The Relevance of Mathematics to Learning of Physics in Secondary Schools
CHAPTER ONE
OBJECTIVES OF THE STUDY
The main objective of this study is to examine the effect of mathematical background on students’ academic performance in physics in secondary schools within Abakaliki Education Zone of Ebonyi State. The outline of the objective are:
- physics topics (concepts) requiring mathematical knowledge.
- Mathematics concepts relevant to the study of physics at the secondary school level/SSCE syllabus.
- Relevance of mathematics in teaching and learning of physics concepts.
- If the mathematics teachers cover the mathematics concepts within the school academic year.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This section reviews thematically and methodologically different literature on the effect of practical work in the learning of Physics, influence of physics instructional method in the learning of Physics, the extent to which students’ attitude towards teaching/learning of physics poses a challenge in the learning Physics and the influence of student’s gender to the learning of Physics in Public Secondary schools
World Overview on Students’ Learning Challenges in Physics
Learning and teaching of Physics in public secondary schools faces a myriad of challenges world over. In the USA, an observation of Teacher Education in Physics (TEP) Report 2012 shows that even after registration of highly qualified teachers for every classroom, school districts confirmed a considerably shortage of Physics teachers’ year after year greater than in any other discipline. The potential negative consequences of maintaining the status quo were observed to be far reaching both for Physics as a discipline and for the U.S. economy and society as a whole. In response to the shortage of Physics Teachers in the U.S. and concerns about their effectiveness, the American Physical Society, American Association of Physics Teachers, and American Institute of Physics formed the Taskforce on Teacher Education in Physics (TEP). This Task force found that nationally, Physics teacher preparation was inefficient, incoherent and unprepared to deal with the current and future needs of the nation’s students. It was observed that an innovative national program was needed to develop new resources, expertise, and capacity in order to meet current and future needs (TEP press release-report) by the Task Force on Teacher Education in Physics (TEP) (American Physical Society, college Park, MD, 2012).
These students’ learning challenges in Physics in public secondary schools is more pronounced in Africa. In Nigeria, a study on problems and prospects of teaching and learning of Physics in Senior science secondary schools in Sokoto state of Nigeria of 2014, revealed that the major challenges affecting student’s learning in Physics have been inadequate facilities, poor administration, inadequate training of teachers, overcrowded classrooms and laboratory as well as a poor attitude of students towards the Physics as a subject, Lanal Mohamed Anka, Abubakar M. Anka et al, (2014).
Effect of Laboratory Practical Work in Learning Physics
Laboratory Practical work refers to any teaching and learning activity where at some point the student is involved in observing and manipulating the objects and materials he/she is studying.
CHAPTER THREE
RESEARCH METHODOLOGY
Design of the Study
This is a descriptive survey research design on the identification of the mathematics concepts relevant in the study of physics at the secondary school level. A descriptive survey design according to Abonyi (2006) is one of the cheapest and quick ways of obtaining facts and figures from systematically selected segments of a population with the purpose of ascertaining the general characteristics of the population.
Area and Scope of the Study
This study was conducted in Abakaliki Education Zone of Ebonyi State of Nigeria. The scope of the study covered those mathematics concepts that are relevant in teaching and learning of physics at the secondary school level. Such topics include: Astrophysics, Fusion and Plasma Physics, equations involving fractions, PH-value of a solution, Arithmetic operation, ratio, Condensed Matter and Materials Physics, simple equations, Dalton’s law of partial pressure, Boyle’s law, mole concept among others.
Population of the Study
The population of the study comprised all the mathematics and physics teachers in the 72 government owned secondary schools from Abakaliki Education Zone. The population comprised 38 mathematics teachers and 35 physics teachers, making a total of 73 teachers.
Sample and Sampling Techniques
The researchers used the 73 teachers (38 mathematics teachers and 35 physics teachers) as the sample for the study. The reason for using the total population as the sample for this study was because of its small size.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
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.
The results of the data analysis are presented in tables according to each research question.
Analysis of Research Questions
Research Question 1
What are the physics concepts/topics at the secondary school level which require mathematics knowledge?
Based on the above results in table 2, all the items had mean scores above the 2.50 cut-off point. Based on this, all the items were accepted. The grand mean of 2.91 is also above the 2.50 meaning that the teachers agreed that those topics in physics require mathematics knowledge.
CHAPTER FIVE
SUMMARY OF THE STUDY, CONCLUSIONS AND RECOMMENDATIONS
Summary of the study
In this study, our focus was to carryout a critical analysis on the relevance of mathematics to learning of physics in secondary schools. The study specifically was aimed at identify the mathematics concepts that are relevant in the study of physics at the secondary school level in Nigeria. This study reviewed and anchored its framework on conversational theory.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 73 responses were validated from the enrolled participants where all respondent are active teachers in Abakaliki Education Zone of Ebonyi State of Nigeria.
Conclusion
This study was conducted to identify the mathematics concepts relevant in the study of physics at the secondary school level. From the data analysis, the following mathematics concepts were identified to be relevant in the study of physics; relative molecular mass molar mass, percentage composition, empirical formula, temperature conversion, gas laws, laws of electrolysis, PH-value of solutions, chemical equilibrium, rates of chemical reaction, mass-volume calculations, volumetric analysis, oxidation numbers, balancing of chemical equation, and mole concept among others.
Based on the findings, the researchers conclude that mathematics plays significant roles in the teaching and learning of physics at the secondary school level. physics cannot be taught successfully without the knowledge of mathematics, therefore physics teachers should regularly update their knowledge in calculations involving physics in their classroom activities.
Recommendations
Based on the findings from the data analysis, the following recommendations were made.
- physics teachers should be exposed to programmes that will help them acquire more knowledge on mathematical aspects of physics.
- In-service or re-training programmes should be organized which will bring the physics and mathematics teachers together to share the views and ideas on certain topics in mathematics and physics.
- physics teachers should be allowed and sponsored to attend conferences, seminars and workshops to update their knowledge of calculations in physics.
- Government should provide recommended physics textbooks which deal practically on mathematical aspect of physics.
REFERENCES
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- Ejike, B.C.U. (1999). Preparing Students for University Mathematics. In Ukoli, F.M.A. (ed) what is science? The problems of teaching and research in science in Nigerian Universities. Heinemann educational Books. Nigeria Ltd. Ibadan: University Press. pp.75-63.
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