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THE IMPACT OF PARENTS LITERACY LEVEL ON THE ACADEMIC PERFORMANCE OF PHYSICS STUDENTS
CHAPTER ONE:
INTRODUCTION
1.5 RESEARCH QUESTIONS
1. There is no significant difference between the academic performances of students from parents with high literacy level and students from parents with low literacy level.
2. There is no significant difference between the academic performances of students who have study facilities at home and those who do not have study facilities at home.
1.7 SIGNIFICANCE OF STUDY
The research study discussed the influence of parental education and study facilities on the academic performance of the secondary school students.
It is important because it will enable the student to be aware of the factors that can lead to their poor academic performance.
It will also help the teachers to give proper education to students on the effect of home environment on their academic performance. Students are the future builders of our nation; therefore if they are not given proper education on the effect of home environment on their academic performance, they will continue to perform poorly and as a result of the goals of education as powerful tool for a nation will not be achieved.
And again, parents will be aware that they have greater role to play for high academic performance of their children.
1.8 SCOPE OF STUDY
The research has its scope within the Calabar Municipal Council area of Cross River State, concentrating only on the urban schools within the area. The research focus was on the influence of parental education and study facilities at home on the academic performance of Secondary School students.
HOW TO RECEIVE PROJECT MATERIAL (S)
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08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
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OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
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Bank: FIRST BANK
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08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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FIRST ACQUIRED LANGUAGE INTERFERENCE IN STUDY OF PHYSICS IN SECONDARY SCHOOLS
CHAPTER ONE
1.1 Background of the study
The study is designed to examine the influence of first acquired language on Students performance in Physics in Junior School Certificate Examination. The study investigated if first acquired language is solely the cause of the students’ woeful performance in Physics in Junior School certificate Examination or if there are other complementing factors.
The subjects for the study were one hundred male and female SSI students drawn from various government schools in western Nigeria. Using simple percentage descriptive statistic, the research questions that were raised analysed. The findings reveal that first acquired language influences the students’ poor performance in Physics in Junior School Certificate examination and that there are other factors contributing tostudents’ poor performance in Physics. These other factors are poor method of teaching, lack of textbooks, language background and lack of professional growth and development of teachers. Measures that could be taken to enhance students’ achievement in every aspect of Physics are suggested also. The respondents’ age ranged between 10.52 and 15.17. The participants were those who have sat for the Junior Secondary School
Certificate examination. They were randomly selected across diverse religious and socio-economic background.
1.2 Statement of the problem
The importance of Physics as a school subject derives mainly from its utilitarian value to the larger Nigerian society. English is
the official language of administration and
commerce. It is major language of science. Above
all, Salami (2002) had emphasized the importance
of the use of Physics in improving
communication among the various ethnic groups
in Nigeria. He further highlighted the need for
improving the quality of spoken and written
Physics among school children.
However, one of the current educational
problems of public interest is that of poor level
of achievement especially in public examinations
(Kolawole 1998, Kolawole and Dele 2002). This
problem of underachievement among school
children has persisted in many subject areas such
as Mathematics, English and Science (Ivowi,
Okebukola, and Oladotun, 1992; Falayajo, 1997).
This poor level of achievement in many subject
areas may be due to poor foundation in English
language at the primary school level. There are
also several research reports, which support the
view that language inefficiency invariably leads
to poor academic performance (Ayodele, 1988;
Falayajo, 1997). No wonder why today, according
to Iroegbu (2006) much emphasis is placed on
the passing of Physics at credit or
distinction level in addition to other subjects to
enable any candidate gain admission into any
Nigerian Higher Institution of learning or be
placed well in a good white collar job.
In recognition of the importance of English
language for enhancing educational attainment
as well as for improving communication ability
of citizens, the government had made the subject
a core subject (FGN, 2004). It is also compulsory
for students to have credit in Physics
before entering the university. This also explains
why many parents go off their way to see that
their children pass at credit level or above in
Physics.
1.3 Research Objectives
1. To understand theeffects of first acquired language interference in the study of Physics
2. The understand the relationship between the first acquired language and the study of Physics
3. To know the solutions to challenges of studying Physics after learning the first acquired language
1.4 Research Questions
1. What are the effects of first acquired language interference in the study of Physics?
2. What are the relationship between the first acquired language and the study of Physics?
3. What are the solutions to challenges of studying Physics after learning the first acquired language?
1.5Research Hypothesis
H0: First acquired language interference have a negative effect in the study of Physics
H1: First acquired language interference does not have a negative effect in the study of Physics
H0: There is a negative relationship between first acquired language interference and the study of Physics
H1: There is a positive relationship between first acquired language interference and the study of Physics
1.6 Limitations of the study
There was limited time and finance during the course of the research
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF PHYSICS
TABLE OF CONTENT
Chapter One
1.1 Background of the study
1.2 Physics of Instructional materials
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Significance of the study
1.6 Scope of the study
1.7 Limitations of the study
Chapter Two
Literature Review
Chapter three
3.1 Research Design
3.2 Sample area or scope of the study
3.3 Sample subject
3.4 Sample techniques
3.5 Validity and Reliability
3.6 Administration of the instrument
3.7 Method of data analysis
Chapter Four
4.1 Analysis of data interpretation and discussion
Chapter Five
5.1 Summary
5.2 Recommendations
5.3 Conclusion
Bibliography
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The project discusses how secondary school teachers can enhance their classroom performance through the identification and effective utilization of appropriate instructional materials . The ability of the teacher to educate does not depend only on the possession of the relevant knowledge at a given time but the use of good instructional materials appropriate to the needs of t he students. The idea of using instructional materials to enhance teaching and learning is not new, as Greek geometers draw diagrams on sand, Jesus Christ used parable which were story illustration that helped his listeners to understand his message (Obujes Obudu Journal of Education Studies Vol. No 1 July 1992).
Instructional materials can be seen as those materials, which aids the teacher in teaching his/her lesson in the class. Instructional materials of curriculum materials were succinctly defined by Oyejemezi (1981) as all the available materials, which appeal to all the sense and feeling and aid learning. Instructional materials are tools ranging from most elementary and home made device to highly complex machines designed to help teachers cope with specific teaching needs and proffer solutions to them for a teacher to administer instructional materials in teaching, there must be the presence of students who are ready to learn.
The use of instructional materials is very essential and school lacking the necessary materials, for teaching, do not reasonably achieve its objective. What the effectiveness of teaching possible is not only the quality of teacher but also equipment and materials that will aid the teacher and students performance. Some instructional materials can be drawn and module by the students, hence it promotes fast learning. Studies on teacher education and use of instructional materials have been out and reported by several investigators including those of Lynne (1982) Agun and Okunrotifa (1977), Agun (1999) and Agun (1986) pointed out the need for development of skills by teachers undergoing their training so that they could be able to use a wide variety of instructional materials sufficiently well.
Learning aids are instructional materials and devices through which teaching and learning are done in school examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall chart, illustrated pictures, pictorial materials and other two dimensional objects. It is interesting to note that a large percentage of trained teachers and those undergoing professional training course can teach with some of the learning aids they do so consciously because they known that the use have positive effect on learning out comes as their cognate experience during teaching practice supervision reveals.
Some investigators claim that whenever they taught with some of the learning aids their students gets more stimulated because the learning aids help them (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach as a result students participate better in class activity.
HISTORICAL BACKGROUND OF EGOR LOCAL GOVERNMENT
Egor Local Government was formerly a part of Oredo Local Government until 1996 when it was carried out by the Sanni Abacha Administration. It has its head quarters at Uselu. The communities in Egor include Uselu, Egor, Uwelu, Ugbowo, Iguosa, Osakwe, Egor and Ogunwenyi.
Tourism attractions include the university of Benin and its Teaching Hospitals, Grown Status, Bronze, Brass work and Terro Coffees.
Natural resources/Industrial Raw Materials include Cassava, Yam, Pepper, Tomatoes, Vegetables, Pineapple, rubber, Clary, Kaolin and Timber.
The infrastructure in the local government include electricity good network of roads, potable water, telephone and other tele communications facilities.
Health services are provided by public and primary health centres public and private hospital clinics and maternity homes. The university of Benin Teaching Hospital, the best. In the state is located in the local government.
The local government has one of the highest concentrations of educational institution in Edo State. Public and private institutions of learning abound in the local government. The university of Benin, a federal university, the first in Nigeria is located in the Local Government Area.
1.2 PHYSICS OF INSTRUCTIONAL MATERIALS
Much of the foundation of the field of instructional design was laid in World War II, when the US military faced the need to rapidly train large number of people to perform complex technical task, from fieldstripping a carbine to navigating across the ocean to building a bomber. After the (World War II) the success of the wartime training model was replicated in business and industrial training and to a lesson extent in the secondary classroom. Benjamin Bloom (1955) published an influential taxonomy of what he termed the three domains of learning. Cognitive (what we know or think), Psychomotor (what we do, physically) and Affective (What we feel, or what attitude we have). This taxonomy still influences the design of instructional materials .
Instructional materials as defined in education code section 60010(L) provide instruction designed to ensure that students master all the physics contents standards for the installed grade level.
1.3 STATEMENT OF THE PROBLEM
The researcher intends to examine the following areas:
1. Importance of instructional materials to the academic.
2. Performance of secondary school students
3. Identification and selection of appropriate instructional materials .
4. Guidelines for effective use of instructional materials .
1.4 PURPOSE OF THE STUDY
For the purpose of this study, the researcher will
1. Analyze the needs or importance of teaching aids/instructional materials in the teaching learning process.
2. Find out if the schools are properly equipped with various instructional materials .
3. Find out if the teacher uses available teaching aids/instructional materials when teaching their subjects.
1.5 SIGNIFICANCE OF THE STUDY
This study is significant because it will enable teachers to realize and appreciate the importance of instructional materials and guide them in the selection of appropriate and suitable materials for effective teaching/learning process.
It is also aimed at helping the teachers to know that instructional materials stimulates children’s interest in learning and helps them to recollect what they have been taught.
1.6 SCOPE OF THE STUDY
This study will be carried out in six secondary schools in Egor Local Government area of Edo State which have been selected randomly those are:
1. Uselu Secondary School
2. Use Secondary School
3. Egor Secondary School
4. Uwelu Secondary School
5. Evbareke Secondary School
6. Federal Grils College
7. Adolor Secondary Schools.
8. Iyoba Girls College.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
EFFECTS OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF PHYSICS IN SECONDARY SCHOOLS
CHAPTER ONE
1.1 Background of the study
The study is designed to examine the influence of mother tongue on Students performance in Physicsin Junior School Certificate Examination. The study investigated if mother tongue is solely the cause of the students’ woeful performance in Physics in Junior School certificate Examination or if there are other complementing factors.
The subjects for the study were one hundred male and female SSI students drawn from various government schools in western Nigeria. Using simple percentage descriptive statistic, the research questions that were raised analysed. The findings reveal that mother tongue influences the students’ poor performance in Physics in Junior School Certificate examination and that there are other factors contributing tostudents’ poor performance in Physics. These other factors are poor method of teaching, lack of textbooks, language background and lack of professional growth and development of teachers. Measures that could be taken to enhance students’ achievement in every aspect of Physics are suggested also. The respondents’ age ranged between 10.52 and 15.17. The participants were those who have sat for the Junior Secondary School
Certificate examination. They were randomly selected across diverse religious and socio-economic background.
1.2 Statement of the problem
The importance of Physics as a school subject derives mainly from its utilitarian value to the larger Nigerian society. Physics is
the official language of administration and
commerce. It is major language of science. Above
all, Salami (2002) had emphasized the importance
of the use of Physics in improving
communication among the various ethnic groups
in Nigeria. He further highlighted the need for
improving the quality of spoken and written
Physics among school children.
However, one of the current educational
problems of public interest is that of poor level
of achievement especially in public examinations
(Kolawole 1998, Kolawole and Dele 2002). This
problem of underachievement among school
children has persisted in many subject areas such
as Mathematics, Physics and Science (Ivowi,
Okebukola, and Oladotun, 1992; Falayajo, 1997).
This poor level of achievement in many subject
areas may be due to poor foundation in Physics
language at the primary school level. There are
also several research reports, which support the
view that language inefficiency invariably leads
to poor academic performance (Ayodele, 1988;
Falayajo, 1997). No wonder why today, according
to Iroegbu (2006) much emphasis is placed on
the passing of Physics at credit or
distinction level in addition to other subjects to
enable any candidate gain admission into any
Nigerian Higher Institution of learning or be
placed well in a good white collar job.
In recognition of the importance of Physics
language for enhancing educational attainment
as well as for improving communication ability
of citizens, the government had made the subject
a core subject (FGN, 2004). It is also compulsory
for students to have credit in Physics
before entering the university. This also explains
why many parents go off their way to see that
their children pass at credit level or above in
Physics.
1.3 Research Objectives
1. To understand theeffects of mother tongue interference in the study of Physics
2. The understand the relationship between the mother tongue and the study of Physics
3. To know the solutions to challenges of studying Physics after learning the mother tongue
1.4 Research Questions
1. What are the effects of mother tongue interference in the study of Physics?
2. What are the relationship between the mother tongue and the study of Physics?
3. What are the solutions to challenges of studying Physics after learning the mother tongue?
1.5Research Hypothesis
H0: Mother tongue interference have a negative effect in the study of Physics
H1: Mother tongue interference does not have a negative effect in the study of Physics
H0: There is a negative relationship between mother tongue interference and the study of Physics
H1: There is a positive relationship between mother tongue interference and the study of Physics
1.6 Limitations of the study
There was limited time and finance during the course of the research
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
A REVIEW OF EFFECT OF QUALIFICATION AND EXPERIENCE OF PHYSICS TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS
CHAPTER ONE
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Physics” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the Physics
Experimental Physics is one of the most recently included subject content of the curriculum Physics it inclusion, Physics has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Physics are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Physics subject their role in education note much has been achieved in some selected schools in Shagamu Local Government Areaof Lagos state the effect of the deficiency in teaching Physics in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
The ineffective teaching of Physics schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Physics the schools
SIGNIFICANCE OF STUDY
The teaching of Physics has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of Physics in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of Physics would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of Physics is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a Physics culture oriented society which will augur well for the healthy development of the nation
SCOPE AND DELIMITION OF STUDY
The study will be restricted to Shagamu Local Government Areain Benin City Lagos state a large number of primary school is located there hence Shagamu Local Government Areawill serve as the centre of the study this will enable one to know the factor militating against effective teaching of Physics
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical problems
Physics laboratory is a place equipped for experimental studies in Physics
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
EFFECT OF CLASS SIZE IN EFFECTIVE TEACHING AND LEARNING OF PHYSICS IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Since Western education became firmly rooted in Nigeria, it has faced myriads of problems. Most of these problems are hardly lost on the various governments, whether during colonial or post-independence era. It has resulted in the setting up of various commissions (e.g. the Ashby Commission of 1960; the 1969 curriculum conference, etc) to examine Nigeria’s educational problems and make recommendations. These problems pertained to the quantity and quality of teachers, educational facilities, curriculum planning and development, etc. Adaralegbe (1983:16) noted that “a recurring feature in Nigerian secondary school system from its inception about 120 years ago was its poor staffing”. Adesina (1990:76) speaking on the physical facilities also observed “Post-independence Nigeria saw most Nigeria’s primary and secondary school buildings no better than they were during the colonial era”.
In fact, most of them are worse now having suffered from lack of maintenance and weather conditions (e.g. rain-storm). Though the various Governments, military and civilian, have given considerable attention to the provision of more teachers and schools, the reality in most schools today, from the primary to the tertiary levels, confirms that the problems still linger.
The problems of shortage of teachers and classrooms are intricately interwoven and when both combine with large pupil enrolment, the consequence is over-crowded classrooms. This is the sad truth in many Nigerian classrooms especially in the major towns and cities with many classes registering fifty (50) to
one hundred (100) students and above which is clearly above the internationally recommended standard (See Table 1).
The poor state of the physical facilities in the schools confirms Adesina’s (1990 p.76) observation that this aspect of the educational problem has been consistently ignored in educational “plans and reports”. He cited the ‘example of Banjo Commission (1961) in the then Western Nigeria and a similar One in the old Eastern Nigeria which failed to mention ‘inadequate physical facilities’ as one of the fifteen factors considered responsible for failing standard of education. Only the Old man Report on Northern Nigeria gave some attention to buildings and furniture in schools (Adesina, 1990). The consequence as noted by the West Africa study group of the Nuffied Foundation (1952) in their report on educational policy and practice in Tropical Africa is that “… most of the school buildings are poor and made worse by over-crowding…” (Adesina, 1990 p.70).
Ordinarily, the phenomenon of rural-urban drift in an emergent nation like Nigeria normally exerts pressure on the facilities and services such as hospitals, schools, transportation etc. However, the introduction of the Universal Free Primary Education (U.P.E.) first in the old Western Region in 1955 and later in the Eastern Region in 1957 as well as the launching of the U.P.E. Scheme by the Federal Government in 1976 compounded the problems of providing adequate facilities in schools to meet the resultant unprecedented upsurge in pupil enrollment (Akinyemi, 1983). With inadequate planning for the expected population explosion in schools, over crowded classrooms now become a permanent feature of academic setting at all levels of thee educational system.
In addition, Educational planning in Nigeria has always been thought of in terms of quantitative growth, which is usually above the financial capacity of the Government (Adesina, 1990). A recent example is the implementation of the current 6-3-3-4 system of education, which is seriously affected by lack of adequate funding and poor preparation. Even though the Federal and State Governments have shown serious commitment to educational development through their annual budgetary allocation to Education in recent years (allocation to Education sector is second only to Defense), the attention given to physical facilities is far from being adequate. The issue at stake is not how ‘huge’ the allocation is but how ‘adequate’. In a study by Ndagi (1983) on educational financing under military rule (1968-1978) it was found that:
of the financial resources allocated to secondary level institutions, over 80% -went to the personal emolument of staff and the maintenance of students while less than 10% went to the purchase of educational materials and equipment, (p. 195).
And in the case of the State Governments, the same study found out that.
of the resource allocated to secondary level education, on average, over 50% went to the personal emoluments of Staff and over 30% to the maintenance Of students while less than 15% was Used for the purchase of educational Materials and equipment; (pp. 195-196).
In the case of students’ furniture, some state Governments have completely handed off the supply. Students either pay to the school to purchase for them or they bring from home. The latter is more popular. Such furniture now come in all shapes and sizes presenting an ugly sight in the classroom.
The phenomenon of overcrowded classroom as well as poor quality and inadequate furniture in the classroom due to unlimited expansion has taken its toll on the educational system. Only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. The poor result of the Senior Secondary School examination (SSCE) in almost all subjects in recent years is one potent indicator. The increase in examination malpractices cannot be divorced from poor seating arrangement in classrooms. The quantity and quality of interaction in the class are likely to be adversely affected due to lack of space for moving round the class and the over whelming number of students that the teacher has to deal with within a forty-minute lesson. Nolasco and Arthur (1988) also identified five likely problems of large classes:
coping with the noise, persuading the class to use Physics , managing the introduction and setting up of activities, making limited resources go a long way and monitoring the work of individuals within the class (p.5).
These and many other problems inform the decision to conduct this study with the hope that it will help to draw more attention to this ugly situation under which learning is expected to take place and educational objectives are to be attained.
The Health and Physical Education domain provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health. This domain focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and groups in our society. This domain is unique in having the potential to impact on the physical, social, emotional and mental health of students. It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. Engaging in physical activity, games, sport and outdoor recreation contributes to a sense of community and social connectedness. These are vital components of improved wellbeing.
Students’ involvement in physical activity can take many forms, ranging from individual, non-competitive activity through to competitive team games. Emphasis is placed on combining motor skills and tactical knowledge to improve individual and team performance. Students progress from the development of basic motor skills to the performance of complex movement patterns that form part of team games. They learn how developing physical capacity in areas such as strength, flexibility and endurance is related to both fitness and physical performance.
Students progress from learning simple rules and procedures to enable them to participate in movement and physical activity safely, to using equipment safely and confidently. Students undertake a variety of roles when participating in sports such as umpire, coach, player and administrator and assume responsibility for the organisation of aspects of a sporting competition. This domain explores the developmental changes that occur throughout the human lifespan. It begins by identifying the health needs necessary to promote and maintain growth and development, followed by discussion of significant transitions across the lifespan including puberty, to gaining an understanding of human sexuality and factors that influence its expression. The exploration of human development also includes a focus on the establishment of personal identity, factors that shape identity and the validity of stereotypes. Students develop an understanding of the right to be safe and explore the concepts of challenge, risk and safety. They identify the harms associated with particular situations and behaviours and how to take action to minimise these harms.
Through the provision of health knowledge, this domain develops an understanding of the importance of personal and community actions in promoting health and knowledge about the factors that promote and protect the physical, social, mental and emotional health of individuals, families and communities. Students investigate issues ranging from individual lifestyle choices to provision of health services by both government and non-government bodies. In investigating these issues, they explore differing perspectives and develop informed positions. This domain examines the role of food in meeting dietary needs and the factors that influence food choice. Students progress from learning about the importance of eating a variety of foods to understanding the role of a healthy diet in the prevention of disease.
1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase class size across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum class size are relaxed, policymakers need to bear in mind that the effect of any increase in class size will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in class size might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing class size.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Physics, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF THE STUDY
1. To determine the effect of class seize on effective teaching and learning of physicsin Senior secondary schools.
2.To develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle.
3. To evaluate the implication of over-crowded class on students assimilation and understanding of physics.
4. To evaluate the level of competency and proficiency of teachers in teaching physics in Senior secondary schools.
5. To know the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in physics.
6. To recommend solution to the problems.
To findout ways class size affects teaching and learning of physics in Senior secondary schools in Enugu North Local Government Area of Enugu State.
2. To examine the effectiveness of the policy guiding teacher-student ratio in Senior secondary school physics
3. To examine how effective is the use of instructional materials in an overcrowded classroom environment.
1.4 RESEARCH QUESTIONS
1. What are the effects of class seize on effective teaching and learning of physicsin Senior secondary schools?
2.Can physics help to develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle?
3. What are the implications of over-crowded class on students assimilation and understanding of physics?
4. How is it possible to evaluate the level of competency and proficiency of teachers in teaching physics in Senior secondary schools?
5. What are the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in physics?
1.5 RESEARCH HYPOTHESIS
H0: The is no significant relationship between class seize of students and effective teaching and learning of physicsin Senior secondary schools.
H1: The is a significant relationship between class seize of students and effective teaching and learning of physicsin Senior secondary schools.
H0: Over-crowded class has negative implications on students assimilation and understanding of physics.
H1: Over-crowded class has positive implications on students assimilation and understanding of physics.
H0: It is impossible to evaluate the level of competency and proficiency of teachers in teaching physics in Senior secondary schools.
H1: It is possible to evaluate the level of competency and proficiency of teachers in teaching physics in Senior secondary schools.
H0: The are no challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in physics.
H1: The are challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in physics.
1.6 SIGNIFICANCE OF THE STUDY
1. The study when completed would enable the teacher and or instruction know the dangers associated with over-crowded classroom.
2. It would assist the government and education planner on recruitment and supervision of teachers bearing in mind the expected teacher-learner ratio.
3. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.
1.7 SCOPE/ LIMITATION OF THE STUDY
The study is on the effect of class seize in effective teaching and learning of physics in Senior secondary schools. This study is limited to government Senior secondary schools located in Enugu North Local Government Area.
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers in government Senior secondary schools Enugu North Local Government Area find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
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THE EFFECT OF FAMILY BACKGROUND ON THE ACADEMIC PERFORMANCE OF PHYSICS STUDENTS IN SECONDARY SCHOOLS IN OGBIA LGA OF BAYELSA STATE
ABSTRACT
This study was aimed at investigating the family background factors that can influence students’ academic achievement in Senior Secondary School in Nsukka Education Zone in Enugu State. To guide the study, five research purpose, five research questions and five research hypotheses were formulated. The design adopted for this study was Ex-post Facto design. The population of the study consists of all senior Secondary students from the fifty three secondary schools in the three local government areas in Nsukka Education Zone. The fifty three secondary schools in the zone have a population of seven thousand, nine hundred and forty five senior secondary students. Out of the fifty three schools, twelve schools were sampled using proportionate random sampling technique. In the twelve schools, all SSII students numbering eight hundred and sixteen (816) were used as the subject of the study. The research instrument was questionnaire on family background influence (FBI), designed by the researcher and validated by experts. The reliability of the instrument was established using Crunbach alpha method. The data collected were analyzed using mean and standard deviation while t-test statistics was used to test the hypotheses at level of significance. The instrument was pilot tested in Obollo Afor Education Zone, using 30 students. The reliability coefficient was 0.69. The finding of the study revealed that: Students from educated parents achieve more than those from uneducated parents in academics; students from high-income status parents enjoy considerable advantage in academic achievement than students of low income status parents because their parents were able to afford necessary materials and equipment needed for effective learning in the school; parental level of motivation also influenced students’ academic achievement because motivation and reward served as a form of reinforcement for children’s learning at school. Based on these findings, the study recommended among others that parents should diversify their sources of income to be able to provide fund for their children’s schooling. Parents should equally realize the importance of using rewards and other measures to motivate their children.
CHAPTER ONE INTRODUCTION
Background of the Study
Education is the best legacy a nation can give to her citizens especially the youths. This is because education is very important in the development of any nation or community. Education is the process of transmitting what is worthwhile to members of the society. According to Okafor (1981). Education embraces all those experiences of the individual through which knowledge is acquired and intellect enlightened. For Nwabachili and Egbue (1993) education is what goes on from one generation to another generation. In this context, education is the process of socializing the child to grow up as a fulfilled member of the society through informal, formal and non-formal process. Informal education is the process of acquiring knowledge about the environment and beyond through living with one another. According to Nwabachili and Egbue (1993) formal education is a consciously planned form of socialization in a formal setting such as school. They stressed that non-formal education involve all those systematic programmes and processes of education and training that is done outside formal education setting. All these forms of education cannot be achieved without the influence of the family.
Family is the first social environment the child finds itself. According to Clifford (1981) family remains the primary environment of the child. The author emphasized that family environment has more chances of increasing or decreasing the intellectual achievement of the child. Akubue and Okolo (2008), defined family as a small kinship structural group with the key function of natural socialization of the new born. Similarly, in Okunniyi (2004), family is defined as a primary social group of parents, offspring and possibly other members of the household.
Family background refers to all the conditions and circumstances in the family which influence the child physically, intellectually and emotionally Muola (2010). Children coming from different family backgrounds are affected different by such family conditions, that is why some children have good family background while some have poor background. Citing fleege, Eke (1999) noted that with some families, the background way vary from time to time for the same individuals.
Formal education therefore remains the vehicle for human development which must start from the family. There are different categories of families. The major categories of families according to Anderson and Taylor (2000) includes: Traditional families–where the father is the major breadwinner and mother at home rearing children; divorced families–families that have been reconstituted following the breaking of marriage; single parent families–likely headed by women; step families–with new siblings and new parents stemming from re-marriage.
A family could also be categorized as extended or nuclear. Extended families are those in which large group of related kin in addition to parents and children live together in the same household. This is the type of families prevalent in African countries. Nuclear families are families where married couple resides together with their children. This type of family is common in Western countries (Andersen and Taylor 2000).
Families are of various sizes. Family size has to do with the total number of people in a single family which may include the father, mother, children and even the extended members – all living in one hamlet. According to Alio (1995) family size has implication for education. The author emphasized that the size of the family determines to a great extent the relative amount of physical attention and time which each child gets from his parents. Large families are more common among the lower class of the society. Children
in large families may suffer poverty and lack parental encouragement and stimulus which motivate their academic achievement (Eamon, 2005). Similarly, smaller family size has been linked with high academic achievement (Majoribank 1996) Majoribank further stressed that students with fewer siblings are likely to receive more parental attention and have support that leads to better school performance Family (small or large size) remains the primary environment of every child. The families begin the process of education and provide physical and psychological needs of the child. This supports the view of Maduewisi (1982), that the environmental experiences from family, peer group and school location have great influence in determining child’s intellectual ability. She maintained that bright children from under-privileged family environment may turn dull due to impoverished family environment. She added that mental development influence intellectual development. This is in line with Hebb (1987) who observed that the innate potentials of children cannot be attained without adequate stimulating family environment because the child cannot do well intellectually. The implication is that a proper stimulating family environment with intellectual potential and appropriate teaching methods will definitely enhance maximum performance of the child.
Durosaro and Durosaro (1990) in their study attempted to investigate the relationship between students’ family size and their academic achievement; they found out that family size influenced academic achievement. Their study reveals that children from small size families performed better at school than their counterparts from both average size and large size families. Furthermore, Yoloye (1989) conducted a study to see if the family background variables might be useful in explaining their academic achievement. Some aspects of family background variables examined in the study include family size and parents’ educational status. His findings were that the polygamous family
sizes which were naturally large, reduces the chances of children going to school in the first instance. In addition, children from such backgrounds who are in schools have reduced chances of achieving their goals. Thirdly, parents of such families are mostly illiterate and incapable of providing adequate motivation for their children in schools as compare with the literate nuclear families.
The economic implication of large family size is better explained in Okunyi (2004) who observed from his study that as families get larger, parents cannot give their children the same amount of individual attention. They could not afford to provide them with so many of the things which will help them to make the best possible use of their years at school such as educational aids, and quiet comfortable rooms in which to do home work undisturbed by the television, outings to places of interest, leisure time pursuits, and opportunities for traveling. What is most probably important of all, according to him is the fact that the parents of large families were found not to talk with their children to the same extent as parents of small families.
Another aspect of family environmental factor is the structure of the family. Structurally, a family is either broken or intact. A broken family in this context is one that is not structurally intact for various reasons; such as death of a parent, divorce, separation, desertion and illegitimacy in which case, the family was never completed (Coukline 1996). Life in a single parent family can be stressful for both the child and the parent and such families are faced with the challenges of diminished financial resources, assumptions of new roles and responsibilities, establishment of new pattern in intra- familial interactions and reorganization or routines and schedules, (Agulanna 1999).
In single parent families, children may suffer some psychological and social problems which affect their academic performance. Danesy and Okedian (2002), in their
study, lamented that street hawking among secondary school students have psychologically imposed other problems, such as sex networking behaviour, juvenile delinquent behaviour, which take much of the student school time that necessitated the poor academic performance and drop out syndrome noticed among young school students. They also lamented that the maternal and paternal deprivation of essential needs of the young students have promoted their poor performance in public examinations, such as JSCE, WASSCE and NECO. Similarly, (Okunniyi 2004) asserted that a child who suffer maternal and paternal deprivation may experience academic problems including truancy in the school. This is because the child may lack some necessities like school fees, books and uniforms. These conditions, according to the authors, are not conducive for effective parenting because when the single parents are overburdened by responsibilities and by the own, emotional, reaction to their situation, they often become irritable, impatient and insensitive to their children’s needs.
Apart from the structural pattern of the family, another powerful variable in the family that determines the students academic achievement is the family socio-economic status (SES). According to (Jeynes 2002), the socio-economic status (SES) of a child is most commonly determined by combining portent’s educational level, occupational status, and income level. Social class and economic status of the parents determine the type of school and the standard of training they desire for their children. The occupation or profession of the parents, the educational level and whether the mothers are working or non-working mothers places them at an advantage or disadvantage to evaluate their children’s academic work and monitor their progress.
Status is often determined by the individuals economic attainment, though it is sometimes ascribed on the individual. Okunniyi (2004), identified three distinct socio-economic
groups or status which are common in many countries. They are: upper class- which is made up of rich business men and top government officials among others; middle class- which consists of skilled workers, professionals and middle ranked government workers and the lower class- which is made up of manual workers, petty traders and low income government officials.
Francis (2007) opines that the lower income families may be aware of the importance of education in the society, but at the same time, they are also aware of their limited resources to measure up with such educational demands. According to the author, a family that can scarcely provide for the basic needs of the family which include food, shelters and clothing will hardly motivate the academic excellence of their children, instead they will pressurize their children so seek for job opportunities with the little education they acquired so far to support the family. The implication of the agreement is that for families are likely to give their children poor academic background because of lack of financial support.
The socio-economic status of a family is capable of affecting the behaviour of the children and determine their aspiration. Families with high socio-economic status often have more success in preparing their children for school because they typically have access to wide range of providing their young children with high quality child-care, books and encourage children in various learning activities at home. They also have easy access to information regarding their children’s health, as well as social, emotional and cognitive development (Ojo and Yilma 2010),
Ojo and Yilma also noted that in all socio-economic groups, parents face major challenges when it comes to providing optimal care and education for their children and these challenges are more pronounced in poor families. This, according to them, is
because sometimes, when the basic necessities are lacking, parents must place top priority on housing, food, clothing and health care, regarding education materials and books as luxuries. They added that poor families may also have inadequate or limited access to community resources that promote and support children’s development and school readiness. They further asserted that these disadvantages can negatively affect families decisions regarding their children development and learning. This situation, according to Ojo and Yilma, may also expose the infants in poor families to a greater risk of entering kindergarten schools unprepared, unlike their peers from rich families.
Parents’ motivation is another family background factor which influence the academic achievement of students. Students under motivated condition, exhibits purposeful behaviour aimed at achieving academic set goals. The achievement of these goals determines the motive. Hickey and Lindsey (1995) clearly distinguished two perspectives of motivation; these are situational and dispositional perspectives. According to them, disposition perspective asks questions about students’ general orientation to learning which relates the students’ priority and students’ nature. The situational perspective according to the scholars focuses on learning context. These scholars further identified to factors that greatly influence students’ motivation. These are: interpersonal factors such as curiosity, perseverance, and autonomy (intrinsic-factors) and environmental factors such as parents, peers and sibling (extrinsic factors).
Research shows that supportive and attentive parenting practices positively affect academic achievement (Eamon, 2005). In addition, high parental aspirations have been associated with increasing students’ interest in education (Majoribanks, 2005). The effect of parental motivation and involvement in their children’s school has on academic achievement is less clear (Domina 2005), parental motivation and involvement in school
has been linked to both positive and negative influences on academic achievement (McNeal, 2001, Domina, 2005). Explanations for this discrepancy are not conclusive. It is thought that the type of involvement and motivation may make a difference and that in some cases parents become involved after their child has already had academic difficulties (Domina, 2005, McNeal, 2001). Other recent research has found more conclusively that while parental motivation may not help academic achievement, it does help prevent behaviorual problems (Domina, 2005).
Students with fewer siblings are likely to receive more parental attention and motivation and thus have more access to resources than children from large families. The additional attention and motivation leads to better school performance (Majoribanks, 1996, Thondike, 1997 and Samon, 2005).
Thondike reorganized seven ways of motivating students viz:
awareness on the part of the parents of the value of education whether such parents are literature of illiterate; existence of books, newspapers, comic books; good nutrition and sleeping habit; adequate facilities for sleep, for study and for rest; satisfaction of physical needs like food, shelter and clothing; objects in the home which challenges the child’s curiosity.
Douglas (1984) established a positive correlation between children’s academic achievement and motivation. The author laid considerable emphasis upon parental interest as a factor governing children’s chances of being awarded grammar school admissions. For the author, the simple most important factor that influence educational attainment of children appears to be the degree of parents interest in their children’s education. Douglas further stated that middle class parents express great interest in their children’s education as indicated by more frequent visits to school to discuss children’s
progress, buying relevant textbooks and other necessary materials needed in the school for their children. The author also found from his study that parental interest and encouragement become increasingly important as a spur to high attainment as the children grow older. He also attached importance to the child’s early years, since in many cases, performance during the first years of school is reflected throughout the secondary school. He suggested that during primary socialization, middle-class children receive greater attention and stimulus from their parents. This forms basis for high achievement in the educational system.
Students from low socio-economic status families may not be strongly motivated to do well in school and may not be knowledgeable about techniques of being successful in school. High socio-economic status parents who have benefited in a variety of ways from education serves as effective and enthusiastic advocate of schooling (Carlson, 2003). In line with this Okwulanya (2003) opines that motivation from educated parents strengthens the academic aspiration and language development in their children to perform better in their academic work. According to the scholar, some children may come from homes were academic is much valued, where there are books around them and most of the time, they see their parents reading. Their parents may give them books as Christmas presents. They encourage them to read many books wither by organizing mini library for them at home or by encourage to use the state library. The author went further to emphasize that some children may come from illiterate homes, where no importance is attached to books. In such families children scarcely see their parents at home.
In all, the researcher’s conclusion is that motivated students are likely to engage in an activity more vigorously and more effectively than unmotivated one. Motivation is always goal orientated.
The importance of parental level of education to academic achievement of students cannot be over emphasized. Students from professional and to a lesser extent managerial occupational backgrounds exhibit higher academic performance (Gary, 2001). In support of this view, Onochie and Okpalla (1985) opined that educational level of parents which is an indicator of socio-economic status has direct influence on child’s values and academic achievement in the school. They mentioned that children from illiterate families may learn little or nothing from home that can help them develop interest in academics. This is in contrast to what is obtainable from children from literature families where parents provide atmosphere conducive for the formation of good study habits (Qeca, 1980).
Parental occupation is also an important family background variable. The occupation of one’s parents may determine to a large extent one’s opportunity to attend secondary school or not. Ezeji (2001) noted that parents like their children to take to their occupation, like parents who are lawyers, doctors, musicians among others. Examples of such people in the country include Gani faweiheni, the prominent human right lawyer, Oliver Akalite (Oliver De coque) and Osita Osadebe who were famous musicians each of these great men had one or more of his children in his type of occupation. Uwaoma (2066) asserted that most vocational students were children whose parents were farmer or craftmen. In Nigeria most children whose parents cannot afford to pay for high cost of formal education enroll into apprenticeship programmes such as carpentry, brick laying, petting trading and others. In the study area, there is a seeming general poor performance among secondary school students. Evidences of the poor performances are seen in both students’ internal and external examination. For instance, the available records of WAEC result analyses from 2005 to 2011 indicate downward trends in students’ academic
achievement. According to the analyses, the achievement levels of students are as follows: 2005-27.53%, 2006-15.56%, 2007-25.54%, 2008-13.76%, 2009-25.99%,
2010-24.94% and 2011 -30.99% (source: WAEC Lagos).
It is against this background that the researcher is interested investigating the influence of family background on students academic achievement in Nsukka education zone of Enugu state. The researcher intends to investigate the variables in the family background with a view of assessing their relative influence on academic achievement of senior secondary school student in Nsukka education zone.
Statement of the Problem
Most students in Nigerian secondary schools are in greater risk of poor academic achievement in both internal and external examinations (WAEC and NECO). For instance, the available records of WAEC result analysis from 2005- 2011 show a continuous decline in students overall performance in school certificate examinations.
Government, parents, teachers and students blame one another for students’ poor performance in schools. Parents blame teachers for lack of dedication to duties. The teachers blame government for poor salaries hence they are poorly motivated, parents also accuse government for not equipping the schools with learning materials, government blame parents for not doing good home work and the students are blamed for lack of discipline and dedication to their studies.
In light of the above issues, the outstanding and relevant question is: what is the influence of family background on academic achievement of secondary school students?
Purpose of the Study
Generally, the purpose of the study was to find out the influence of family background on students’ academic achievement among senior secondary school students in Nsukka Education zone.
Specifically, the purpose of the study is to find out:
1. The influence of parental level of education on academic achievement of senior secondary school students.
2. The influence of parental occupation on students’ academic achievement.
3. The influence of parental income on students’ academic achievement.
4. The influence of family size on students’ academic achievement.
5. The influence of parental motivation on students’ academic achievement.
Significance of the study
Theoretically, the findings of this study are considered significant because it can help in providing empirical information in identifying and explaining the various family background variables and the influence of the variables on students’ academic achievement. This will help in better understanding of the phenomenon. Moreover, it is expected that the findings will help to explain the functionality of the theoretical postulations Maslow’s motivational theory. According to Maslow, motivation is very important in learning, and a learner under motivated condition, exhibits purposeful behaivour aimed to achieving the set goal. The students is motivated to learn when their physiological need like shelter, food, water, rest and safety needs like love and belonging. The satisfaction of these needs leads to the quest to satisfy higher needs which boarder on self esteem and self actualization. The understanding of this theory especially as it relates
to students teachers and parents would be of particular significance to researchers in the field of education and family studies.
Practically, the finding of this study will be useful to the following: the teachers, students, parents, school guidance counselors, Parents Teachers Association (PTA), educational administrators and the society at large.
The finding of the study will be of immense help to the teachers. The teachers will realize the necessity of individualizing their teaching by structuring their teaching methods and instructional resources to take care of the divergent parental backgrounds of the students. This method may yield more positive result than the traditional system which assumes that all children have similar family background. The findings of the study will also help teachers to exercise patience with slow-learners as they vary methods of instruction to accommodate divergent family background.
The findings will be of immense importance to students. The students will realize that their poor performance might not necessarily be their fault alone, especially those from low status families. Such knowledge will go a long way to reduce frustration in the students and also reduce drop-outs which occur as a result of frustration. Rather, the students should be made to adjust and help themselves by studying hard at home and also make proper of the books and materials that are provided for them at the school library.
Through the findings of this study, parents will realize the importance of improving their educational standard so as to influence their children’s academic performance. Parents will also understand the need for them to improve their socio- economic status so as to be able to provide the necessary motivation in form of learning materials and other things which will enhance their children’s learning and their academic performance. They will equally acknowledge the importance of positive motivations and
encouragement and provide some, by making the family environment more conducive for their children.
The school guidance counselors will also benefit from the findings of this study. They will be in position to guide and counsel students in the area of personal social interactions, academic performance and career choice.
The findings of the study will help Parents Teacher Associations (PTA) of schools in promoting the academic performance of student. This is because at PTA meetings, parents know their functions and responsibilities at home, to help solve their children’s problems both home and school environment.
The findings of the study will be of immense help to educational administrators. They will use the findings in the formulation of policy that will regulate equal educational opportunities for all children irrespective of their family background in the distribution of equipment, facilities and amenities to schools.
The findings of this study will help the society at large in identifying how family environmental variables such as what parents’ level of education, parents’ income, parents’ occupation, parents’ motivation and family size on student’s academic performance. This will act as a check on increasing low academic performance among students, occasioned by the fact that some parents, teachers and counselors do not have adequate knowledge/input required of them.
Scope of Study
The study is limited to secondary schools in Nsukka education Zone of Enugu state. The context scope of this study is limited to finding the influence of family background on academic achievement of students with particular regards to parental level of education; parental occupation, parental income, family size and parental motivation.
Research Questions
The study will provide answers to the following research questions:
1. What is the influence of parental level of education on students’ academic achievement?
2. What influence does parental occupation have on students’ academic achievement?
3. What is the influence of parents’ income on students’ academic achievement?
4. What is the influence of family size on students’ academic achievement?
5. What influence does parental motivation have on students’ academic achievement?
Research Hypotheses
The following hypotheses will guide the studying and will be tested at 0.5 level of significance.
1. There is no significant difference in the mean ratings of students in Urban and Rural Schools on the influence of parental level of education on students’ academic achievement
2. There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence of parental occupation on students’ academic achievement.
3. There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence of parents’ income on student’s academic achievement.
4. There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence of family size on students’ academic achievement.
There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence
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TEACHERS AND STUDENTS’ PERCEPTIONS OF EFFECTIVE TEACHING AND LEARNING OUTCOM IN PHYSICS
CHAPTER ONE
INTRODUCTION
Background of The study
All over the world, the importance of physics education as an instrument of nation building and national development cannot be over-emphasized. It is based on this axiom that Nigeria as a sovereign nation requires excellent qualified teacher and teaching aids in the students understanding of the need to effect a change in National Development through the teaching and learning of physics education in the senior secondary schools preferably those in SS1 to SS3.
There has also been a traumantic growth in commerce and industry since independence which invariably calls for specialized and qualified manpower to make the various aspects of the economy become imperative. This lead to the introduction of physics education as a separate subject of study in the new National policy of education. Physics education subject was also included in the curriculum that is geared towards producing a group of people who can study and improve the structure of Nigerian Economy. Physics education as a field of study provides individuals with sound knowledge on how to be self-employed and better the lots of people in his or her own society.
Profoundly, in Izzi Local Government Area of Ebonyi State, there has been a lot of factors militating against the teaching and learning of physics education in the secondary schools, which invariably calls for the study of this research work.
Consequent upon this foregoing therefore, we can briefly look at the word “teach and teaching”. The Oxford Advance Learners Dictionary 6th edition (2001:1220), defined the word teach to mean a given lesson to students in a schools, colleges, universities, etc to make somebody learn something by giving information about it to show somebody how to do something so that they will be able to do it by themselves. Lark (1995), also sees teaching as the interaction between a teacher and student under the teacher’s responsibility in order to bring about the expected change in the students’ behaviour. Alaezi (1990:1), describes teaching as the business of all those involved in the act of changing human behaviour and transformation of society for better, particularly when their actions render them perceptibly significant respectable and recognizable to others because of the consequences they accomplish and the unique manner they do them. He emphasized that a teacher must possess knowledge and method of imparting it that could bring about positive change in learners attitude or behavior.
According to Mukherjee, (2002), learning is seen as an inference from some performance of the organization resulting in an enduring change of behaviour. Hengenhan, (1982), defined learning as a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. Also, Omebe, (2001:5) defined learning as a change in behaviour that is as a result of experience and which cause people to understand situation differently.
It is therefore, a great concern in this regard to give absolute attention to the quality and the numbers of the teachers we have in the secondary schools to enable us achieve and attain the goals for which these secondary schools were established without any impediment or hampering this purpose. Hence, being properly trained as a professional teacher and having a sound knowledge of what to teach is the most vital prerequisite for a good qualified teacher. Unqualified teachers in our secondary schools today in teaching of physics education have acted persistently as canker-worm devouring the efforts of achieving the educational objectives for this subject. It is observed that a person can never give out what he does not have. Nwanna (1968) said that the personality of teachers has significant influence on student’s performance.
The proper application of teaching materials is very important in the effective studying of physics education . The quality of the teaching materials used in teaching and learning appear to affect greatly the teaching and learning of physics education . According to Okorita (2004), there is urgent need to provide the schools with facilities and materials so as to boost the teaching and learning which will call for education for all the year 2010. Writing further, he attributed the largely factors affecting the teaching and learning of physics education in secondary schools to lack of adequate facilities and teaching materials in the school surrounding which could have facilitated the teaching of the subject.
In teaching physics education , methodology is a veritable tool for the conveyance of the principles or theories of physics education as well as materials to the students for the achievement of the goals of that institution. According to Ali (2001), says “methodology uses materials in an instructional setting to send the principles (knowledge) which could be the cognitive, the affective and the psychomotor aspect of the school’s curriculum.” Ugwu (2001), emphasized the essentiality for a teacher to select most effective method amongst other for a given purpose, if he must satisfy the learners need to know and his desire to participate actively in the instructional process.
The interest and attitudes of teachers and students over teaching and learning of physics education in secondary schools are of great effects. Onyeji (2000), of his view that the teacher’s attitude discourages and scares away students from studying the subject. This is so, if the students are not properly guided, they become scared of the teachers and the subject resulting in lack of interest and the student’s performance tend to be poor since effective teaching do not take place.
Statement of The Problem
Physics education is being taught in secondary schools in Izzi Local Government Area and it has been observed that students performed poorly in the Senior Secondary Certificate Examination which formed the problem of the study. In that, it has been observed that there are lots of factors militating against the effective teaching and learning of physics education in secondary schools which include lack of qualified teachers, lack of instructional materials, poor methodology of teaching, attitudes and interest of teachers and students in teaching and learning of physics education , etc.
Purpose of The Study
The general purpose of the study is to identify the factors affecting the effective teaching and learning of physics education in secondary schools in Izzi Local Government Area.
The study is specifically designed to:
Significance of The Study
This study will help to make our educational administrators to see the need to have qualified physics education teachers if not available to handle the subject and effectively for the benefits of the students and society at large.
It will also helps to sensitize the educational administrators to appreciate the need to make available the necessary materials, examples chalkboard, graph, audio-visual materials, etc that will enhance effective learning of physics education if they are not available.
This study will if need be direct the physics education teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about the above mentioned desirable experience in the learners. This study will have a great significant to economists for formulation and evaluation of their plans.
It will be useful to learners to identify the factors affecting the teaching and learning of physics education . It will help to identify the factors affecting the teaching and learning of physics education . It will help to produce sound physics education students that will function well in the economy.
This work will serve as a source of encouragement to students and teachers that will come across it. It is hoped that the findings of this study would also form the basis for further research work by future researchers on this issues.
Research Question
The following research questions guided this research work:
Scope of The Study
The study deals with the factors affecting the effective study of physics education in secondary schools in Izzi Local Government Area of Ebonyi state. It geographically covers the five selected secondary schools in Izzi Local Government Area of Ebonyi state.
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A REVIEW OF IDENTIFICATION OF DIFFICULT TEACHING AND LEARNING TOPICS IN IN SENIOR SECONDARY SCHOOLS CURRICULUM IN NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According to Horny (2000), the word “Identification is defined as the process of showing, providing or recognizing who or what somebody or something is”.
Therefore, the identification of difficult teaching and learning topics in SS3 physics curricula in Nigeria can be seen as the process of showing or providing or recognizing the difficult topics in teaching and learning physics in SS3 curricula in Nigeria.
But, in order to identify the difficult teaching and learning topics in SS3 physics curricula, we have to look into how the definitions of the word curriculum have been offered by different educationists.
Curriculum, according Hosford (2005) in Badmus (2006), is a set of experiences planned to influence learners towards the goal of an organization. However, Lawis and Niel (2002) cited in Akanybon (2007) define curriculum as a set of intentions about opportunities for engagement of person to be educated with other persons and with things (all bearers of information, process, techniques and values) in certain arrangement of time and space.
On the other hand, Tanner and Tanner (2000) in Akangbon (2007) see curriculum as the cumulative tradition of organized knowledge, modes of thought, a planned learning environment, cognitive/affective content and process, an instructional plan, instructional outcomes and a technological system of production.
Therefore, the content of the curriculum and the methods employed to present the content have to be determined by the nature of the society and the nature of the learner.
Physics is one of the three main branches of pure sciences, the other two being physics and. Physics deals with the composition, properties and uses of matter. It probes into the principles governing the changes that matter undergoes. So, it is not, of course, for those who teach physics in schools to concern themselves directly with the economic future of the nations for which they work. But it remains a fact that students want to do useful things and that they will profit from being shown how they can contribute to a dynamic part of their country’s industry. This provides an added reason for teaching physicsin school.
The teaching and learning of physics, on the other hand, is not a simple job for those who teach the subject and learners. The fact that some terms in physicscannot be observed or be related to the physical activities, makes the teaching and learning of some topics in physics very difficult for teachers and students. In other words, the teaching and learning of some topics in physics involves mathematical expression and critical thinking.
is the science concerned with the study of physical objects and substances and of natural forces such as light, heat and measurement. As is based on exact measurements, every such measurement requires two things; first a member or quantity, and secondly a unit. All branches of it deal inevitably with difficulties whose solution, are often envisaged to benefit humanity. Unfortunately, some students in SS3 hardly register the subject in the SSCE examinations because they find some of its topics very difficult to understand. Many reasons, according to Charles and Chester (2001), might be broadly deduced for students’ poor performance in and these included:
Psychological factors like confidence, cognitive styled decisiveness, ideational fluency, intellectual ability attitude, curiosity and so on.
is the central subject from the post secondary school level because it is the medium of instruction for all other subjects. It is therefore, the servicing subject for all other subjects. According to Anibueze (2007), there are many problem teachers and students encounter in course of teaching and learning . Such problems are classifies as:
Anibueze (2007) says that, there are factors militating against the effective teaching and learning of and other subjects. Such factors are:-
– There are the problems of poor development of listening and speaking skill. Teachers have no recorded utterance in Standard English for the teaching of the language. There is no teacher’s model reading for students to listen to in the classroom. No radio or television set has been brought into the class for students are urged to listen to each other in English but most often, they listen to all sorts of corrupt English or English full of errors. Some student’s most often, code-switch or code-mix when using the language. Sometime they pick nonsense varieties of English from home video, radio, television programmers and films, many of what they listen to is awful.
– In speaking-skills their spoken English is influenced by their native speech habit and their linguistic community. In other words, their mother-tongue interferes in their spoken words. They have the psychologist problems too.
– Students are taught without teaching aids or instructional materials. In the library, there are some antiquated materials that are not in any way related to the contemporary issues, syllabuses or scheme of work, which makes teaching and learning difficult.
The efficient use of different methods in the course of teaching helps, in no small measure, in the involvement of the three domains (cognitive, affective and psychomotor), which invariably will lead to the realization of physics, and teaching and learning objectives. Students and teachers also maintained that the topics are difficult because, instructional materials for teaching and learning of the topics are short in supply and the available ones are not properly in use for the teaching and learning of the difficult topics.
1.2 STATEMENT OF THE PROBLEM
In most of our senior secondary school certificate examination, there is always a mass failure in physics, and curricula, both students and teachers of physics, and complain of their difficult in getting on with the subjects. Most problems in teaching and learning of physics, and are:
1.3 PURPOSE OF THE STUDY
The purposes of this study are to find out:
1.4 SIGNIFICANCE OF THE STUDY
The identification of the topics that teachers find difficult to teach in the senior secondary physics, and curricula in Nigeria and the probable solutions to the problem will go a long way in solving the problem of ineffective teaching of all aspects of physics, and and improve on the students performance in internal and external examinations like WAEC, NECO, JAMB etc. in addition, the study would be significance for:
1.5 RESEARCH QUESTIONS
The following research questions guided the study:
1.6 HYPOTHESES
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Account Number: 3139283609
Bank: FIRST BANK
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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COMPUTER SYSTEM AND THEIR ACCESSORIES IN TEACHING AND LEARNING OF PHYSICS
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using computer system and their accessories to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill. This paper tries to analyze the necessity of computer system and their accessories technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Physics teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of computer system and their accessories in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Computer system and their accessories is now permeating the educational system as a tool for effective teaching and
learning. With computer system and their accessories, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Computer system and their accessories access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by computer system and their accessories technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Computer system and their accessories is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, computer system and their accessories means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described computer system and their accessories as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Computer system and their accessories could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed computer system and their accessories as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of computer system and their accessories as:
The power of computer system and their accessories lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that computer system and their accessories technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of computer system and their accessories has made it very possible for learners to become more involved in their work. With computer system and their accessories technologies, they can create computer system and their accessories applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that computer system and their accessories involves processing, storage, generation, manipulation and retention of computer system and their accessories system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that computer system and their accessories resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of computer system and their accessories technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.
However, Babajide (2003) identified different types of computer system and their accessories communication, some of which include physics hardware, physics software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Computer system and their accessories in Education
Computer system and their accessories in Education has been extremely effective in teaching individuals a wide range of subjects. Computer system and their accessories is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Computer system and their accessories has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing acomputer system and their accessories application that is interactive and multi-sensory can be both a challenge and thrill. Computer system and their accessories application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to computer system and their accessories information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of physics(Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and computer system and their accessories instruction is considered as a necessary tool for this purpose. However, the presence of computer system and their accessories alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of computer system and their accessories instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of computer system and their accessories on their own. Teachers need to actively participate in the use of computer system and their accessories facilities. They have to be trained in the use of computer system and their accessories and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to computer system and their accessories utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of instructional computer system and their accessories in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of computer system and their accessories by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of computer system and their accessories facilities for teaching and learning of physics.
4. Identify factors, if any, which limit the use of computer system and their accessories by the teachers.
The study is structured to provide answers to the following research questions:
1. How available are the instructional computer system and their accessories for teaching and learning in physics?
2. What is the pattern and frequency of use of the computer system and their accessories for teaching andlearning by the lecturers of the facility?
3. How adequate are the computer system and their accessories facilities for teaching and learning of physics?
4. What factors limit the use of computer system and their accessories by teachers of the subject?
H0: The application of audiovisuals does not have a significant positive impact in teaching physics in junior technical schools in Oredo LGA, Edo state
H1: The application of audiovisuals have a significant positive impact in teaching physics in junior technical schools in Oredo LGA, Edo state
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>