AN IDENTIFICATION OF FACTORS AFFECTING THE EFFECTIVE TEACHING OF PHYSICS PRACTICAL IN OVIA SOUTH WEST LOCAL GOVERNMENT AREA OF EDO STATE
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AN
IDENTIFICATION OF FACTORS AFFECTING THE EFFECTIVE TEACHING OF PHYSICS PRACTICAL
IN OVIA SOUTH WEST LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
This study was aimed at
investigating the problems affecting the effective teaching of physics
practicals in Ovia South West Local Government Area of Edo State and to suggest
ways of improving the teaching of physics practical if possible.
The hypotheses formulated for the
study were:-
i.
There
will be no significance difference between the performance of students with
adequate laboratory facilities and those without.
ii.
There
will be no significant difference between the performance of students taught by
professionally qualified teachers in physics and those taught by non-qualified
teachers.
iii.
There
will be no significance difference between the performances of students exposed
to more practical than those who are taught only during the advert of
examinations.
iv.
There
will be no significant difference between the performance of students with
laboratory and those with no laboratory.
v.
There
will be no significant difference between the performance of students motivated
and those who are not motivated.
From the findings of the research
work, hypothesis 1, 2, 3, and 5 were accepted while hypothesis 4 was rejected.
Based on these findings,
appropriate recommendations were made.
CHAPTER
ONE
INTRODUCTION
1.1 BACKGROUND
OF STUDY
Man was able to progress to a high
degree of civilization through the careful study of the causes of natural
phenomena. These studies led to the accumulation of a large body of
information, which is embodied in quantitative laws and theories, which in turn
led to further discoveries. From these scientific discoveries, the inventive
mind of man developed the machine and industrial processes which are in direct
proportion to the degree of civilization.
The study of science cannot thus
be complete without experiment work, but if we recall some few years back, we
would see that physics has always been taught in most of our secondary schools,
as a body of theoretical knowledge and little or no attempt has been made to
approach the teaching and learning of physics in a practically oriented way.
According to Searl (1972) “As far
as science is concerned, experimentation is always exploratory or perhaps it
would be more accurate to say information seeking. Experiments are undertaken
to obtain new knowledge, to confirm predictions and to test the validity of
assertion of others.
Since course, materials,
equipment, laboratory facilities and appropriate experiments are necessary for
the effective teaching of physics practicals and learning of physics as a
whole; one is not astonished to find students within Ovia South West Local
Government Area records low percentage passes than others in the Senior
Secondary School Certificate Examination in physics.
Judging from these facts, it
could be stated that science laboratory and experiments are success
determinants in the school physics practicals and therefore the importance of
laboratory equipment cannot be over emphasized.
1.2 STATEMENT
OF PROBLEM
The effective teaching of physics
practicals in secondary schools in Ovia South West Local Government Area is the
concern of this study. This problem is looked at from various perspectives,
which are;
a.
Are there laboratories in these secondary schools?
b. Do these
laboratories have adequate facilities for the effective teaching of physics
practicals?
c.
Are there qualified and trained teachers to mange the
laboratory?
d. Are the
students exposed to any form of practical?
e.
Do the students show positive attitude as these
been motivated towards physics practicals?
1.3
PURPOSE OF STUDY
The purpose of this study is to
identify some of the major problems that are associated with the teaching of
physics practicals in some secondary schools in Ovia South West Local
Government Area of Edo State. Having identified such problems, the researcher
hopes to suggest possible solutions, which might help to reduce to the barest
minimum the number of such problems. And it is hoped that the study would
assists in future other researcher who might be interested in conducting a
study in this field.
1.4
SIGNIFICANCE OF STUDY
It is the hope of the researcher
that the work will acquaint the physics teachers with the problems of physics
practicals teaching. Apart from this, it will also be of immense use to other
teachers in Chemistry, Biology and Agricultural Science who are faced with
similar problems. Furthermore, it will make the physics students know where
emphasis should be laid to further enrich the study and learning of physics.
Finally, this study will serve as a
pointer to school administrators and educational planners as to what must be
done to give students a progressive education.
1.6 HYPOTHESES
In other to study the factors
affecting the teaching of physics practicals of the students in some selected
in some selected secondary schools in Ovia South West Local Government Area of
Edo State; the following hypothesis are formulated as:
1.
There will be no significant difference between the performance of students
with adequate laboratory facilities and those with no laboratory facilities.
2.
There will be no significance difference between the performance of students
taught by professionally qualified teachers in physics and those taught by
non-qualified teachers.
3.
There will be no significant difference between the performances of students
exposed to more practicals than those who are taught only during the advert of
examinations.
4.
There will be no significant difference between the performances of students
with laboratory and those with no laboratory.
5.
There will be no significant difference between the performance of students
motivated and those who are not motivated.
1.8 DEFINITION
OF TERMS USED
QUALIFIED:
Teachers who posses NCE, B.Ed, M.Ed with Physics as a major discipline
LABORATORY: It is a
place providing opportunities for experimentation, observation of practicals in
the filed of physics.
SECONDARY SCHOOL: This
refers to post primary institution in which students take WAEC examination.
WAEC: It
means West African Examination Council. It is an examination set for every
eligible final year students of secondary school in Nigeria and some other West
African Countries.
POINTER: A
guideline to teachers
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