Why Students in Secondary Schools Choose not to do Physics? Implications For Policy and Practice in Developing Countries

This study investigated the low popularity of physics among secondary school students in Rivers State, Nigeria. One outcome of this situation is concern and interest in effective teaching and learning in the subject in Nigeria. A mixed methods research design was adopted for the study. The study found that teachers’ qualities and resource availability and utilization significantly influence students’ physics enrolment. Also, there was no significant difference in the correlations of teacher and resource factors with enrolment by gender. To boost students’ interest in physics, the study recommended amongst others, that teachers present content in ways that connect physics ideas to the everyday experiences of students and that, policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of ‘science for arts’ for the nonscience oriented students

Problems of Teaching and Learning of Geometry in Secondary Schools in Rivers State, Nigeria

It has been observed that students shy away from the study of mathematics even though it is the bed rock of science and technology. This shows the negative attitude and poor performance of students in mathematics. It is this backdrop that prompted the research into the problem of teaching and learning of geometry in secondary schools. The study is aimed at identifying the problems and proffering solution to them. Consequently, two research questions were raised. (1) What factors are responsible for the difficulty in the teaching and learning of geometry in secondary schools? (2) What strategies could be adopted to enhance better teaching and learning of geometry in secondary schools? Some factors were investigated which revolve around physical facilities, quality and quantity of teaching staff, attitude of students, parents and government Data were collected by means of two different questionnaires administered to three hundred (300) students and thirty (30) teachers drawn from ten (10) secondary schools in Rivers State. The four points Likert rating scale was used in administering it and it was analyzed using simple mean. Some of the findings that emerged are: (1) the foundation of most mathematics teachers in geometry is poor. (2) The students have poor foundation in mathematics. (3) The teaching and learning environment is not conducive. Based on the findings, it was recommended that (a) The State government should as a matter of urgency send mathematics teachers for training and seminars for effective teaching and learning. (b) The government should endeavor to provide the necessary infrastructures and facilities that will motivate teaching and learning of mathematics

GENDER AND SCIENCE ENROLMENT AND ATTAINMENT TRENDS IN SCOTLAND

This paper presents the trend of science enrolment and attainment for the National 5, Higher and Advanced Higher in Scotland. Also, analysis of enrolment and attainment in the core science subjects of biology, chemistry and physics by gender for all three qualifications have been presented. Results in public domain from the Scottish Qualifications Authority (SQA) from 2008 – 2018 (for Higher and Advanced Higher) and 2014 – 2018 (for National 5) were accessed and analyzed. Data were analyzed using simple percentages and t-test for significance, using SPSS. The results show a slight decline in enrolment in the three core science subjects especially for the National 5 and Higher qualifications. An independent sample t-test conducted using SPSS, to compare the mean percentage attainment of boys and girls in Higher biology, physics and chemistry showed a significant difference in the mean percentage physics attainment for boys and girls with t(20)=9.99, p<.05. The result also shows significant difference in the mean performance by gender in all three subjects at the Advanced Higher level. The study also affirm the gross underrepresentation of girls in physics that has been reported in many countries and that a greater proportion of girls than boys generally attain better grades in science, especially in physics. Finally, the paper calls for a need for further research in investigate for instance, the persistent underrepresentation of girls in physics classrooms despite all efforts to mitigate this imbalance by government and other organizations such as the Institute of Physics (IOP), the Royal Society of Chemistry.  Article visualizations

Investigation of school-based factors affecting the enrolment and attainment of senior secondary school physics students in Rivers State, Nigeria.

This study addresses the question what school-based factors influence enrolment and attainment in physics in the senior school certificate examinations in Rivers State, Nigeria? In Nigeria, low enrolment in physics is coupled with concerns about levels of attainment. One outcome of this situation is interest in effective teaching and learning in the subject in Nigeria. Purposive sampling was utilized to select 8 schools in high and low performing local government areas of Rivers State to ensure boys’, girls’ and co-educational schools were represented. All 14 physics teachers in the schools participated in the study, together with 248 physics students and 116 non-physics students. A mixed methods research design was adopted for the study. The research instruments comprised questionnaires for teachers and students, interviews, classroom observations and a Physics Attainment Test developed specifically for the study. Descriptive statistics and correlations were utilised for quantitative data analysis alongside qualitative data coding and analysis. The study found that teachers’ qualifications, resource availability and utilization and the teaching strategies that teachers adopt all significantly influence students’ physics enrolment and attainment. However, particularly for attainment, teachers’ years of teaching do not significantly influence student attainment. Also, there was no significant difference in the correlations of teacher and resource factors with attainment and enrolment by gender. The study proposes a number of recommendations. To boost students’ interest in physics, teachers need to present content in ways that connect physics ideas to the everyday experiences of students. Policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of ‘science for arts’ for the non-science oriented students. Of particular importance is the need for a consistent and conscientious government policy to provide schools with qualified physics teachers and science laboratory facilities

Effects of Gender and Collaborative Learning Approach on Students' Conceptual understanding of Electromagnetic Induction

The study investigates the effect of gender and collaborative learning approach on students’ conceptual understanding of electromagnetic induction in Secondary Schools in Nigeria. Three research questions and 2 hypotheses were formulated to guide the research. The research design adopted for this study is the quasi-experimental design. In particular, the design is the non-randomized, pretest-posttest, control group design. The population of the study is made up of the 323 Senior Secondary III physics students in all 6 public co-educational Senior Secondary schools in Port Harcourt local Government area. A sample of 90 students, comprising of 60 male and 30 females were selected for the study. The research instrument developed and used for this study is the Test on Electromagnetic Induction (TOEI). The instrument is composed of 50 questions covering the content area and testing the various levels of understanding. Simple means, standard deviation and variance were used to answer research questions while inferential statistics such as t-test, Analysis of variance (ANOVA) and 2x2 factorial analysis of variance were utilized for the testing of the hypotheses. The results show that gender does not significantly affect the understanding of students in electromagnetic induction when taught with collaborative teaching approach. The study also showed that gender and teaching approaches do not jointly affect students’ conceptual understanding of electromagnetic induction at the secondary school level

Difficulties Students Encounter in Reporting Physics Practical at the Senior Secondary School level in Rivers State, Nigeria

The poor performance of senior secondary school physics students in external examinations has been a major problem in the teaching and learning of physics. This study therefore seeks to investigate the difficulties encountered by Senior Secondary Physics students in reporting Physics practical in Rivers State. Using a survey research design and simple random sampling technique, 124 physics teachers and 8 secondary schools were utilized for the study. Data collecting instrument includes Physics Practical Apparatus Checklist (PPAC) and Physics Teachers Questionnaire on Reporting Practical (PTQRP). The four-point Likert scale was adopted for the questionnaire. Results of the study revealed that: there is insufficient physics apparatus in the schools, students lack understanding of instructions during physics practical activities, students are not able to tabulate obtained value appropriately and that scale choosing is a major problem encountered by students while interpreting data graphically. The study therefore suggested that the physicslaboratories in the secondary schools school be equipped as that is an essential aspect of practical physics and that reporting physics practical should be included in the physics curriculum so that students can possess the requisite knowledge for carrying out such activities

Problems Militating Against the Effective Teaching of Gravitational Force: A Study of Secondary School Physics Teachers in Cross River State, Nigeria

This research work seeks to x-ray the problems militating against the teaching of gravitational force as a concept in secondary schools Physics in Cross River State, Nigeria. 38 Physics teachers were used in 28 secondary schools in the area of study. Three research questions were answered using the Physics Teachers Questionnaire on concept of Gravitational Force (PTQCGF) as the instrument for data collection. Data was analyzed using percentage. The results of the study revealed that Physics Teachers qualification, inadequate instructional materials and teachers’ preparation to the teaching of the concept were among the problems impeding the effective teaching of gravitational force. Various ways of enhancing the teaching of the concept were highlighted - Participation in in-service training, seminars and workshops to help in acquainting teachers of modern methods of teaching the concept, integrating practical activities with classroom teaching and incentives to Physics teachers

The Effects of Collaborative Learning on Problem Solving Abilities among Senior Secondary School Physics Students in Simple Harmonic Motion

The study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students in simple harmonic motion(SHM). The sample was made up of 112 physics teachers and 81 physics students drawn from two urban and one rural school. The research instruments employed for the study were Physics Teachers Questionnaire on Simple Harmonic Motion (PTQSHM) and Simple Harmonic Motion Achievement Test (SHMAT). Statistical data analysis tools utilized were the simple percentage, four point Likert-Scale of 2.50 criterion mark and t-test at 5% level of significance. The result of the findings showed that: mathematical calculations involved in SHM make students to shy away from the topic, students are motivated when they cooperatively solve problems in physics, there was significant difference in problem solving abilities among students taught using collaborative learning strategy and those taught with the conventional method, there is no significant difference between boys and girls in their problem solving abilities using the collaborative strategy. Based on the findings, It was recommended that teachers encourage group learning, group projects, tasks and assignments which facilitate collaborative learning and improves problem solving abilities among the students

The Relative Effectiveness of Collaborative Learning Approach on Secondary School Students' Understanding of the Concept of Electromagnetic Induction

This study compared the relative effectiveness of Collaborative and Demonstration Teaching Approaches on students’ conceptual understanding of electromagnetic induction in secondary schools in Nigeria. Two research questions and one hypothesis were formulated to guide the research. The research quasi experimental design was adopted for this study. The population of the study is made up of the 323 Senior Secondary III physics students in all six public co-educational Senior Secondary schools in Port Harcourt local Government Area. A sample of 180 students, comprising 120 males and 60 females, were selected for the study. Simple Means, Standard Deviation and Variance were used to answer research questions while t-test was utilized for the testing of the hypothesis. The results show that students taught with Collaborative Learning Approach understood better than those taught with Demonstration Approach. Based on the effectiveness of the Collaborative learning approach, it is recommended that teachers be acquainted with the techniques and use of collaborative and other constructivists teaching approaches in science classrooms