties in comprehending and applying physics concepts, which may result in low achievement and disinterest in the subject.
Research has identified various factors that contribute to students' difficulties in learning physics, such as inadequate prior knowledge, limited problem-solving skills, ineffective teaching methods, and insufficient resources and laboratory facilities (Loverude, 2016). Additionally, factors related to motivation, self-efficacy, and mindset can significantly influence students' engagement and performance in physics (Dorn, 2018). By recognizing and addressing these challenges, educators can design engaging and interactive learning environments that foster students' conceptual understanding, critical thinking abilities, and scientific inquiry skills, ultimately enhancing their overall learning outcomes in physics.
Physics is a core scientific subject taught in secondary schools, including those in Nkanu East Local Government Area of Enugu State. Secondary school students in the Nkanu East Local Government Area face various learning challenges in physics. These challenges can hinder their comprehension, performance, and interest in physics. Therefore, it is important to investigate and understand the specific learning challenges faced by students in secondary schools in the Nkanu East Local Government Area of Enugu State.
1.2 Statement of the Problem
In recent times it has been observed that the level of the poor performance of students in Physics has assumed an alarming position in senior secondary schools across the country. This has been reported by Agog, andIji, A (2010), teachers, parents, journals and daily publications, and even by the students themselves, and all are disturbed since they are unable to detect the right means of correcting the problems Traditional teaching approaches often prioritize the transmission of information through lectures and textbook readings, leaving little room for hands-on experiments, practical demonstrations, and active student engagement. As a result, students may struggle to connect abstract theories to practical applications and fail to develop a deep conceptual understanding of physics.
Another problem in the learning of physics is the limited opportunity for students to develop critical thinking and problem-solving skills. Physics requires students to analyze complex problems, apply scientific principles, and develop logical solutions. However, the focus on rote memorization and formulaic problem-solving techniques can restrict students' ability to think critically and creatively. This narrow approach to learning physics can lead to a surface-level understanding of the subject and hinder students' ability to apply their knowledge to real-world scenarios. Consequently, students may perceive physics as a tedious and challenging subject, resulting in disinterest and poor performance.
This research aims to address these problems in the learning of physics in secondary schools in the Nkanu East Local Government Area of Enugu State.
1.3 Purpose of the Study
The purpose of the study is to investigate the problems in the learning of physics in secondary schools in the Nkanu East Local Government Area of Enugu State. In specific, the study sought to:
- Know the teaching methods employed by teachers when teaching Physics
- Examine the kind of instructional materials that are used by teachers, to facilitate teaching and learning.
- Find out the availability/accessibility of the school Laboratory, and equipment.
- Find out if students’ attitude towards Physics affects their academic performance.
- Ascertain the qualification, years of experience
- Determine whether the family socio-economic status affects the student's academic performance in Physics
1.4 Research Questions
The following research questions were formulated to guide the study;
- What teaching method do teachers use when teaching Physics?
- What kind of instructional materials do teachers use to facilitate the teaching and learning of physics?
- Is there available/accessible School Laboratory equipment for Students’ practices?
- What is the attitude of students towards Physics as a subject?
- What qualifications and years of experience do Physics teachers have?
- Does family Socioeconomic status affect students’ academic performance in Physics?
1.5 Research Hypotheses
These null hypotheses were formulated and tested at a 0.05 level of Significance.
- The method of teaching has no significant effect on Students' academic performance in Physics.
- The kind of instructional materials used has no significant effect on student’s academic performance in Physics
- The availability | and accessibility of School Laboratory equipment for Student Practicals have no significant effect on their Academic performance in Physics
- The Attitude of Students towards Physics has no significant effect on Student's Academic Performance in Physics.
- Teachers’ qualification and years of experience in teaching has no significant effect on Students' academic performance in Physics.
- Family Socioeconomic status has no significant effect on Student academic performance in Physics.
1.6 Significance of Study
The findings of the Study will be relevant to multiple stakeholders in the field of education, including teachers, students, the Ministry of Education, and researchers.
For teachers, this study holds great importance as it provides them with innovative instructional strategies and approaches to enhance the teaching and learning of physics. The findings of this study will hopefully equip teachers with practical insights and recommendations to improve their pedagogical practices and enhance students' learning outcomes in physics.
For students, this study is significant as it offers them a more engaging and meaningful learning experience in physics. Ultimately, this study aims to increase students' interest, motivation, and achievement in physics, fostering a positive attitude towards the subject and potentially inspiring future careers in science and technology.
The Ministry of Education plays a crucial role in shaping the curriculum and educational policies. The findings of this study can inform the ministry about the importance of promoting active and experiential learning in physics within the Nkanu East Local Government Area of Enugu State.
For researchers, this study contributes to the existing body of knowledge on effective instructional strategies in physics education. By investigating the impact of hands-on experiments, practical demonstrations, and technology integration on students' learning outcomes, this research expands the understanding of how different approaches can enhance physics education. Researchers can build upon these findings to conduct further studies, explore different aspects of physics education, and develop evidence-based recommendations for improving teaching and learning practices.
1.7 Scope of the Study
The study was specifically done with SS2 students and Teachers across selected government schools in Nkanu East Local Government Area of Enugu State. SS2 students are chosen because they are approaching their final class and should have already developed a perception of Physics.
The study covers all public Senior Secondary School students in Nkanu East Local Government Area of Enugu State. It involves a random sample of 120 students from 10 selected secondary schools within the study area. The study sought to investigate the problems in the learning of physics in secondary schools in the Nkanu East Local Government Area of Enugu State. Such factors include Teaching method, instructional materials, availability accessibility of laboratory equipment, Students' attitudes, Teachers' qualifications and years of experience, and Parents' socioeconomic status.
STUDENTS' LEARNING CHALLENGES IN PHYSICS IN SECONDARY SCHOOLS IN NKANU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE. GET MORE PROJECT TOPICS AND MATERIALS
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STUDENTS' LEARNING CHALLENGES IN PHYSICS IN SECONDARY SCHOOLS IN NKANU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE
STUDENTS LEARNING CHALLENGES IN PHYSICS IN SECONDARY SCHOOLS IN NKANU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE
ABSTRACT
Physics is a fundamental scientific discipline that plays a significant role in understanding the natural world and technological advancements. However, students often face various challenges in learning physics, particularly in secondary schools within the Nkanu East Local Government Area of Enugu State, Nigeria. This study aims to explore students’ learning challenges in Physics in Secondary schools in Nkanu East Local Government Area of Enugu State. Six research questions and hypotheses were used to guide the study. The descriptive survey design was adopted using a questionnaire as the most appropriate instrument for data collection. Data was collected from one hundred (100) students and twenty (20) teachers drawn from the sampled schools. The research questions were analyzed using mean and Chi-Square to test the hypotheses. The result of the study shows that families with low socio-economic status inappropriate use of teaching methods and instructional materials, non-availability of teaching equipment, negative attitudes of students towards physics, and years and qualifications of teachers are the factors that affect students’ academic performance in physics. The study therefore recommended among others that teachers should use innovative methods and instructional materials suitable for teaching physics to aid in easy understanding of the content and subject.
CHAPTER ONE
Physics is a branch of science that deals with the study of matter, energy, and their interactions. It seeks to understand the fundamental principles that govern the natural world, from the smallest subatomic particles to the vast expanses of the universe. The word "physics" is derived from the Greek word "physis," meaning nature or the natural world. In essence, physics is the scientific discipline that strives to explain the workings of the universe through observation, experimentation, and mathematical analysis (Halliday et al., 2014). It encompasses a wide range of phenomena, including mechanics, thermodynamics, electromagnetism, optics, and quantum mechanics, to name just a few. By studying physics, scientists have been able to develop theories and models that have revolutionized our understanding of the physical world and led to numerous technological advancements.
Physics plays a crucial role in our daily lives, even if we may not always be aware of it. It underpins many modern technologies, such as electricity generation, telecommunications, transportation, and medical imaging. For instance, the principles of electromagnetism, as discovered through physics, are essential for the functioning of electronic devices and power grids (Serway & Jewett, 2017). Furthermore, physics has contributed to groundbreaking discoveries and inventions throughout history, ranging from the understanding of gravity by Sir Isaac Newton to the development of quantum theory by Albert Einstein and others. The study of physics not only deepens our knowledge of the universe but also provides a foundation for advancements in various scientific fields and fosters critical thinking, problem-solving, and analytical skills.
Physics education is typically introduced in secondary schools, where students begin to explore the fundamental concepts and principles of the subject. However, learning physics can be challenging for many students. The nature of physics involves abstract concepts, complex mathematical equations, and the need to visualize and understand phenomena that are not directly observable. Students may struggle to connect these abstract concepts to real-life situations or relate them to their own experiences (Meltzer & Thornton, 2012). Moreover, the language and terminology used in physics can be unfamiliar and require students to develop new ways of thinking and communicating. These challenges can lead to difficulties in comprehending and applying physics concepts, which may result in low achievement and disinterest in the subject.
Research has identified various factors that contribute to students' difficulties in learning physics, such as inadequate prior knowledge, limited problem-solving skills, ineffective teaching methods, and insufficient resources and laboratory facilities (Loverude, 2016). Additionally, factors related to motivation, self-efficacy, and mindset can significantly influence students' engagement and performance in physics (Dorn, 2018). By recognizing and addressing these challenges, educators can design engaging and interactive learning environments that foster students' conceptual understanding, critical thinking abilities, and scientific inquiry skills, ultimately enhancing their overall learning outcomes in physics.
Physics is a core scientific subject taught in secondary schools, including those in Nkanu East Local Government Area of Enugu State. Secondary school students in the Nkanu East Local Government Area face various learning challenges in physics. These challenges can hinder their comprehension, performance, and interest in physics. Therefore, it is important to investigate and understand the specific learning challenges faced by students in secondary schools in the Nkanu East Local Government Area of Enugu State.
1.2 Statement of the Problem
In recent times it has been observed that the level of the poor performance of students in Physics has assumed an alarming position in senior secondary schools across the country. This has been reported by Agog, andIji, A (2010), teachers, parents, journals and daily publications, and even by the students themselves, and all are disturbed since they are unable to detect the right means of correcting the problems Traditional teaching approaches often prioritize the transmission of information through lectures and textbook readings, leaving little room for hands-on experiments, practical demonstrations, and active student engagement. As a result, students may struggle to connect abstract theories to practical applications and fail to develop a deep conceptual understanding of physics.
Another problem in the learning of physics is the limited opportunity for students to develop critical thinking and problem-solving skills. Physics requires students to analyze complex problems, apply scientific principles, and develop logical solutions. However, the focus on rote memorization and formulaic problem-solving techniques can restrict students' ability to think critically and creatively. This narrow approach to learning physics can lead to a surface-level understanding of the subject and hinder students' ability to apply their knowledge to real-world scenarios. Consequently, students may perceive physics as a tedious and challenging subject, resulting in disinterest and poor performance.
This research aims to address these problems in the learning of physics in secondary schools in the Nkanu East Local Government Area of Enugu State.
1.3 Purpose of the Study
The purpose of the study is to investigate the problems in the learning of physics in secondary schools in the Nkanu East Local Government Area of Enugu State. In specific, the study sought to:
1.4 Research Questions
The following research questions were formulated to guide the study;
1.5 Research Hypotheses
These null hypotheses were formulated and tested at a 0.05 level of Significance.
1.6 Significance of Study
The findings of the Study will be relevant to multiple stakeholders in the field of education, including teachers, students, the Ministry of Education, and researchers.
For teachers, this study holds great importance as it provides them with innovative instructional strategies and approaches to enhance the teaching and learning of physics. The findings of this study will hopefully equip teachers with practical insights and recommendations to improve their pedagogical practices and enhance students' learning outcomes in physics.
For students, this study is significant as it offers them a more engaging and meaningful learning experience in physics. Ultimately, this study aims to increase students' interest, motivation, and achievement in physics, fostering a positive attitude towards the subject and potentially inspiring future careers in science and technology.
The Ministry of Education plays a crucial role in shaping the curriculum and educational policies. The findings of this study can inform the ministry about the importance of promoting active and experiential learning in physics within the Nkanu East Local Government Area of Enugu State.
For researchers, this study contributes to the existing body of knowledge on effective instructional strategies in physics education. By investigating the impact of hands-on experiments, practical demonstrations, and technology integration on students' learning outcomes, this research expands the understanding of how different approaches can enhance physics education. Researchers can build upon these findings to conduct further studies, explore different aspects of physics education, and develop evidence-based recommendations for improving teaching and learning practices.
1.7 Scope of the Study
The study was specifically done with SS2 students and Teachers across selected government schools in Nkanu East Local Government Area of Enugu State. SS2 students are chosen because they are approaching their final class and should have already developed a perception of Physics.
The study covers all public Senior Secondary School students in Nkanu East Local Government Area of Enugu State. It involves a random sample of 120 students from 10 selected secondary schools within the study area. The study sought to investigate the problems in the learning of physics in secondary schools in the Nkanu East Local Government Area of Enugu State. Such factors include Teaching method, instructional materials, availability accessibility of laboratory equipment, Students' attitudes, Teachers' qualifications and years of experience, and Parents' socioeconomic status.
STUDENTS' LEARNING CHALLENGES IN PHYSICS IN SECONDARY SCHOOLS IN NKANU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE. GET MORE PROJECT TOPICS AND MATERIALS
Attached Files