Effects of Practical Method on the Effective Teaching of Physics in Senior Secondary Schools
CHAPTER ONE
OBJECTIVE OF THE STUDY
The research is carried out to identify some of the effects of practical method on the effective teaching of physics in senior secondary schools level and some possible strategies for improvement. It is assumed that the outcome of the study will enable the teachers policy makers and education authority to further develop, review the school curriculum of science, physics to be exact and take formal bold step on the corrective measures to improve practical and teaching in senior secondary schools so that they could be relevant in future science and technological development in the country.
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in two sub-headings:
- Conceptual Framework
- Chapter Summary
CONCEPTUAL FRAMEWORK
Teaching
According to Smith (1997), teaching is a system of action involving an agent, an end in view, and a situation including two sets of factors-those over which the agent has no control (such as class size, size of classroom, physical characteristics of student) and those that the teacher can modify (such as ways of asking questions or ideas gleaned). Smith therefore defines teaching as undertaking certain ethical tasks or activities, the intention of which is to induce learning.
Tamakloe, Amedahe and Atta (2005) have defined teaching as directing knowledge towards the learner. To Kochhar (2004), teaching is not a mechanical process but a rather intricate, exacting and challenging job. Though teaching is poorly paid, Kochhar explains that its riches are of a different order, less tangible but more lasting – that is satisfaction of personal fulfilment. Farrant (1996) explains teaching as a “process that facilitates learning”. Teaching and learning are therefore described as the two sides of a coin because teaching does not happen without a learner (Amissah, Sam-Tagoe, Amoah and Mereku, 2002). Some other definitions given to teaching by Amissah et al are as follows:
- Teaching is the means whereby an experienced member of a group guides and directs students in their total growth and development.
- It is also the activity that the teachers demonstrate to reflect their philosophy of education.
- Teaching is an interpersonal influence aimed at changing the way or behaviour in which other persons can or will behave.
- It is a system of actions intended to induce learning.
- It is an activity aimed at the achievement of learning and practiced in such a way as to respect the learners’ intellectual integrity and capacity.
The above definitions show how teaching has been subjected to a variety of descriptions and definitions. While some authors describe teaching as an art because it gives the teacher an opportunity to do something creative like molding personalities and the mind, others describe teaching as a science because it hinges on a specified body of knowledge – psychology. In this sense, Kochhar (2004) asserts that “teaching is a complex art of guiding students through a variety of selected experiences towards the attainment of a widening field of learning”. Hence teaching directs growth and development.
CHAPTER THREE
RESEARCH METHODOLOGY
AREA OF STUDY
Ojodu Local Council Development Area was carved out of the old Ikeja Local Government in October, 2003 by a bill of the Lagos State House of Assembly under the administration of Asiwaju Bola Ahmed Tinubu the erstwhile Executive Governor of Lagos state.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to examine effects of practical method on the effective teaching of physics in senior secondary schools using selected senior secondary schools in Ojodu Local Government Area Of Lagos State as case study. In this study, the research selected 5 secondary schools which include 2 private senior secondary schools and 3 public senior secondary schools.
The selected private secondary schools include;
Trinity School, Ojodu and Ronnie Schools, Ojodu Berger.
While the selected public secondary schools include;
De-Hill Crest High School, Rita College and Bab Fafunwa Millenuim.
Hence the entire students and teachers of the selected schools form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of one hundred and seventy five (175) questionnaires were administered to respondents which only one hundred and twenty nine (129) were returned and one hundred (100) were validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 100 was validated for the analysis.
DATA PRESENTATION
The table below shows the summary of the survey. A sample of 175 was calculated for this study. A total of 129 responses were received while 100 were validated. For this study a total of 100 was used for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
Introduction
This chapter summarizes the findings into the effects of practical method on the effective teaching of physics in senior secondary schools using selected senior secondary schools in Ojodu Local Government Area Of Lagos State as case study The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was to examine the effects of practical method on the effective teaching of physics in senior secondary schools using selected senior secondary schools in Ojodu Local Government Area Of Lagos State as case study. The study specifically was aimed at identifying some of the effects of practical method on the effective teaching of physics in senior secondary schools level and some possible strategies for improvement.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are active students and teachers of selected secondary schools in Ojodu Local Government Area Of Lagos State.
Conclusions
Creativity and innovation are key factors that are believed to significantly contribute to scientific advancement. Teaching sciences in secondary schools requires creativity, innovation, critical thinking, and the ability to enrich instruction through designing teachings that allow learnerinstruction-teacher interaction. Based on the findings of this study, the researcher made the following conclusion.
- Practical method of teaching has an impact in the teaching of physics in secondary schools.
- There is a significant difference between practical and lecture method of teaching physics.
- There is also a significant difference between the academic performance of students taught with practical method and Students taught with lecture method.
Recommendation
Haven analyse the findings of this study, the researcher recommends that;
- Every school should have well equipped physics laboratory.
- Teachers should be adequately sensitized on the importance of physics practical.
- Government and other school authorities should make available Instructional aides to help promote practical method of teaching.
- Regular supervision should be carried out in schools to ensure practical work is implemented at all times.
REFERENCE
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- Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International journal of science education, 30(14), 1945- 1969.
- Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
- Baartman, L. K., & De Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125-134.
- Bonnell, J., Copestake, P., Kerr, D., Passy, R., Reed, C., Salter, R., . . . Sheikh, S. (2011). Teaching approaches that help to build resilience to extremism among young people. Department for Education (DFE): Research Report DFE-RR119.
- Cess-Newsome, J. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction Examining pedagogical content knowledge (pp. 51-94): Springer.
