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;
1. Are there laboratories in these secondary
schools?
2. Do these laboratories have adequate facilities
for the effective teaching of physics practicals?
3. Are there qualified and trained teachers to
mange the laboratory?
4. Are the students exposed to any form of
practical?
5. 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
Department | Education |
Project ID Code | EDU0299 |
Chapters | 5 Chapters |
No of Pages | 47 pages |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2347043069458 |