The Effectiveness of Laboratory and Resources in the Teaching Learning of Physics
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To investigate the availability of physics laboratory equipment for the teaching and learning of Physics in senior secondary schools in Onitsha
- To determine the extent of utilizing the available Physics Laboratory equipment for the teaching and learning of Physics in senior secondary schools in Onitsha
- To ascertain the effectiveness of laboratories and resources in the teaching-learning of physics in secondary school
- To ascertain the relationship between physics laboratory equipment and academic performance of student
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
The literature reviewed in this study emanates from various studies and works of educationists committed to the proper planning and continuity in the use of the available educational resources: The first part highlights the availability of resources required in teaching physics at KCSE. The second part is the effective utilization of the available physical resources, which is a first step towards ensuring that resources are not underutilized. The third part is the current status of resources in teaching physics and finally the strategies in improving performance in physics. The significance of these previous studies to the current one was explained. This study investigated and determined new knowledge needed for planning of education resources. Meeting students‟ needs serious dedication to learning goals and adequate financial support
AVAILABILITY OF LABORATORY EQUIPMENT AND FACILITIES FOR TEACHING PHYSICS
Resources according to Njeri (1990) enhance interest, comprehension, retention and concreteness to any learning situation. Learning takes place more effectively when appropriate resources fitting the curriculum are used. The resources required for teaching physics are standardised and expensive but improvisation is allowed to make students understand the concepts properly. Under SMASSE training, improvisation is allowed to make students understand the concepts in physics clearly. This is student centred learning process which is practical oriented. Learning resources enables students to understand better through the use of more than one sense. Research by Douglass (1964) shows that instructional activities involving a multisensory approach are superior to those directed towards a single sense. Uses of resources therefore provide appropriate introduction and learning of new and complex concepts. They also help in motivating the students to learning thus increasing their participation and concentration. The use of instructional sources would make discovered facts glued firmly to the memory of students. Sovaury (1958) also added that a well planned and imaginative use of visual aids in lessons should supplement inadequacy of books as well as students interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves. On the relationship between educational resources and students academic performance (Idiagbe 2004) concludes that teacher’s qualification and adequate facilities were determinants of assessing academic performance of students in secondary schools. Hence availability or non availability of facilities in schools affects the academic performance of students. This is in agreement with Nwangwu (1997) who believed that teaching and learning activities, which result in effective teaching and improved academic performance. The school climate is determined by the resources such as laboratories, libraries with equipment and facilities which the teachers and students use and which influences attitude in teaching and learning. Uncondusive environment create stress on teachers and students thus resulting in negative attitude and poor performance by students. Facilities which are below approved standards could also lead to producing wrong results and dilute the quality of teaching and learning producing poor academic performance (Uwhereka 2005). The school environment affects academic performance of students. Facilities such as laboratory equipment and apparatus as well as textbooks and other teaching aids are ingredients for effective teaching and learning (Olutola 2000). For a good educational policy in planning to guarantee quality outputs, it must be services optimally with appropriate trained and motivated teaching staff adequately supplied with necessary facilities and equipment.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the effectiveness of laboratory and resources in the teaching learning of physics
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on the effectiveness of laboratory and resources in the teaching learning of physics. 200 staff of selected secondary schools in Onitsha in Anambra state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on the effectiveness of laboratory and resources in the teaching learning of physics. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of laboratory and resources in the teaching learning of physics.
Summary
This study was on the effectiveness of laboratory and resources in the teaching learning of physics. Four objectives were raised which included: To investigate the availability of physics laboratory equipment for the teaching and learning of Physics in senior secondary schools in Onitsha, to determine the extent of utilizing the available Physics Laboratory equipment for the teaching and learning of Physics in senior secondary schools in Onitsha, to ascertain the effectiveness of laboratory and resources in the teaching learning of physics in secondary school, to ascertain the relationship between physics laboratory equipment and academic performance of student. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Onitsha, Anambra state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
It is very clear that teaching and learning of physics to a greater extent is anchored in laboratory activities due to the fact that it is a subject that should not be taught in abstraction. The more practical done, the more likelihood of students understanding the concepts principles and laws of physics. But in a situation where reverse becomes the case, teaching will be jeopardized and learning greatly affected. This is the situation of many government secondary schools in Onitsha North Local Government Area, but it is good to point out that these problems are not insurmountable; the problems seem to be inter-dependent, one leading to another. It is clear that with good planning, hard work and cooperate efforts of all and sundry, a lot will be achieved in solving the problems
Recommendation
The following recommendations can be posed with the hope that positive effect of laboratory works on teaching and learning of physics may be constituted. The Government should provide laboratory equipments and text book materials in all the schools having shortages of laboratory equipments in Onitsha North in line with the provision of the Federal Republic of Nigeria in improving standards in schools. The federal government could also assist through the Educational Trust Fund in funding physics laboratories in schools. Students themselves must do the practices of physics laboratory and develop the ability of learning via experiment at secondary educations. There is also need for more qualified physics teachers who can use laboratory equipments effectively, improvise when instructional materials are not available and manage time allocated to laboratory works. It is believed that if these recommendations are not set aside, the factors affecting teaching and learning through laboratory works in government secondary schools will be significantly attended to. Equally, the status of physics will be much more enhanced.
REFERENCES
- Aduda, D. (2003). Meeting gives Tips on How to Improve Science Subjects. The Daily Nation, Nairobi, Kenya: Nation Media group Ltd (p.15).
- Ali, A. (1990). Review of research studies in science education. Review of Education Journal, 1(10), 161-165.
- Alsop, S., & Hicks, K. (2001).Teaching Science:A Handbook for Primary and Secondary School teaching. Glasgow: Bell & Bain Ltd..
- Bello, T. O. (2011). Effect of group instructional strategy on students’ performance in selected Physics concepts. The African Sympossium: An on-line Journal of African Educational Research Network, 11(1), 71-79
- Changeiywo, J.M. (2000). Students Image of Science in Kenya: A Comparison by Gender difference of Schooling and Regional Disparities. Unpublished PhD Thesis, Egerton University Kenya.
- Ho, F. F., & Boo, H. K. (2007). Cooperative learning: Exploring its effectiveness in the Physics classroom. Asia Pacific Forum on Science Learning and Teaching, 8(2). http//dx.doi.org/ied.edu.hk/apfslt
- Hofstein, A. (2004). The laboratory in chemistry education: thirty years of experience with developments, implementation and evaluation. Chemistry Education Research and Practice, 5, 247-264. http://dx.doi.org/10.1039/b4rp90027h
- Hofstein, A., & Lunetta, V.N. (2004). The laboratory in science education: Foundation for the 21st Century. Science Education, 88, 28 – 54. http://dx.doi.org/10.1002/sce.10106
- Khawla, S. S., & Abdul, H. M. E. (1999). The relationship between school laboratory experiments and academic achievement of Palestinian students in introductory university science courses. Research in Post-Compulsory Education, 4, 1.
- Kibett, J.K., & Kathuri, N. J. (2005). Effects of projected-based learning on students’performance in secondary school Agriculture. Zimbabwe Journal of Educational Research, 17(1), 30-38.
