Socio-Economic Factors Affecting Quality and Effective Practical Work in Senior Secondary School Physics in Southeast Nigeria

ALI Peter Agbom^1,

¹Ebonyi State College of Education, Ikwo

Cite this paper:
ALI Peter Agbom. Socio-Economic Factors Affecting Quality and Effective Practical Work in Senior Secondary School Physics in Southeast Nigeria. American Journal of Educational Research. 2018; 6(12):1654-1661. doi: 10.12691/education-6-12-10

Abstract

This study was carried out to identify the socio-economic factors affecting quality and effective practical work in senior secondary school physics in Ebonyi state of Nigeria. One research question was developed in line with the purpose of the study. One null hypothesis was formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 207, and the sample comprised one hundred (100) public senior secondary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A-15 item instrument termed “Physics Practical Work Questionnaire (PPWQ)” was used by the researchers for data collection. The instrument was first validated by three experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.92. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analyzed using mean and standard deviation for the research questions while t-test statistics were used for testing the null hypothesis. The findings of the study revealed that items presented are institutional factors affecting quality and effective practical work in senior secondary physics in southeast Nigeria. Findings on the hypothesis tested revealed that there was no significant difference in the mean responses of teachers of physics from Ebonyi and Enugu states on the items presented. It was recommended that government and none-governmental organizations should assist in the provision of the required assistance.

Keywords:
socioeconomic factors physics practical work quality effectiveness

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Wikipedia (2017) Physics. Retrieved from http://enwikipedia.org/wiki.physics.
[2]	Young, H. D. and Freedman, R. A. (2003). University Physics. New York, Addison-Wesley Publishing Company.
[3]	Juceviciene P. and Karenauskaite V., (2004). Learning environment in physics: the context of double paradigm shift, Paper presented at the European Conference on Educational Research, University of Crete, 22-25 September.
[4]	Zhaoyao, M. (2002). Physics Education for the 21st Century: Avoiding a Crisis. Physics Education, 37(1), 1824Sadiq, A. (2003). Evaluation of Scientific Enterprise in Pakistan. In Dr. Inayatullah (ed.), Towards Understanding the State of Science in Pakistan. Karachi, Muizz Process.
[5]	Onah, D. U. and Ugwu, E. I. (2010). Factors which predict performance in secondary school physics in Ebonyi north educational zone of Ebonyi State, Nigeria. Pelagia Research Library Advances in Applied Science Research, 2010, 1 (3): 255-258.
[6]	Sadiq, A. (2003). Evaluation of Scientific Enterprise in Pakistan. In Dr. Inayatullah (ed.), Towards Understanding the State of Science in Pakistan. Karachi, Muizz Process.
[7]	WAEC (2003, 2006). Chief Examiner Report. Lagos: WAEC Press Ltd.
[8]	Daramola S.O., (1987). Restructuring Science Education Programmes in Nigerian Higher Institutions, Journal of Curriculum and Instruction, 2 (1 & 2), 235-240 Freeman T., (2012), The Lancet highlights role of physics in medicine, medical physicsweb, April 20, http: //www.iop.org/mt4/mt-tb.cgi/4415.
[9]	Millar R., (2004), The Role of Practical work in the teaching and learning of Science, Paper prepared for the Committee: High School Science Laboratories: Role and Vision, National Academy of Sciences, Washington, DC.
[10]	Tamir, P. (1991). Practical work in school science: an analysis of current practice. In B.E. Woolnough (Ed.), Practical Science: The Role and Reality of Practical Work in School Science. Milton Keynes: Open University Press.
[11]	Manjit S.S. Ramesh, S. and Selvanathan, N. (2003). “Using Multimedia to Minimize Computational Effort in Engineering”. Proceedings of the Malaysian.
[12]	Osborne T., (2002). Science Without Literacy: a ship without a sail? Cambridge Journal of Education, 32(2) 203-218.
[13]	Semela T, (2010). Who is joining physics and why? Factors influencing the choice of physics among Ethiopian university Students, International Journal of Environmental & Science Education, 5(3), 319-340.
[14]	House of Lords, (2006), Science Teaching in Schools, Science and Technology Committee, 10th Report of Session 2005-06, pp 8.
[15]	Tesfaye C. L. & White S., 2012, Challenges High School Teachers Face, American Institute of Physics: Statistical Research Center, April, pp 1-8.
[16]	UNESCO, (2010). World Data on Education: Kenya, 7th Edition. http:/www.ibe.unesco.org/.
[17]	Adedoyin, O. A. (2008). Process of Learning Science. Ibadan, Pacesetter Publishers Ltd.Adegun O A (2003). Sociology of education, Ado-Ekiti: Petoa Educational Publishers.
[18]	Adeniran, W. O. (2002). The Teaching and Learning of Science in our contemporary Society. Lagos, Adonai P& P Ltd.
[19]	Gonteng, R. F. (1998). Fundamentals of Science Education. Punjab, RRDP International.
[20]	Federal Republic of Nigeria (2008). National Policy on Education (4th edition). Lagos: NERDC Press.
[21]	Jegede, S. A. and Adebayo, J. O. (2013). Enriching Physics Education in Nigeria towards Enhancing Sustainable Development, Greener Journal of Educational Research, 3(2).
[22]	Amadelo, M. M; Nakhanu, S. B; Wekesa, W. D. (2012). Investigation of factors that influence syllabus coverage in secondary school mathematics in Kenya. International Journal of Humanities and Social Science, 2(15).
[23]	Olufunke, B. T. (2012). Effect of Availability and Utilization of Physics Laboratory Equipment on Students’ Academic Achievement in Senior Secondary School Physics, World Journal of Education, 2(5).
[24]	Adeyemo, S. A. (2012). The teachers’ supply and the provision of provision of laboratory facilities on students’ achievement in physics. European Journal of Educational Studies, 4(3).
[25]	Mokoro, J. M.; Aloka, P. J. O. and Wambiya, P. (2014). Influence of Selected Social Factors on Students’ Attitude towards Chemistry. Mediterranean Journal of Social Science, 5(22) (Retrieved from http://www.mcser.org/journal/index.php/mjss/article/view/3917)
[26]	Olusola, O. O. & Rotimi, C.O. (2012). Attitudes of Students towards the study of Physics in College of Education Ikere Ekiti, Ekiti State, Breakwell, M.G. (2012). Gender, parental and peer influences upon science attitudes and activities. Public Understanding of Science, 1(2), 1-14. Nigeria. American International Journal of Contemporary Research (2) 12, 86-90.
[27]	Kosgei, A., Mise, J. K., Odera, O. &Ayugi, M. E. (2013). Influence of teacher characteristics on students’ academic achievement among secondary schools. Journal of Education and Practice, (4)3, 76-83.
[28]	Breakwell, M.G. (2012). Gender, parental and peer influences upon science attitudes and activities. Public Understanding of Science,1(2), 1-14 (http://www.mcser.org/journal/index.php/mjss/article/viewFile/3917/3833).
[29]	Okorodudu, G. N. (2013). Peer pressure and socioeconomic status as predictors of student’s attitude to examination malpractice in Nigeria. International Journal of Education, 5(1), 36-52.