Description
ABSTRACT
This Research Investigated the Comparative Study of Physics Students Academic Achievement in theory and Practical Physics in Minna Metropolis. Four research questions were formulated to guide the study. The descriptive survey design was used in the study. The population of the study comprises of all the physics students in all Secondary Schools in Minna Metropolis. The random sampling technique was used to select One hundred (100) Students both male and female from five (5) selected secondary schools in Minna Metropolis. Twenty students were selected from each schools via 10 male and female students. The instruments used in data collection were Physics Achievement Information Test (PAIT) questionnaire developed by the researcher. The instrument was validated by two senior lectures in the Physics Department of Niger State College of Education. The researcher visited each School personally to administer the questionnaires with the help of the subject’s teachers. Percentage Statistical method was used to analyses the research question and t-test was used to find their correlation in the Performance in Practical and theory Physics. The result revealed that the respondents said their performance in Physics is increasing for the year. It is recommended that schools should be provided with adequate textbook and learning facilities to breach the gap between the rich and poor in the society. This will give students from poor homes and opportunity to learn and improve on their performance in both Theory and Practical Physics. The teacher should not allow their social status barrier to their student educational opportunities due to Performance of theory and Practical, especially in Physics aspects.
TABLE OF CONTENT
Cover page………………………………………………………………………………..i
Tittle page……………………………………………………………………………..….ii
Approval page ……………………………………………………………………………iii
Dedication ………………………………………………………………………………..iv
Acknowledgement ………………………………………………………………………..v
List of tables……………………………………………………………………………..vi
List of figures …………………………………………………………………………..vii
Abstract …………………………………………………………………………………ix
CHAPTER ONE
INTRODUCTION
1.0 Introduction …………………………………………………………………..……. ..1
1.1 Background of the Study …………………………………………………………….1
1.2 Statement of the Problem…………………………………………………………….3
1.3 Objectives of the Study………………………………………………………………4
1.4 Research Questions. ………………………………………………………………….4
1.5 Significant of the Study ………………………………………………………………5
1.6 Scope and Limitation of the Study……………………………………………………5
1.7 Definition of Key Terms……….…..…………………………………………………..6
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Review Related Literature …………………………………………………………..………..7
2.1 Introduction ……………………………..………………….7
2.2 Conceptual Framework .…………..…………………………………7
2.3 Residential Area and Students Academic Performance in Physics .……9
2.4 Academic performance of Student in Physics .…………………..………… 10
2.5 Factors contributing to students’ poor performance in physics…………….11
2.6 Teachers/Guardian’s educational/occupation and students academic performance in physics…………13
2.7 Learning Resources and Student’s Academic Performance in physics ………14
2.8 Access to Learning Materials at school and Student Performance in physics science on theory and practical …… 17
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Research Methodology…………………18
3.1 Introduction ……….…………………… 18
3.2 Research Design…………………………18
3.3 Population …………………..………… 19
3.4 Sample and sampling techniques ………..19
3.5 Instrument ………………………………19
3.6 Validity of the instrument ………………….. 20
3.7 Reliability of the Instrument ..………… 20
3.8 Method of Data collection ………..…… 21
3.9 Method of Data Analysis ……………… 21
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Data Analysis and Result…………………22
4.1 Introduction…………….………..……….22
4.2 Data presentation…………………………22-28
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATION
5.1 Summary …………………………… 29
5.2 Discussion on the sample ……………. 29
5.3 Major Findings…………………………30
5.4 Conclusion .…………………………… 30
5.5 Recommendation……………………… 31
References……………………………… 32-34
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Physics is often described as the study of matter and energy. It is concerned with how matter and energy relate to each other, and how they affect each other over time and through space. Physicists may be roughly divided into two camps: experimental Physicists and theoretical physicists. Experimental physicists design and run careful investigations on a broad range of phenomena in nature, often under conditions which are typical of our everyday lives. They may, for example, investigate what happens to the electrical properties of materials at temperatures very near absolute zero (–460 degrees Fahrenheit) or measure the characteristics of energy emitted by very hot gases. Theoretical physicists propose and develop models and theories to explain mathematically the results of experimental observations. Experiment and theory therefore have a broad overlap. Accordingly, an experimental Physicist remains keenly aware of the current theoretical work in his or her field, while the theoretical Physicist must know the experimenter’s results and the context in which the results need be interpreted (Zhu, 2014, (1) Karija 2013, (2) Aribisala, 2011(3) Bender, (4) 2011, Wang, (5) 2011, Abdul, (6) 2010).
Academic achievement is undoubtedly a research after the heart of educational psychologists (Agwu, 2013). In the attempt to investigate what determines academic outcomes of learners in practical and theory in Physics as a science subject. The National Policy on Education served as evidence. Where it emphasized that the overall philosophy of education in Nigeria is among others who should be directed to build a strong united and self reliant nation by educational activities that is towards scientific and technological progress of those in the secondary school as in both practical and theory aspect. Academic achievement (most especially of secondary school students) has been largely associated with many factors. Most students in secondary schools in Nigeria are daily confronted with challenges of practical and theory especially in term of practical with their academics under serious emotional strains, poor school environment, are been taught by unmotivated teachers. Couples with this, most students encounter different problems in their academic achievement but some may not face such problems because of their backgrounds (Aremu, 2015).
In developing countries like Nigeria, teaching the practical and theoretical aspect of Physics in secondary school is faced with a lot of difficulties like, how to create chances of success for every children has is basic essential to know how to overcome the problem of illiteracy, school failure and also to improve the intellectual capacities of students in secondary school practical and theory in Physics (Akukwe, 2013). Many achievements are seen to be part of the problems that students encounter in learning Physics practical and theory (Okovie, 2013). The fact that science is about learning the real world, knowledge of how things work suggests that students’ knowledge should be applied to real life situations (Sadiq, 2015, Lunetta, 2013, Samson 2011, Banda, 2013). Hence it is not surprising that policy makers put much of the blame on science teachers for the lack of creativity and practical applications by the students. Practical work involves learning through selected contexts that promote students’ motivation and engagement as a result of relevant learning episodes drawn from everyday experiences and phenomena (TIMSS, 2010; Stanley, 2010).
Practical and theory provides students with opportunities for understanding and manipulating the complex and abstract nature of science inducing effective conceptual change (Daramola, 2014). Practical and theory helps diagnose and remediate students’ misconceptions, it motivates the interests of students in science (Nashon, 2011). As a result practical work endears the learners to confirming and gathering new insight into scientific knowledge. They take charge of their own ability to investigate and question nature (Hirschfeld, 2012). This study investigated how practical work can help in learning physics and getting more students to get interested in the subject at secondary school.
1.2 Statement of the Problem
The performance of physics students is compounded by issues of low interest and poor motivation to study the subject. The rising problem of students’ poor performance in secondary school Physics in the sub-county needs to be addressed urgently for more students to play an important role in achieving goals of Nigeria Vision 2030 (Shua, 2011). These require concerted effort from all gender in order to improve the country’s technological standing in the creation of social, technological and industrial transformation. For the students to attain their full potential and to contribute meaningfully in the country’s technological and scientific development, studies that can foster students’ interest in Physics using appropriate instructional technologies are desirable. The study of practical and theory in Physics as a central instructional technique that can influence the students’ performance in physics. It contrasted the effect of practical based instruction and theoretical treatment on achievement (Nashon, 2011).
Academic performance of Physics students in Minna Metropolis is of great concern. The evidence shows that student’s performance in physics is influenced by different factors in and out of school. Among the factors influencing performance in Physics is the home background of the students. Information obtained also indicates that students from private schools usually perform in physics theory and practical compared to those from public schools (government school) (Nyamwange, 2012).
In the same vein, the educated or parents in the higher social class send their children to private schools where everything is provided for the students to learn. Relevant academic materials such as internet services, textbooks and the like are made available. This category of students have good learning environment and are often motivated to learn. The emphasis has been laid on the issues of academic performance of students in Physics as science subject. The key to success or failure in today’s world is the ability to communicate with spoken words as more as routines tasks are performed by physics and robots.
This research is therefore geared towards examining and unravelling the fundamental challenges and of academic achievement of secondary school students in Physics theory and practical.
1.3 Objectives of the Study
The aim of this study is to investigate the academic achievement of secondary school Physics students in practical and theory in Minna Metropolis.
Specifically, the objectives of the study are to:
i. Find out if there is any significant difference in the performance and achievement of students, from theory and practical exam in Physics.
ii. Find out if there are adequate provisions of instructional materials and physics laboratories facilities.
iii. Determine the academic achievement of the students by effective use of instructional materials in physics.
iv. Find the causes of poor achievement of students in practical and theory in physics.
1.4 Research Questions
The researchers raised the following questions to guide the study which are:
i. Is there any difference in the academic achievement of students in theory and practical examination in Physics?
ii. Is there adequate provision of instructional materials and Physics laboratories facilities in secondary schools of Minna Metropolis
iii. There are academic achievements of the students to use of instructional materials in Physics.
iv. There are causes of poor achievement of students in practical and theory in Physics.
1.6 Significance of the Study
This research would provide adequate information on the achievements of secondary schools physics students in practical and theory in Minna Metropolis. The result of the study would help the students to discover how to contributed towards the achievement and it would held them change from the obnoxious ways of behaviours, the findings of the study would help the students to know the areas they need extra effort for maintaining effective teaching and learning physics practical and theory in secondary school.
The research will also be useful to school, government and parents in understanding the achievement of school on academic achievement of students in Physics. This research will also be of importance to students themselves as it will be made known to them the effects of school on their academic achievement. Finally, the findings of the research will act as a reference point to other interested scholars interested in this area of research.
The research will also serve as reference point for those wishing to delve into similar research of this magnitude.
1.7 Scope and Limitation of the Study
The research work is aimed to investigate the comparative study of Physics students achievement in theory and practical of some selected secondary schools in Minna Metropolis. The research will be limited to: Day Secondary school, Tunga Minna, Zarumai Secondary School Minna, Day Secondary School, Chanchaga ‘B’ Minna, and Army Day Secondary School Minna.
Other limitation of the study is: inability of the researchers to cover the entire population of the study, money, and time constraint.
1.8 Definition of Operational Terms
i. Academic performance: The way in which one carries out an activity successfully especially in academics.
ii. Practical: Is concerned with the actual doing or use of something rather than with theory and ideas.
iii. Theory: A supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained.
iv. Achievement: The process or fact of achieving something or something done successfully with effort, skills or courage.
v. Investigation: Is the action of investigation something either formal or systematic examination or research.
vi. Metropolis: Is a large city or conurbation which is a significant economic, political, and cultural center for a country or region, and an important hub for regional or international connections, commerce, and communications.
vii. Comparative: Is a comparison or an assessment of similarities and differences between two or more things. Something that would be described as comparative is a report you write on the relative merits of one book over another, a comparative book report.