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An Investigation Into The Factors Affecting The Effective Teaching of Physics Practical Among Senior Secondary Schools in Katsina Metropolis.
An Investigation Into The Factors Affecting The Effective Teaching of Physics Practical Among Senior Secondary Schools in Katsina Metropolis.
An Investigation Into The Factors Affecting The Effective Teaching of Physics Practical Among Senior Secondary Schools in Katsina Metropolis.
INTRODUCTION
The study of science cannot thus be complete without experiment work, but if we
recall some few years back, we would see that physics has always been taught in most of
our Secondary Schools, as a body of theoretical knowledge and little or no attempt has
been made to approach the teaching and learning of physics in a practically oriented way.
These studies led to the accumulation of a large body of information, which is embodied
in quantitative laws and theories, which in turn lead to further discoveries. From these
scientific discoveries, the inventive mind of man developed the machine and industrial
knowledge and skills provide practical assistance in helping people make informed
decisions and choices concerning life that best suit them (Hirschfeld, 2012). Physics
generates fundamental knowledge needed for the future of technological advances that
will continue to drive the economic engines of the world (Amunga, 2011, Nashon, 1989).
take advantage of scientific advances and discoveries (Kuhn, 2012, Freeman, 2012). All
Physics, the study of matter, energy and their interaction, is the bedrock of
development in the modern world. The word “development” as it is being used today
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emphasizes advancement in physics-based technology. This manifests in all areas such as
United States of America, Britain, Japan, China, Russia and most European countries are
denoted as developed countries and most countries in the sub-Saharan Africa and Asia
are denoted as either underdeveloped or developing nations. Therefore any nation that
pays lip service to the development of physics education will surely lag behind among
comities of nations. It is on the basis of this that African countries must find ways of
Schools levels.
Physics is a difficult subject to learn (Veronika, 2017). Students always have this
kind of perceptions and low confidence which lead to fewer students to take up physics at
school (Salmiza, 2012). According to Dolin’s study (as cited in Angell, 2004), physics
needs students to learn many types of representation such as experiments, graphs and
mathematical symbols. Students would have to understand and learn the transformation
of all these representations. Other factors that hindrance students to study physics are
because they are not interested in the subject, boring, difficult and irrelevant to daily life
(Hirschfeld, 2012). One of the reasons is because teachers have not self-confident enough
to teach physics using practical work where they prefer to use traditional teaching method
experiments (Kibirige & Tsamago, 2013). Besides, lack of laboratory facilities and less
of exposure to practical instruction are also the factors lead to the poor achievement in
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physics at school (Daramola, as cited, in Musasia, Abacha, 2012). Teachers also lack
exposure to science process skills to carry out activities in class. Therefore, teachers are
trying to avoid the practical work due to the lack of laboratory facilities.
Experiments are undertaken to obtain new knowledge, to confirm predictions and to test
the validity of assertion of others. In the laboratory which considers wasting time and
students to expand their manipulative skills and scientific attitudes (Josiah, 2013).
Therefore, practical work needs to be reinforced during physics class to change students’
perception towards physics and improve the achievement. For this reason, researcher
and appropriate experiments are necessary for the effective teaching of physics practical
and learning physics as a whole; one is not astonished to find students within Katsina
Metropolis record law percentage of passes than others in Senior Secondary Schools
certificate in physics.
The fact that science is about learning about the real world, knowledge of how
things work suggests that students’ knowledge should be applied to real life situations
(Sadiq, 2003, Lunetta, 2007). Hence it is not surprising that policy makers put much of
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the blame on science teachers for the lack of creativity and practical applications by the
students. Physics practical work involves learning through selected contexts that promote
students’ motivation and engagement as a result of relevant learning episodes drawn from
everyday experiences and phenomena (Stanley, 2000). Physics practical work provides
students with opportunities for understanding and manipulating the complex and abstract
practical work helps diagnose and remediate students’ misconceptions. It motivates and
interests students in science (Nashon, 1989). As a result physics practical work endears
the learners to confirming and gathering new insight into scientific knowledge. They take
charge of their own ability to investigate and question nature (Hirschfeld, 2012). This
study is to investigate how physics practical work can help in learning physics and
Judging from these facts, it could be stated that science laboratory and
experiments are success determinants in the school physics practical and therefore the
The purpose of this study is to investigate the problems that affect the effective
Allocation of time for physics practical n the school lesson time table is difficult
as most of our Secondary Schools within Katsina Metropolis do not include practical
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Physics practical is handled by the teachers in most of our Secondary Schools
indicate that students were merely made to see physics as a collection of rules. It is
assumed that proper conduct and involvement of the students has become less valued,
physics students are likely to be passive listeners even in the laboratory as they watch the
teachers carry out the teaching theoretically or carry out experimentally (Anele, 2011).
In teaching practical stress is another teacher’s problem. A stress result when the
condition etc. resulting from the lack of laboratory equipment’s for conducting the
experiments has been identified as a source of stress in some part of the world (Akpan,
2001).
conduct the practical, lack of manual to guide the students in conducting practical and
finally lack of good supervisors to help and watch the student while conducting practical.
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1.4 Research Questions
The following questions are formulated to guide the study:
1. To what extent do our Secondary Schools have adequate number of qualified
physic teachers in Katsina Metropolis?
2. To what extent does inadequate provision of laboratory materials constitute a
factor in teaching and learning of physics practical among Senior Secondary
Schools Katsina Metropolis?
3. Does physics practical improve learning and enhance the study of physics among
Senior Secondary Schools in Katsina Metropolis?
1.5 Research Hypotheses
The following hypotheses are formulated to guide the study:
Ho1. There is no significance difference in student’s performance on the factors
affecting the effective teaching of physic practical in Katsina Metropolis.
Ho2. There is no significance difference in student’s performance on the factors
affecting the effective learning of physic practical in Katsina Metropolis.
1.6 Basic Assumptions
The research assumes the following.
Katsina Metropolis.
Metropolis.
3. Student with good physics practical knowledge performs better than those with
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1.7 Significance of Study
It is the hope of the researcher that the work will acquaint the physics teachers
with the problems of physics practical teaching. Apart from this, it will also be of
immense use to other teachers in Chemistry, Biology and Agricultural Science who are
faced with similar problems. Furthermore, it will make the physics students know where
emphasis should be laid to further enrich the study and learning of physics.
It will also help the teachers to understand the need to always supervised their
students while carry out experiments and also to ensured that laboratory materials are not
only adequate but also working condition and also see and understand the need to always
display and discuss the safety, rules and regulations with the students.
It is also help the students to develop their knowledge of world and their
understanding of some min ideas, theories and models that science uses to explain. It
helps the students to learn to learn how to use laboratory equipment’s and to follow some
scientific procedures.
school administration and government the problems facing both students and teachers in
teaching and learning of physics practical. This will enable them to take quick action in
Finally parents would also get to know the problems encountered by their
children and help them to correct the challenges faced. Hopefully this will help students
to past their examination successfully and also percentage of massive failure in physics
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practical in Waec/Neco among the Schools that offered physics in Katsina Metropolis
will be decreased.
This study will strictly be limited to an investigation into the factors affecting the
Metropolis, in order to obtain useful and relevant information about the findings, only
Senior Secondary Schools that offer science subjects would be considered. Due to the
time factor and financial problems, the research will only cover five selected Senior
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1.9 Operational Definition of The Terms
PHYSICS: Is the study that deals with behavior of matter and energy.
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
Since the origin of man, the tendencies to improve on science and scientific
studies and researchers have been tremendous. As a result of this awareness as regard
science, researchers have probed into various areas of academic life. Much study has thus
Secondary Schools, variables involving both teachers and students as far as these
researched over the last decades. Very few studies have found that practical work would
improve the understanding of scientific knowledge using pen and paper test.
connected with reality rather than the ideas and theories. It is also the knowledge
acquired through practical approach to carry out scientific investigation and teaching as
practical approach means any teaching and learning activities that involve students in
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The term practical is used in preference to laboratory work because location is not
a silence feature in characterizing this kind of activity. This means that the observation or
manipulation of an object could take place in the school laboratory or in out of school
(outdoor laboratory) setting such as learners home, workshop, industry farm and garden
etc. when studying aspects of physics, chemistry, biology and agricultural science.
Physics is a science based on experiences and whose facts are found empirically
(Michael & Möllmann, 2012). The most suitable in relation to teaching and education is
concerned is the successful deployment of the tools you have, because the tools
themselves cannot accomplish the work of education, i.e., the laboratory more accurate,
more perfect simulation, the more consistent mathematical development or historical and
epistemological development can foster more accurate or direct the student to learn lines,
and even more, knowing a student's level of technology, which is the product of a process
Expressing the teaching of physics practical, Agagu (1980) wrote that “absence of
a well-equipped laboratory in science teaching prevents the students from having the first
experience about the subject” She also went on to say that the first-hand experience got
by students during practical periods helps them in remembering the content of the
subjects.
Learning which involve the students going to the laboratory and getting involved
in manipulating and observing things in a systematic way can be called practical works.
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Wherever this exercise takes place it does not matter because it can be in the field to
observe animals and plants or it can be an educational trip (Millar, 2004). The
about contemporary scientific research and engage in inquiry at the frontiers of scientific
knowledge. In sum, laboratory investigation holds significant promise for being able to
support conceptual and epistemological learning when facilitating conditions are put in
place for students (Bell, 2005). For more than a century, laboratory experiences have
been purported to promote central science education goals including the enhancement of
skills and problem solving abilities; scientific ‘habits of mind’; understanding of how
science and scientists work; interest and motivation (Hofstein, 2007). Thus, the
laboratory has been given a central and distinctive role in science education, and science
educators have suggested that rich benefits in learning accrue from using Laboratory
activities (Hofstein & Lunetta, 2004). Inquiry-type laboratories have the potential to
develop students' abilities and skills such as posing scientifically oriented questions,
(Hofstein, 2007).
Practicals help the students understand scientific concepts and acquire science process
skills. Practicals can be of two types of class practicals with students free to use the
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instruments available. These are open-ended and help the students develop scientific
mind. The other is demonstration by the teacher (Millar, 2004). In teaching Physics,
makes it possible to retain those aspects of experiments which make them purposeful for
learning and can give a starting point for students’ own construction of knowledge, that
it, the generative view makes it possible to retain those aspects of experiments, which
make them purposeful for learning by giving a starting point for students’ own
construction of knowledge during the learning process. The reconstruction also helps to
conceive the experiments with their correct historical role and helps to bring back the
generative use of experiments in teaching, which, after all, has never vanished from the
practice of Physics. Experiments are essential in any kind of Physics teaching especially
low cost Handson experiments, which have many advantages for Physics teaching, in
practical class is given along with the classification and importance of the same. It is
hoped that this much background will be sufficient for motivating students to start
Physics practical in the laboratory even if the prior theory of the experiment or the
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distribution theory of errors has not been taught beforehand (Agrawal, 2010).The primary
well as the depth of learning experiences. The impact of seven experiments designed in
different branches of Physics and systematically tried on college students was analyzed.
Research has shown that the effect of demonstration makes little significant
when students make hypotheses and discuss them, when they create experiments, verify
their hypothesis and make conclusions (Svedružić, 2008). To prepare students for further
studies they need to think critically and apply knowledge acquired meaningfully (Zdenek,
2008). However, it has been shown that experiments allow students to observe
phenomena, test hypotheses, and apply their understanding of the physical world are the
most effective. Perhaps of equal importance, experiments have the power to motivate
(Chris & Michael, 2006). This is given credence by a study conducted by (Daniel 2012).
In that study, they found that it was possible to change the ideas about the magnetic field
concept of high school students through experiments making and collaborative work.
They suggested that the methodology they used for working with the magnetic field
concept could be used for the whole high school Physics course to find if it produces
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similar results, that is, in order to help students in their conceptual comprehension of
students are able to perform numerical measurements and related computer estimations of
physical quantities. Further, through intensive and active discussions and debates, the
students interpret new facts and data to make them meaningful for themselves. This leads
the foregoing, it can be concluded that practical work enhances relational understanding
of Physics concepts. The proposed study contends that perhaps this enhanced
positive effects on retention. However, the reality on the ground is that most experiments
are sterile which are also accompanied with un-illuminating exercises whose purpose is
often lost on the learners. In many countries, practical work is ill conceived, confused and
practicals is not related to science at all. There is usually limited planning and
formulation of hypotheses, mostly done by the teachers. In many cases the experiments
are derived from mostly irrelevant cultural settings with the attendant equipment
observations set by the teacher, cookbook style. This research acknowledges the great
role that well planned and delivered practical work in Physics can play in influencing
students learning Physics in the Nigerian Secondary Schools. For this to happen, practical
work has to form a central part of classroom learning of Physics. Deliberate effort have to
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be made to attract and retain students in the Physics class by appealing to the curiosity
of physics practical in our Secondary Schools. The laboratory has been defined by
Pinchas (1979) “as a place where science students are engaged in hands on activities such
and importance of practical equipment in the teaching of physics practical, Victor (1975)
went on to say that when children are able to do work with a wide variety of materials,
their experience becomes real. He continued by saying that for any science programmed
to be effective, there is the need for adequate supply’s equipment’s for our laboratories.
Iya (1989). Observed the need for laboratory equipment and practical activities.
He wrote we need better-equipped science laboratory so that students can learn with their
hands. Each school laboratory should have the basic maximum equipment for teaching up
laboratory work, they tend to understand the more and this better understanding enhances
their achievement.
procedures. There are some important achievements such as the attainment of a greater
maturity and autonomy of thought by the students. It is certain that when students
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participate actively in laboratory work, they tend to understand the more and these better
(2003) that 80% of failure students are due to the in ability of students to perform well in
practical work. Some students never use the common physics apparatus before facing
major examination.
Many researches have been carried out on the problem that affects student’s
performance in physics practical in different parts of the world. One of such project was
carried out by Sawyer (1987). He said that the problem of teaching physics practical will
psychological needs of the students and are able to do their best in the presence of limited
facilities.
In addition to this, Sawyer (1987) claimed that the greatest of all problems of
education is the shortage of graduate teachers. His reasons include the following:
enable the dissemination of the right type of education to the students. It is thus clear that
a good and well-qualified teacher is an asset to his students because he will be able to use
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Fafunwa (1967) reveals that a teacher is an important factor in the system and
without the services of well-trained teachers, the services of a well-trained teacher; the
school will be more of a curse than a blessing. Also supporting Fafunwa’s view is Ukeje
(1968). Who emphasized that there is a direct relationship between quality of the
Most qualified teachers are concentrated only in the urban areas. The rural areas
are left with unqualified teachers who cannot impact the right knowledge to the students.
This is one of the reasons why students in big cities and urban centers perform better in
observed that despite the fact that the training of teachers has increased over the years,
many Schools particularly in remote parts of the country lack qualified teachers. Katz
view on school in Canada is also true about Schools Katsina Metropolis. The significance
of such observation is that students who attend well-equipped Schools in the urban
centers perform better than students who attend Schools that are ill equipped in rural
areas.
It is worthy to note what Odumbo said, “if one were to take a census among
school teachers of mature experience about the major problems that face science teaching
in Africa, one could probably come up with a list which contains the following short-
comings:
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ii. The rigid adherence to syllabus by most teachers
The research work of Odunusi (STAN) said vast and varied experience in science
is the most important competence a science teacher should have and that science teaching
should be handled by the disciplined. It was also shown that modern concepts of “inquiry
process and discovery approaches” were very relevant to modern science teaching.
Odunusi (1980) said that it is very important to note at this junction that only
professionally trained and fully certified teachers could be very effective when it comes
examination could be due to their attitude or their interest towards the subject. Several
students have negative attitude towards the subjects because it involves some
mathematical manipulations.
Most students often to do Biology as the only science subject because it was made
compulsory that every student’s must pass one science subject before getting a grade in
SSCE examination.
Awoniyi (1975) noted that every child does best in the subject in whom he/she is
Evan (1965) also noted that for students to learn anything he/she must be
interested in it therefore, he/she believes that success is likely where interest is profound.
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Schrocher (1977) classified motivation into primary and Secondary and maintained
that primary motivation such as praises, blame and recognition could activate learning.
Among the issue, which have been observed to have influence on teachers,
performance are training programmed and refreshers courses, prompt payment of salaries
and allowances.
Fafunwa (1971) writing on the lot of African teachers was of the opinion that
African teachers like his colleagues in most parts of the world were mostly poorly paid
among all professionals. He further observed that even the labour class enjoys greater
security than the teachers. The implication of the above comment is that in place where
money means almost everything and the extended family system is an aspect of the
people’s culture, good pay and job security are important factors that could affect the
teacher’s performance.
Arabayi (1981) noted that no job could be satisfying without a handsome package
of fringe benefits. In fact, job satisfaction can be achieved among Secondary school
teachers if they are provided with enough incentives by way of fringe benefits. For
instance, the level of job satisfaction of physics teachers could be raised if they are paid.
Nigeria (STAN).
Seashone (1985) found out that higher job satisfaction was related to more
challenging jobs. The implication of Seashone in his finding is that the more teachers’
work become challenging the more satisfied they become with their jobs. Money and
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individual incentives have proved to be successful motivators of human effort in many
kinds of organization. It then follows that prompt payments of teachers’ salaries and
Murphy (2007). In this theory, Benjamin Bloom suggested that children’s level of
achievement and rate of learning in different academic subjects as well as their emotional
what can be thought of as teacher effectiveness including the extent to which the
instruction to be given is appropriate to the learner. He noted that even though the way
children are taught is important; there are other factors that influence the way students
The study attempted to investigate the factors which affect the teaching and learning
which is expected to improve the quality of instruction and the teachers’ effectiveness in
delivering the Physics Practical content required to students. The areas considered in the
study which affect the teaching and learning approach in classroom teaching are teachers’
attitude, teaching and learning facilities, learning environment and adequate equipment.
Other factors also include teaching methodology and students’ attitude towards physics
as a subject.
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Figure 1.1 Interactions of Elements of the Theoretical Framework.
Figure 1.1: The flow chart the areas of concern which may affect the effective teaching
and learning of practical which will then affect the students’ performance in Physics.
There are many studies available that have been contributing on the factors
Rukayya, Nura, Mujittafa, Buhari, & Rukayya (2015). They researched on the
problems that are facing students in the conduct of physics practical. The research
adopted a descriptive survey research design, the population of the study constitutes of
about (1413) student, and (20) teachers, out of which only (306) students, and (15)
teachers were randomly selected as the sample. During the course of the study, a lot of
problems have been discovered, which were: problem in identifying physics apparatuses,
setting the apparatuses, making observations, taking readings, plotting of graph, lack of
22
lack of appropriate time allocation to physics practical among others. The
Also a research by Solomon & Kedir (2015). On the Problems in the Teaching and
Learning of Physics at the Secondary and Preparatory Schools, The study explored
problems in the teaching and learning of physics from the following perspectives:
problems related to school facilities, teachers, students, plasma instruction and the extent
to which the school is conducive for practical activities. The research methodology
employed in the study was a descriptive survey. Purposive, stratified and simple random
sampling techniques were used to select the data sources of the study. Educational
at zonal and woreda levels were the subject of the study. Questionnaire and interview
were the major data gathering instruments used for this study. Besides, some document
analysis and personal observation were made to get additional evidences to the study.
Numbers, percentage, mean values, grand mean and mean rank were the statistical tools
used to analyze the data obtained from the subjects. As the data collected showed,
besides students background to learn physics, the main problems that encountered in the
teaching and learning of physics are, Inadequate space for lab or lab facilities outmode,
23
Another finding by Ezellora (2000). He research on the effect of teacher’s
Schools. His result States that “good and qualified physics teachers help in students
learning of physics practical”. He pointed out in his research on the influence of the
location on teaching practical and also reveals that the location of the laboratory has
will not be conducive for learning due to the distraction from the environment. Teachers,
proprietors, and the government must be prepared and encouraged to create awareness of
the importance of laboratory practices to learning of theoretical physics. The survey type
of descriptive research design was adopted. The sample for the study consisted of 100
Senior Secondary Schools Physics students and the teachers that prepared and presented
the students in each school for West African School Certificate Examination. The year’s
result summary for each school was collated with the bio-data of their respective Physics
teachers. Four hypotheses were postulated and tested at 0.05 significance level.
Also another finding by Atsuwe, Adeniran & Echono (2016) whom reveals in
their study on the factors affecting the effective use of laboratory in teaching and learning
of physics in selected secondary schools. The study is a survey which used questionnaire
to collect information on the factors affecting the effective use of laboratory in the
teaching and learning of physics in secondary schools. The sample consisted of 100
physics students randomly selected from the 10 schools of the study. Questionnaires were
used to collect data from the students. Data collected were analyzed using mean and T-
24
test statistics. The study revealed that qualification of teachers, standard and well
equipped laboratories and the location of laboratories are the factors that influence
teaching strategy demands significant work in non-tangible areas. The students should be
prompted to handle the phenomena at hand on the conceptual level simultaneously to the
practical activity; they should be committed to the task with their minds as well as their
hands. In terms of classroom routines, the activities and the exercises should be designed
in a way that promotes making links between the practical and the theoretical. Enough
time and attention should be dedicated to discussing and reflecting on the connections
between the natural world and the ideas of physics. To bring this about science teachers
should be actively trained with regard to the latest research to improve their practices.
The purpose of this work has by no means been to say that physics practical work should
not be included in the curricula. There is very little proof that physics practical work
instruction. The reason to raise conversation is, however, the relatively large amount of
resources and time that including physics practical work in teaching requires.
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CHAPTER THREE
METHODOLOGY
3.1 Introduction
This chapter discusses the research design, population of the study, sample and
describing and collecting data on facts about ‘An investigation into the factors affecting
Metropolis’.
The population of this study covered total number of public Secondary Schools
within Katsina Metropolis. The criterion use for this selection is that, they must have
offered physics in the school certificate examination. The selected Schools are: -
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Table 3.1 Population of the study
K/Yandaka 4 571
K/kaura 3 321
K.C.K 3 414
G.C.K Daywing 4 495
G.G.C.K 4 252
SUNCAIS 4 300
G.P.S.S K/Sauri 4 250
G.S.S Kambarawa 4 283
Family Support 4 100
G.S.S.S D/Safe 3 167
Dikko College 3 164
TOTAL 39 4,317
Source: Zonal Education Quality Assurance
The students are randomly selected from S.S. II in each of the five Secondary
Schools. Fifty (50) students are randomly selected in each of the sampled Schools that
make a total number of two hundred and fifty (250) students. The teacher that was also
incorporated in this research consists of the physic teachers in the Schools of study.
27
3.5 Instrumentation
The data of this study are obtained through the use of attitude scale questionnaire.
This is made of two types, one for the physics teacher and the other for the students. The
teacher’s questionnaire contains fifteen items (15) while the student’s questionnaire
ascertain whether the questions are relevant, clear and unambiguous, and also if the items
are sufficiently inclusive of major factor lead to the an investigation into the factors
affecting the effective teaching of physics practical in Senior Secondary Schools Katsina
Metropolis.
The questionnaires were subjected to a pilot study using test-retest method. The
purpose of the study was to ensure that the Statements of the questionnaire were
comprehensive and consistent in measuring what is supposed to measure. The pilot study
was conducted in Government day kambarawa in Katsina Metropolis to ten (10) students
that were not part of the study. The data obtained were analyzed using spearman product
The instrument for data collection of this study is questionnaire. The researcher
made personal visits to all the five Secondary Schools used for this study with the
28
permission of the principals. The questionnaires were distributed by the researcher who
also waited and collected them back from the respondents. A total of 250 students and 10
The rule for the research hypotheses is if the calculated value is greater than the
critical value the null hypotheses is rejected, while if the critical value is greater than the
29
CHAPTER FOUR
4.1 Introduction
This chapter, the presentation and analysis were based on the following sub-
The researcher presents and analyzed the result of the study according to the
The research questions were answering using simple frequency and percentage table.
30
The result in table 1 presented that 50% of the teacher are B.sc (Ed) holders, while
30% are N.C.E. holders. Therefore, the analysis concluded that there is in sufficient
8, 9 of student’s questionnaire.
The result in table 2 presented that 549(57.0%) respondents strongly agreed that
strongly disagreed. Therefore, the analysis concluded that most of our Secondary Schools
31
Research question 3: Does physics practical improve learning and enhance the study of
The responses used in analyzing the research question are items 11, 12, 13, 14, 15,
Table 3: Does physics practical improve learning and enhance the study of physics.
The result in table 3 presented that 410(46.1%) respondents strongly agreed that
physics practical improve learning and enhance the study of physics in Katsina
Therefore, the analysis concluded that most of the students strongly agree that practical
The research hypotheses were analyzed using chi-square method at 0.05 level of
significance.
the factors affecting the effective teaching of physic practical in Katsina Metropolis.
32
Table 4: Chi-square method used to analyze this research hypothesis.
The result in table 4 presented that X 2cal = 324.619, d.f = 56, P = 0.05, X2crit =
74.468. There, at 0.05 level of significant, the calculated value is greater than the critical
value. Therefore the null hypotheses is rejected, we therefore concluded that there is
the factors affecting the effective learning of physic practical in Katsina Metropolis.
The result in table 4 presented that X 2cal = 824.316, d.f = 76, P = 0.05, X 2crit =
97.351. There, at 0.05 level of significant, the calculated value is greater than the critical
value. Therefore the null hypotheses is rejected, we therefore concluded that there is
33
4.3 Summary of Major Findings
1. The findings from research hypothesis one (1) reveals that there is significant
2. The findings from research hypothesis two (2) reveals that there is significant
3. The findings from research question one (1) reveals that there is lack of adequate
4. The findings from research question two (2) reveals that inadequate of laboratory
5. The findings from research question three (3) reveals that most of the students
strongly agree that physics practical improve learning and enhance the study of
Katsina Metropolis. It is positive with finding of Ezellora (2000) who in his study
physics. His result Stated that “Good and qualified physics teachers help students
34
in learning of physic practical”. Also positive to Solomon and Kedir (2015)
whom reveals in their study on the problems in teaching and learning physics
students, plasma instruction and the extent to which the school is conductive
practical activities.
whom reveals in their study on the factors affecting the effective use of laboratory
and the location of laboratories are the factors that influence students’ effective
positive Rukayya, Nura, Mujittafa and Buhari (2015) whom reveals in their
study on the problems that are facing students in conducting of physics practical.
35
CHAPTER FIVE
5.1 Introduction
The aim of this chapter is to summarize the findings, draw some conclusion as well
5.2 Summary
The study Investigate the factors affecting the effective teaching of physics practical in
Katsina Metropolis.
Firstly, chapter one highlighted on the background of the study and it’s encompassed
the factors affecting the effective teaching of physics practical in Senior Secondary
Schools in Katsina Metropolis in general. It also discussed the Statement of the problem,
objective of the study, research question, research hypotheses, basic assumptions of the
study, significant of the study, scope and delimitation of the study as well as operational
Secondly, chapter two dealt with the literature review. Review of conceptual view
where by the literature on factors affecting the effective teaching of physics practical are
36
laboratory activities, availability of qualified physics teachers, Motivation of teachers and
students. Review of theoretical frame work where by literature based on bloom’s theory
of School Learning as presented by Murphy Jo (2007), then the review of empirical study
Thirdly, chapter three dealt with the methodology. The descriptive research design
was employed in the study, the total population of the study consist of eleven (11) Senior
Secondary Schools both males and females with the total number of four thousand, three
hundred and seventeen (4,317) students in Katsina Metropolis, sample of the population
was taken using random sampling techniques and one hundred and fifty (150) students
and ten (10) teachers were taken as a sample. Two instruments were used in measuring
the research variable. The first instrument is for teacher’s questionnaire and second
Instrument is for student’s questionnaire. The two Instruments were also validated by
experts in the department of education to check whether the questions are relevant, clear
and unambiguous, and also if the items are sufficiently inclusive of major factor lead to
the an investigation into the factors affecting the effective teaching of physics practical in
Senior Secondary Schools Katsina Metropolis. The reliability of the instruments was
Fourthly chapter four the research questions were presented using frequency (F) and
percentage (%) while the research hypotheses were analyzed using chi-square method.
The chapter four explains the data presentation, data analysis and summary of findings as
37
The findings from research hypothesis one (1) reveals that there is significant
The findings from research hypothesis two (2) reveals that there is significant
The findings from research question one (1) reveals that there is lack of adequate
The findings from research question two (2) reveals that inadequate of laboratory
The findings from research question three (3) reveals that most of the students
strongly agree that physics practical improve learning and enhance the study of
Contribution to knowledge, suggestion for further study as well as the limitations of the
study.
5.3 Conclusion
38
and equipment, practical classes and textbooks. There is a need for these problems to be
rectified.
since few years now causes a lot of concern to parents and other stake holders. If this
ugly trend is allowed to continue, it is very likely to affect the development of science
and technology in our school system as students can assume that it is impossible to
perform well in physics and may finally decide to abandon the subject completely.
Therefore, the study was aimed at finding out the problems of teaching and learning of
5.4 Recommendations
For a practical lesson to be successful, the teacher should develop interest in the
teaching of the practical lessons. They should not only teach the subject
effectively but also provide opportunities for the students to assess the success in
The teacher should also organize a short practical test at interval to assess the
students’ progress. Assignment should; also be given to the students at the end of
almost every practical topic so as to make sure they read on their own.
teachers. In order to ensure that graduate science teachers who are professionally
39
qualified should teach physics practical, they should be given in-service training
Science laboratories and libraries should be made available in Schools that offer
science subjects because that will give them more insight into what science is all
about.
Also the teachers should involve the students in more practical lessons and they
should also try as much as possible to use improvised materials where necessary.
physics theory and practical, it also illustrated the importance of experiment in physics
and science in general. It also revealed the major problems in the conduct of experiments
for stakeholders to take action. It stressed the importance of Morning period for the
With the knowledge and exposure gotten in this research work, the researcher is
Studies should be carried out on the planning, management, safety and equipping
the laboratory.
40
The importance of laboratory technicians in Secondary Schools.
This study will strictly be limited to an investigation into the factors affecting the
Metropolis, in order to obtain useful and relevant information about the findings, only
Senior Secondary Schools that offer physics subjects would be considered. Due to the
time factor and financial problems, the research will only cover five selected Senior
41
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Appendix I
The researcher is a Student of Umaru Musa Yar’adua University Katsina State; I’m
conducting a research on the factors affecting the effective Teaching of physics practical.
To help doing this I request you to fill this questionnaire as honestly as you can.
The information you give will be kept confidential and will be used only for this study.
Thank you
SECTION (A)
Gender: ………………………………………………………………….
Age: …………………………………………………………………….
SCTION (B)
1. Educational Qualification:
N.C.E { }, H.N.D { }, B. Sc Ed { }
2. Teaching experience:
47
Demonstration method { } Audio-visual Method { }
SECTION (C)
school.
3. It is poorly equipped.
laboratory in my school.
48
7. My students have sufficient practical
textbooks.
school.
physics apparatus
Equipment
practical
49
Appendix II
The researcher is a Student of Umaru Musa Yar’adua University Katsina State; I’m
conducting a research on the factors affecting the effective teaching of physics practical.
To help doing this I request you to fill this questionnaire as honestly as you can.
The information you give will be kept confidential and will be used only for this study.
Thank you
SECTION (A)
Class: ……………………………………………………………………………...
SECTION (B)
3 It is poorly equipped.
50
4 There is no lab equipment in our school.
my school.
experiment.
practical work.
experiment.
work.
physic practical.
51
18 I have found practical work very difficult in our
school
report
52