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THE EFFECT
OF PRACTICAL METHOD ON THE EFFECTIVE TEACHING OF PHYSICS IN SENIOR SECONDARY
SCHOOLS
ABSTRACT
The aim of
this study was to find out the effect of practical method on the effective
teaching of physics in senior secondary schools. The study participants were drawn
out of 5 secondary schools in both private and government secondary schools in
Ojodu Local Government Area of logos State. A total of one hundred and ten
(110) which comprises of hundred students and ten teachers participated. Data
were collected through questionnaire, data collected was analysed through the
use of chi-square. From the result, it was shown that practical methods affect
the teaching of physics and there is significant difference between practical
method of teaching and lecture method. The implications of these finding were
discussed and it was therefore recommended that government and other
stakeholder in the ministry of education should ensure that school laboratories
are well equipped and teacher should use mostly practical method in teaching
physics.
CHAPTER ONE
INTRODUCTION
Physics is
generally regarded as the nucleus of all technology. This simply means that
physics controls all forms of technology. It also affirm that behind every
technology, there is physics.
At senior
secondary school level, physics is defined as a branch of science that deals
with matter, energy, their relationship and their measurements.
The learning
of physics is affected by the mathematical background of the learner and the
method use by the teacher in teaching concepts (Topics) in physics.
The teaching
methods that can be used by teacher in effective teaching of physics in senior
secondary schools are: (1) Theoretical method and (2) practical method.
Physics in
Nigerian Secondary Schools is taught by a lecture approach alone in 62% of the
Secondary Schools there. This is what Tropp (1972) described as a “chalk and
talk” teaching approach, from the extensive observation she made while on a
trip to Nigeria to study the Secondary School Science programmes in Nigeria.
She observed that despite the fact that the West African Examination Council
mandated that because of its very empirical nature, physics must be studied by
the aid of the laboratory classes, this was not being done. Also, the West
African Council on Science Education noted in its 1969 annual report that
physics was not being studied or taught with the aid of laboratory activities
in Nigerian Secondary Schools. It noted, “our studies indicate that this
attitude is widespread in the vast majority of schools in these countries.”
Nigerian
Secondary School Students who are taught physics by the “chalk and talk”
lecture approach have repeatedly demonstrated poor student motivation and
achievement in and from their physics education programme. This is evidenced by
the poor results in both the in-school teacher-made physics examinations and in
the external West African School Certificate physics examinations conducted by
the West African Examinations Council for secondary school students planning to
graduate at the end of their five year school programme (Ashby, 1970). Ashby
described the number and quality of passes in physics from 1966 - 1969 as
“extremely unsatisfactory.” The problem of poor achievement by Nigerian
Secondary School Physics Students is widespread and consistent. It is possible
that these Physics candidates did poorly in the Council’s physics examination
because they were taught this subject by lectures alone rather than by lectures
as well as laboratory. Ali (1975) noted, for example, that in 1974, 29% of all
the Nigerian Secondary School Students who sat for the West African School
Certificate Examination in physics passed this subject. In 1977, the figure of
passes in this examination was 28%; even lower than 1974’s figure.
Furthermore,
All (1975) noted that there are considerable data available which suggest that
students, probably, do very poorly in physics because the method of teaching
they are exposed to, mostly lecture method, does not enable them to go beyond
the lowest hierarchy of learning outcomes in physics, the knowledge or factual
recall level. The higher hierarchies of cognitive learning applications,
analysis, synthesis and evaluation, following Bloom’s et al (1964) model arc
not attained by physics students taught by lectures. This is probably because
lectures do not provide the students the opportunity to comprehend, apply and
analyse physics problems. Hence, they probably do poorly in these higher
cognitive hierarchies in their secondary school physics examinations.
BACKGROUND
OF THE STUDY
Practical
work in senior secondary schools takes the firm of laboratory experiment,
demonstrations, framework and excursions. Teacher’s innovativeness and
creativity could also introduce novel modes of practical investigations.
Of late,
efforts are being made to utilize virtual laboratory that rely on interplay of
the computer and internet. Clearly, every effort should be made to create
interest in the students to study physics.
Practical
method of teaching as defined by prince (2004) is a learning method in which
students are engaged in the learning process. In practical method of teaching
in the words of Davies, Harfield, Heder Panko Kenley (2007) “students actively
participate in the learning experience rather than sit as passive learners”.
Practical
method of teaching is different from traditional/ theoretical method of
teaching on two points. First, active role of students and second,
collaboration among students.
The word
teaching means to impact knowledge or values in an individual.
The word
effect means outcome or result. It could be positive or negative.
Practical
method involves the use of apparatus in teaching physics i.e. teaching and
learning activities is based on ‘real life experience’ help learners to
transform knowledge or information into their personal knowledge which they can
apply in different situations. As a matter of fact, practical teaching method
“frequently involves the use of manipulative materials”.
There is a
famous saying of Confucius about the success of the students learning that is
given below, “Tell me, and I will forget, show me, and I may remember, involve
me, and I will understand”.
Practical
teaching method help learners to ‘construct mental models that allow for higher
order performance such as applied problem solving and transfer of information
and skills. Also, in a practical class, the teacher is a facilitator,
motivator, guide and a coach not a sage on a stage (Stolen, 2009).
STATEMENT OF
THE PROBLEM
The major
problem of this study is that, physics as a subject is not easy to teach
considerable number of students usually opt out of science class due to their
poor performance in physics thereby resulting into how enrolment in the number
of students studying physics. This research taken on an era where teachers are
being asked to do more with less resources both theoretically and practically.
A number of
factors have been discovered to influence the teaching of physics through
practical method.
Developmental
process requires input from all sectors in order to enhance the country’s
technological standing in the run-up to social and industrial transformation.
For teachers and students to attain their full potential and to contribute
meaningfully in the country’s technological and scientific development. The
problems to be addressed are lack of well equipped laboratory, lack of
laboratory space and limited supply of laboratory equipments.
THE PURPOSE
OF THE STUDY
The research
is carried out to identify some of the effects of practical method on the
effective teaching of physics in senior secondary schools level and some
possible strategies for improvement. It is assumed that the outcome of the
study will enable the teachers policy makers and education authority to further
develop, review the school curriculum of science, physics to be exact and take
formal bold step on the corrective measures to improve practical and teaching
in senior secondary schools so that they could be relevant in future science
and technological development in the country.
SIGNIFICANCE
OF THE STUDY
The result
of this study is aimed at the provision of basis for effective guidance to
modify students understanding, view or perspective toward physics as a science
subject. It is believed that hopefully, the outcome or result of this study
will improve the problems of teaching and practiclas in senior secondary
schools in Nigeria.
RESEARCH
QUESTIONS
The
following questions were asked in order to guide the study.
1. Does practical’s affect the teaching
of physics?
2. Is there any significance difference
between practical and lecture method of teaching physics.
RESEARCH
HYPOTHESIS
In the
course of this study, the hypothesis below were verified.
1. There is no significant difference between
practical method of teaching physic and method.
2. There is no significant difference between
the academic performance of practical students and method.
SCOPE OF THE
STUDY
This study
cover 5 selected senior secondary schools in Ojodu Local government Area of
Lagos State. Thus the effects of practical of effective teaching of physics in
senior secondary schools will be examined. The research was carried out in both
private and government schools in Ojodu Local Government Area of Lagos State.
CLASSIFICATION
OF VARIABLES AND TERMS
1. Physics: The study of matter, energy,
their relationship and measurement.
2. Science: A body of knowledge which is
acquired through careful observation and experiment.
3. Teaching: To impact knowledge or social
and moral values.
4. Modify: To slightly change something
especially in order to make it more suitable for a particular purpose.
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