Senior Secondary School Physics Research Articles

Assessment of Senior Secondary School Physics Teachers' Knowledge of Multi-Choice Test Construction Procedures

The main purpose of this study was to assess the senior secondary school physics teachers' knowledge of multiple-choice test construction. The study employed a survey type research design and the sample consisted of 50 senior secondary school teachers in Ilorin South, East, and West Local Government Areas, which were randomly selected as the sample for this study. Questionnaire was used as instrument that probed teachers' knowledge and their perceived use of test construction strategies. The reliability index of the instrument; Physics Teachers’ Knowledge of Test Construction Procedure (PTKTCP) was determined using Cronbach's alpha approach, which enables one to estimate internal consistency when the scoring of items on a test is not limited to 1 point (for correct) or 0 points (for incorrect response). The collected data were analysed using mean, independent t-test and ANOVA to test if there was a significant difference among the teachers on all the scales. Findings from this study indicated that most teachers consider the preparation of test blueprints important during test construction and that there are no gender differences or influences of teachers' level of experience on their knowledge of multiple-choice test construction procedures. The study recommended that teachers in training colleges of education and universities should be exposed to the technicalities in preparing test blue print in order for their assessment instrument to be valid.
 Keywords: Assessment, test construction, multiple-choice test, teachers, physics, senior secondary schools

Effects of Senior Secondary School Physics Students’ Self- Concept, on Performance in Jos North L.G.A Plateau State, Nigeria

The study investigated the relationship between Senior Secondary School physics student, self - concept and academic performance in Jos North Local Government Area of Plateau State, three research questions and three hypotheses was formulated for the study. The instrument for data collection was self- concept conduct inventory questionnaires (SSCIQ) and physics achievement test questions (PAT). A correlation research design was used for the study. The correlation coefficient of 0.98 provides an estimate of reliability of a full test were half- test correlation is 0.96. The targeted population of the study comprises of SS II physics students in Jos North Local Government Area of Plateau State, numbering 350 students of these numbers 227 were male and 123 were female students respectively. The sample size used for this study was 200 students. A simple random sampling technique was employed to draw a representative sample for the study. The Pearson's Product Moment Correlation Coefficient ‘r’ was used to determine the relationship between self-concept and students' academic performance. While the t- test for independence samples was used to examine the differences that existed between male and female self-concept and their academic performance in physics. The finding was that there is positive relationship between Senior Secondary school students' self-concept and their performance in physics. It also revealed that there is no significant difference between male and female students' self-concept and academic achievement in physics. The findings further revealed that the male and female students do not differ significantly in their academic performance in physics. The recommendations made among others were that necessary measures be put in place in our educational system to remove inferiority complex in our students and enhance the development of positive self-concept on their academic achievement students.

Effects of Senior Secondary School Physics Students’ Attitude on Performance in Jos North L.G.A Plateau State, Nigeria

The study investigated the relationship between Senior Secondary School Physics students’ attitude and academic performance in Jos North Local Government Area of Plateau State, two research questions and two hypotheses were formulated for the study. The instrument for data collection were students’ attitude questionnaire (SAQ) and Physics achievement test questions (PAT). A correlation research design was used for the study. The correlation coefficient of 0.98 provides an estimate of reliability of a full test where half- test correlation is 0.96. The targeted population of the study comprised of SS II physics students in Jos North Local Government Area of Plateau State, numbering 350 students of these numbers 227 were male and 123 were female students respectively. The sample size used for this study was 200 students. A simple random sampling technique was employed to draw a representative sample for the study. The Pearson's Product Moment Correlation Coefficient ‘r’ was used to determine the relationship between attitude and students' academic performance. While the t- test for independence samples was used to examine the differences that existed between male and female attitude and their academic performance in physics. The finding was that there is positive relationship between Senior Secondary school students’ attitude on their performance in physics. The findings further revealed that the male and female students do not differ significantly in their academic performance in physics. The recommendations made among others were that necessary measures be put in place in our educational system to remove negative behaviour in our students and enhance the development of positive attitude of the students in their academic performance.

Evaluation of the Implementation of the Senior Secondary School Physics Curriculum in Nigeria

The study evaluated the Implementation of the Senior Secondary School Physics Curriculum in Nigeria. The purpose was to determine whether physics curriculum was implemented the way it should be or not. The study adopted the descriptive research design of the survey type. The population comprised all public senior secondary 3 physics teachers and students in Nigeria. The sample consisted of 60 teachers and 600 students selected through the multistage sampling procedure from six states selected from three geopolitical zones in Nigeria. Four research questions were raised for the study and the data collected were analysed using descriptive statistics of frequency counts, percentages, means and standard deviations. The results revealed that the contents of the curriculum were not fully implemented, the schools had qualified physics teachers, the teachers were moderately experienced and that classes had large population of students. It was recommended that the school authorities should implore physics teachers to work harder and more experienced teachers recruited.

EFFECTS OF COMPUTER-BASED SIMULATIONS AND VIDEO INSTRUCTIONAL PACKAGES ON THE ATTITUDE OF SENIOR SECONDARY SCHOOL PHYSICS STUDENTS IN OSUN STATE, NIGERIA

The study examined the effect of Computer-Based Simulations (CBSs) or Video Instructional Package (VIP) on secondary school students’ attitude towards Physics in Osun State, Nigeria. It also determined if there are interactions between student’s sex and the effects of CBSs or VIP on the students’ attitude towards Physics. The study adopted pretest, posttest, control group quasi-experimental design. One hundred and thirteen senior secondary school Physics students were selected from all the Physics students in the senior secondary schools in Osun State using a multistage sampling procedure. The students were grouped into two experimental groups and one control. Physics Students’ Attitude Questionnaire (PSAQ) was used for data gathering. The content validity ratio (α = 1) was obtained for the instrument and Split half method was used to determine the reliability of the instrument and Spearman-Brown coefficient r = 0.86 was obtained for its reliability. Analysis of data showed no significant difference in the attitude of the students irrespective of the method of instruction (F(2,110) = 1.17 ; p > 0.05). The finding also showed no significant interaction between sex and the effects of CBSs or VIP on the students’ attitude towards Physics (F(2,112) = 0.25 ; p > 0.05). The study concluded both Computer Based Simulations and Video Instructional Package had the same effects on secondary school students’ attitude towards Physics and also sex did not significantly intervene on the effects of CBSs or VIP on secondary school students’ attitude towards Physics.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0009/a.php" alt="Hit counter" /></p>

TEACHER’S EXPERIENCE, EDUCATIONAL QUALIFICATION AND MASTERY OF DIFFICULT CONCEPTS IN PHYSICS IN CALABAR METROPOLIS, CROSS RIVER STATE, NIGERIA

The study aims to determine teachers’ experience, educational qualification and mastery of difficult concepts in physics. An ex-post facto research design was used for the study. Two research designed questions and two hypotheses were posited and tested at 0.05 levels of significance. Influence of Teachers’ Experience and Educational Qualification on Mastery of Difficult Concepts in Physics Questionnaire (ITEEQMDCPQ) was designed using a 5-point Likert scale. The reliability of 0.78 was obtained using the Pearson Product Moment Correlation Coefficient. The questionnaire was administered purposively to 246 senior secondary school Physics teachers, and 240 was retrieved from 98 senior secondary schools in the area of study. Data was analyzed using One-way Analysis of Variance for a single mean. Results of the analysis shows that teacher experience and educational qualification has a significant influence on mastery of difficult concepts in Physics, based on the findings it was recommended that teachers should undergo more training programs to gain more experience in teaching to enhance their mastery of concepts. Teacher should be encouraged to further their education to acquire higher educational qualifications.

The acquisition of science process skills through entrepreneurial physics education in senior secondary schools

The need for the acquisition of science process skills is gaining acceptance in secondary school as a crucial preparatory skill for promoting entrepreneurship. The problem of unemployment is a challenge facing many developing nations, with no exception to the developed nations. In the current study, the effect of the acquisition of science process skills through entrepreneurship education on 125 Nigerian senior secondary school students’ achievement and retention in “Physics in Technology” was investigated. The study adopts the randomized pre-test-post-test control group quasi-experimental design. A group of students was taught using science process skills through the entrepreneurship method, while the other group was taught using the conventional lecture method. A researcher-made instrument, Achievement Test in Physics (ATP), was used to collect data for the study. Overall, this investigation reports that students who acquired science process skills through the entrepreneurship method achieved and retained significantly better than those students taught with the conventional method. The results indicate that science process skills acquisition and entrepreneurship education are indispensable towards self-reliance and sustainable development of the nation. Also, students taught science process skills using the entrepreneurship method retained what had been learned better than the other group, and the method did not segregate along student gender. This paper contributes to scholastic by making a case for incorporating entrepreneurship education into the senior secondary school Physics curriculum. This would assist in the production of secondary school students whose creativity, ingenuity, and resourcefulness can assist in reducing the problem of unemployment through the encouragement of entrepreneurship.

An Investigation of Difficult Topics Encountered by Students in Interaction of Matter, Space and Time in Senior Secondary School Physics Curriculum

Despite the description of curriculum on what, why and how well students should learn in a systematic way. Physics curriculum has not been said to have actualize such description when compared with students’ performance in physics. The performance of students in physics has been on the decline over the years. Decline in Physics students’ performance as highlighted by the chief WAEC examiners report should not be a thing of neglect by both teacher and researchers in science education. Thus, this paper investigated difficult topics encountered by students in interaction of matter, space and time in senior secondary school Physics. Two research questions and two null hypotheses guided the study. Descriptive survey research design was employed for the study. 21,974 senior secondary school one to three (SSS1-3) physics students in 292 senior secondary schools in Anambra state made up the population of the study. The sample size of the study comprised of 393 drawn from the population (that is; 290- urban and 103- rural; 238- male and 155- female). The sample size was drawn using Yaro Yamane formular. Multi stage sampling procedure were used to compose the sample size. Researchers developed instrument titled, ‘Interaction of Matter, Space and Time Difficulty Identification Questionnaire (IMSTDIQ)’ was used for data collection. The instrument was subjected to face validity by experts from research measurement and evaluation unit, physics education unit, physics and astronomy unit. Cronbach Alpha formula (α) was used to obtain reliability index for IMSTDIQ at 0.79. The reliability index obtained indicated that the instrument is reliable. Research questions 1 & 2 were answered using mean and standard deviation. Independent sampled t-test was used to test hypotheses 1 & 2. All the hypotheses were tested at 0.05 level of significance. Findings revealed that speed and velocity, rectilinear acceleration, equation of uniformly accelerated motion, and simple harmonic motion are the specific difficult topics encountered in interaction of matter, space and time in senior secondary school physics curriculum based on gender and school location. Keywords: Physics, Interaction of Matter, Space and Time DOI: 10.7176/JEP/13-18-12 Publication date: June 30 th 2022

Investigating the Relative Effectiveness of Collaborative Learning Approach on Students' Achievement Inforce Concept In The Senior Secondary Schoolphysics

Investigating the Relative Effectiveness of Collaborative Learning Approach on Students' Achievement Inforce Concept In The Senior Secondary Schoolphysics

CAUSES AND EFFECTS OF PHYSICSPHOBIA AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE, NIGERIA: IMPLICATION FOR STUDENTS’ ENROLMENT IN PHYSICS

<p>This study investigated the presence, causes and effects of Physicsphobia among Senior Secondary School physics students in Rivers State. The study had a descriptive survey design. Three research questions guided the study. Purposive random sampling technique was used to select 500 Senior Secondary 1 and 2 (SS1 and SS2) Physics students from forty-four (44) schools in three Local Government Areas of Rivers State, which are Obio-Akpor Local Government Area, Port Harcourt Local Government Area and Gokana Local Government Area. The research instrument was a validated researcher-developed questionnaire titled ‘Students’ Physicsphobia Questionnaire’ with a reliability coefficient of 0.79 obtained using the Cronbach alpha formula. The findings of this study showed that Physicsphobia exists in students. The study further revealed some of the causes of Physicsphobia to be rumors and misleading information about Physics, teaching method, the uninteresting nature of physics lessons, as well as abstract, difficult and mathematical nature of Physics. The study also revealed some of the effects of Physicsphobia in students to be anxiety, rapid heartbeat, frustration, depression and a feeling of leaving Physics class. It was then recommended that conscious effort should be made to paint a better picture of physics, especially for students who are about to start the study of Physics.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>

Students’ Conception of Heat Energy in Senior Secondary School Physics

The purpose of the study was to determine students’ conceptions of heat energy in senior secondary school physics. Three research questions and two null hypotheses guided the study. Ex-post facto research design was adopted for the study. The population of the study consisted of 6,270 senior secondary school two (SSS2) physics students in all the government owned educational secondary schools in Onitsha Education Zone in Nigeria. The sample size of the study comprised of 357 senior secondary two (SS2) students drawn from the population using multi-stage sampling procedure. Heat Energy Conception Test (HECT) which consists of 16 essay items was used as instrument for data collection. The reliability coefficient of 0.747 for the instrument was ascertained using Cronbach Alpha. Frequency and percentage were used to answer research question one and students’ responses were described based on research question two. Chi-square was used in testing the two null hypotheses of the study at 0.05 level of significance. The findings of the study showed that the level of students’ conception is low; only 5.6% have Sound Conception, 6.7% have Partial Conception, 13.7% have Alternative Conception while 74% have No Conception. Based on the findings of the study, recommendations were made.

Effect of Indigenous Knowledge Systems Strategy on Secondary School Students’ Performance in Physics in Lagos State, Nigeria

Poor performance and low enrollment in senior secondary school physics examinations have drawn the attention of the examination bodies, researchers, parents and other stakeholders in Nigeria. This is because despite the importance of physics in the scientific, technological and consequently, economic development of any nation, physics in Nigerian secondary schools, has suffered serious setbacks, ranging from poor teaching, poor learning, poor performance and finally to low enrollment. Of all these, poor teaching stands out as the fundamental, since if the learners did not learn, then the teacher, has not taught. This study therefore was carried out using our indigenous knowledge system strategy to present physics in the classroom as a familiar science. Three research questions were raised and two null hypotheses were formulated to guide the study. This study adopted mixed method research design, where both qualitative and quantitative data were collected and analysed. The qualitative approach involved the use of Focus Group. The quantitative approaches of data gathering employed was non-equivalent control pre-test and post-test quasi experimental design using a sample of 321 Senior Secondary two physics students consisting of two intact classes from two schools. One hundred and thirty three students (69male and 64 Female) formed the treatment group while 188 students (101 male and 87female) formed the control group. Focus Group Discussion Protocol (FGDP) was applied to unravel the indigenous knowledge systems within the community where the school is located while pre- and post-achievement tests were used for quantitative data collection for the study. The instruments were validated by two experts in physics education. Data collected were analyzed with ANCOVA using SPSS 23.0. Findings showed that students from the locality possess rich indigenous knowledge backgrounds and systems that can be deployed to teach physics. Results also revealed that students taught harnessing their indigenous knowledge system performed better than those taught using the conventional method [F (1,318) =68.27; p<0.05]. More so, there is no statistically significant difference in performance between male and female students taught using indigenous knowledge system strategy [F (1,130) =0.002; p>0.05]. It is therefore recommended that physics teachers should use indigenous knowledge system strategy in teaching classroom physics for meaningful learning and consequent better performance.

EXPLORING THE NEXUS AMONG MULTIPLE REPRESENTATIONS, PROBLEM-SOLVING AND MULTIPLE REPRESENTATIONAL ABILITIES OF PHYSICS STUDENTS

This study examined the relationship among multiple representations, problem-solving and multiple representational abilities of senior secondary school physics students. Correlation and multiple regression analysis were adopted. Two hundred and ninety-four senior secondary school Physics students selected from six purposively sampled coeducational and urban schools in Education Districts V of Lagos State formed the sample. Test of Knowledge of Multiple Representations Abilities in Projectiles and Equilibrium of forces (TKMRA-PE), Multiple Representations Abilities Assessment Instrument (MRAI) and Problem-Solving Assessment Instrument (PSAI) were used to collect data. The reliability coefficients were determined to be 0.83, 0.75 and 0.70 using split-half reliability coefficient respectively. Three research questions raised for investigation alongside one corresponding null hypothesis were tested. Quantitative data gathered were analysed using the bar graph, Pearson Product Moment Correlation Coefficient and Regression analysis. Findings of this study revealed that there was no relationship between multiple representational and problem-solving abilities; r = .260; p > 0.05. Furthermore, the study revealed that there was a significant causal relationship among multiple representations, problem-solving and multiple representational abilities. Multiple representations and problem-solving accounted for 31.4% of the variance in the multiple representational abilities of physics students. The study concluded that multiple representations enhanced multiple representational abilities in Physics. The use of multiple representations should be explored by Physics teachers to develop in-depth conceptual understanding.

Assessing Senior Secondary School Physics Teachers‟ Pedagogical Content Knowledge (PCK) Components Using Parks‟ Pentagon Model

Assessing Senior Secondary School Physics Teachers‟ Pedagogical Content Knowledge (PCK) Components Using Parks‟ Pentagon Model

Influence of Gender and Location on Students Conceptions of Heat Energy in Senior Secondary School Physics

Influence of Gender and Location on Students Conceptions of Heat Energy in Senior Secondary School Physics

The Influence of Locus of Control, Study Habits and Gender on the Academic Achievement of Senior Secondary School Physics Students in Ibadan Metropolis

The study investigated the relationship between Locus of Control, Study Habit, Gender and Academic Achievement of senior secondary school physics students in Ibadan metropolis. The descriptive survey research design was adopted. Seven hundred and fifty senior secondary two (SS2) Physics students were randomly selected from 30 schools in the five local Governments areas of Ibadan Metropolis. Three instruments were used for data collection. The instruments are Physics Achievement Test (PAT) (r = 0.70), Locus of Control Scale (LOCS) (0.86) and Study Habit Questionnaire (SHQ) (0.89). Two (2) research questions were answered, using inferential statistics of t-test, and multiple regression analysis. Findings of the study showed that there is a relationship between locus of control and Academic Achievement [r=0.216, n=750,p= <0.01]. It was found that Locus of Control, Study Habits and Gender predicted students’ academic achievement of Students, with R=0.203, which is equivalent to 20.3%. This however indicates a poor level of prediction. R2 = 0.041, which is equivalent to 4.1%, indicating a very poor level of shared variance between the dependent variable and the independent variables. The study recommends the adoption of the instructional methods that will enhance students’ locus of control and the promotion of good study habits among senior secondary school physics students. Governments, education administrators, and school authorities should consider the joint interactive influence of locus of control, study habits and gender when designing programs for physics.

Students’ Background Variables and Academic Performance of Senior Secondary School Physics Student in Ikot Ekpene Local Government Area of Akwa Ibom State

The study examined students’ background variables and academic performance of Physics student amongst public secondary schools in Ikot Ekpene Local Government Area of Akwa Ibom State. The independent variables reviewed were; parental income, family size, parental education background while dependent variable is students’ academic performance in Physics. To achieve the purpose of the study, three research questions and three research hypotheses were posed and formulated respectively to guide the study. The research design was adopted for this study was survey research design. Two hundred (200) SS2 students who offered Physics in public secondary schools were randomly selected for this study. The instrument used for data collection was a 18-item questionnaire named: students’ background and academic performance of Physics students Questionnaire (SBVQ) and Physics Achievement test(BAT) constructed by the researcher. Independent ttest and Pearson Product Moment Correlation Coefficient statistic were used as statistical tool for data analysis. Each of the hypotheses was tested at .05 level of significance. The findings of the study revealed that there was significant influence of parental income, family size on the academic performance of SS 11 students in Physics and there was a significant relationship between parental education background and the academic performance of SS 11 students in Physics in Ikot Ekpene Local Government Area of Akwa Ibom State. Based on the findings of the study, it was recommended among others that Parents of low socioeconomic status should be empowered by government to enable them provide for basic needs for their children. Thus, enhances their academic performance in Physics. Suggestion for further research was also made.

The Awareness Level and Perception of Secondary School Physics Teachers towards Nanotechnology in Rivers State

This paper adopted a descriptive design to investigate the awareness level and the perception of secondary school Physics teachers towards Nanotechnology in Port Harcourt Metropolis of Rivers State. The population of the study was 43 physics teachers comprising of 25 male and 18 female which was used from the 12 public secondary schools in Port Harcourt Metropolis in Rivers State. The instrument for the study was a self- made questionnaire titled, Nanotechnology Questionnaire on Awareness and Perception for Teachers (NQAPT) with a reliability of 0.85 obtained using Cronbach Alpha reliability formula. Two research questions and two null hypotheses guided the study. The research questions were answered using the criterion mean of 2.5 and standard deviation, while the null hypotheses were tested at 0.05 level of significance using t- test. The findings revealed that the awareness level of Nanotechnology among teacher was low and their perception towards nanotechnology was positive. There is no significant difference between the awareness level and perception of the concept of Nanotechnology among male and female senior secondary school Physics teachers. Based on these findings, it is recommended that more awareness on the concept of Nanotechnology be created among secondary school teachers through symposium and science teaching workshop in order to publicize the benefits of nanotechnology to the society.

Impact of PEDDA and Cooperative Learning Approach on Students’ Conception of Energy and Society in Senior Secondary School Physics in Onitsha Education Zone of Anambra State, Nigeria

The study investigated the impact of PEDDA and Cooperative Learning Approach (CLA) on students’ conception of energy and society in senior secondary school physics in Onitsha Education Zone of Anambra State, Nigeria. Two research questions and one null hypothesis guided the study. The study employed quasi experimental research design. The population of the study comprised all the 6,138 SS2 physics students in 32 public secondary schools in Onitsha Education Zone of which 315 students were sampled using simple random sampling technique specifically with replacement. Four public schools or groups were used for the study. Two groups were taught using PEDDA while the other two groups taught using CLA. The instrument for data collection was Conception Test on Energy and Society (CTES) consisting of 20 multiple choice questions. The reliability coefficient of 0.82 for CTES was determined using Kudder-Richardson twenty (K-R 20) formula. Mean and standard deviation were used to answer the two research questions while ANCOVA was used to test the hypothesis. The findings revealed that male and female students’ conception when taught energy and society using PEDDA and those taught using CLA is significant in favor of CLA group. Thus, the study recommended that physics teachers should adopt PEDDA so as to enhance students’ conception. Keywords: PEDDA , Cooperative Learning Approach, Gender, Energy and Society DOI : 10.7176/JEP/10-22-13 Publication date : August 31 st 2019

RELATIVE EFFECTIVENESS OF CASE-BASED AND COLLABORATIVE LEARNING STRATEGIES ON STUDENTS’ ACHIEVEMENT AND RETENTION IN SENIOR SECONDARY SCHOOL PHYSICS

This study investigated the relative effectiveness of case-based and collaborative learning strategies on students’ achievement and retention in senior secondary school physics. The study adopted pretest, posttest control group design. Simple random sampling technique was used to select three schools used for the study. The sample used for the study was eighty five (85) senior secondary two (SS 2) physics students randomly selected from the three schools in Ileoluji/Okeigbo Local Government Area of Ondo State, Nigeria. The study made use of Physics Achievement Test (PAT) with internal consistency of 0.84 using Kuder Richardson Formular 21. The data collected were analysed using Analysis of Covariance and Scheffe post hoc analysis was used to obtain the direction of significance. From the findings, it was observed that, learning strategies had significant main effect on students’ achievement (F (2,82) = 134.97, p = 0.000) and retention (F (2,82) = 20.67, p = .000) in the concept of optics in physics. The results of the Scheffe post hoc analysis indicated that, case-based learning strategy was the most effective in facilitating students’ achievement and retention in the concept of optics. This was followed by collaborative learning strategy while conventional learning strategy was found to be the least facilitative. Conclusion from the findings led to the recommendation that, teachers should be encouraged to adopt the use of case-based and collaborative learning strategy in teaching the concept of optics in physics in order for the students to develop problem solving skills, construction of knowledge and student-centred activities. Article visualizations: