COMMUNITY RESOURCES UTILIZATION AND TEACHING OF PHYSICS IN SECONDARY SCHOOLS

COMMUNITY RESOURCES UTILIZATION AND TEACHING OF PHYSICS IN SECONDARY SCHOOLS
COMMUNITY RESOURCES UTILIZATION AND TEACHING OF PHYSICS IN SECONDARY SCHOOLS

COMMUNITY RESOURCES UTILIZATION AND TEACHING OF PHYSICS IN SECONDARY SCHOOLS

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TABLE OF CONTENTS

Title Page

Certification

Approval Page

Dedication

Acknowledgements

 

Table of Contents

List of Tables

List of Appendices

Abstract

CHAPTER ONE:     INTRODUCTION

1.1       Background to the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Research Questions

 

1.5       Hypotheses

1.6       Significance of the Study

1.7       Scope of the Study

1.8       Definition of Terms

 

CHAPTER TWO:    REVIEW OF LITERATURE

2.1       Theoretical Framework

2.2       Conceptual Review

2.3       Review of Empirical Studies

2.4       Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD                                                                

3.1       Research Design

3.2       Area of the Study

3.3       Population of the Study

3.4       Sample and Sampling Technique

 

3.5       Instrumentation

3.5.1    Validation of the Instrument

3.5.2           Reliability of the Instrument

3.6       Procedure for Data Collection

3.7       Method of Data Analysis

 

CHAPTER FOUR:  RESULTS AND DISCUSSION OF FINDINGS

4.1       Answering the Research Questions

4.2       Testing the Hypotheses

4.3       Summary of Findings

4.4       Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary

5.2       Educational Implications of the Findings

5.3       Conclusion

5.4       Recommendations

5.5       Limitations of the Study

5.6       Suggestions for further Study

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Learning and teaching is the concern of a trained teacher but learning is a complex process. Learning can occur as a result of newly acquired skill, knowledge, perception, facts, principles and new information at hand (Adeyanju, 2017).

According to Agun (2023), learning can be reinforced by the teacher with teaching resources improvisation of different variety because these learning aids stimulate, motivate as well as arrest learner’s attention during the instructional process. He further said teaching resources are instructional materials and devices through which teaching and learning are done as far as Physics as a subject is concern in schools.

 

COMMUNITY RESOURCES UTILIZATION AND TEACHING OF PHYSICS IN SECONDARY SCHOOLS

Furthermore, Okunronifa (2017) have examples of teaching resources to include visual aids, audio aids, audio-visual aids, real objects and many others.

However, the visual aids are designed materials that may be locally made or commercially produced. They come in form of wall charts, illustrated pictures, pictorial materials, puppets and models. There are also audio-visual aids. Specifically, these are teaching machines like radio, television and all sorts of projectors with sound attributes.

Akanbi (2018) specifically notes that whenever teachers taught with some teaching resources, their students get more stimulated because the learning aids used make the learners (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach.

As a result, students participate better in class activity. Thus, this in-turn enhanced academic achievement of students in Physics in secondary school.

 

In addition, in the opinion of Agun (2023), there is need for teachers to improvise teaching resources for effective delivery of lessons effectively in the classroom. Accordingly, the dwindling of economic fortune of the country makes it imperative that Physics teachers should improvise teaching resources using resources available within the local environment.

Most educational institutions cannot afford to depend on imported materials; hence, there is need for teachers and their students to improvise teaching and learning materials. For example, scale models periscope can be used to show students what parts of the periscope looks like up close. This is by engaging students and by providing 3-dimensional models related to the current area of study in Physics. This can enhance effective teaching and learning of Physics thus improves academic achievement of school students in the subject as well as the teaching effectiveness of teachers.

Community resources from the immediate environment used by the teachers in the teaching-learning process have strong impression on the minds of the students. Its effect on the students helps to bridge the gap between reality and abstract.

 

According to Ogunbi (2011), when teaching resources are from the immediate environment and use effectively, it makes learning more interesting and lively. It also helps to retain interest of the learners during the delivery of Physics lessons in the classroom.

As put forward by Akanbi (2018), improvised teaching resources are relatively cheaper than the imported or standard resources. They are easily available for use by Physics teachers. Also, improvisation of teaching resources by the teacher creates an opportunity for students to participate in the provision of teaching materials. It affords students the opportunity to exhibit such creative skill while participating in the provision of some of the teaching resource use for the delivery of Physics lessons. Thus, this will aid greatly in their academic achievement.

Moreover, students interpret instructional activities in terms of what they already know; they actively seek to relate new concepts, attitudes or skills on their prior set of concepts, attitudes or skills.

Hence, for better outcome of teaching/learning processes, two components should be considered which are input and outputs. Inputs consist of human and material resources while outputs are goals realization of the teaching learning process.

These human and material resources which are termed instructional resources are important to the teaching of Physics in the school curriculum. This resource arouses students’ interest and at the same time helps train learners to think things out themselves, in-depth understanding of such a lesson and makes learning interactive thereby motivating them to learn. Therefore, this research shall attempt to examine community resources utilization and teaching of physics in secondary schools.

 

1.2    Statement of the Problem

Undeniably, Physics as a subject is activity oriented and resource-based. Indeed, this is inadequate utilization of learning resources within the learners’ environment by Physics teachers. However, this suggests that the mastery of Physics concepts cannot be fully achieved without the use of learning materials in teaching the subject.

So the teaching of Physics without learning materials might result to poor academic achievement and lack of interest in the subject among students. Thus, this has greatly resulted in poor academic achievement among Physics students. The study therefore, attempts to investigate community resources utilization and teaching of physics in secondary schools.

 

1.3    Purpose of the study

The main purpose of this research was to examine community resources utilization and teaching of physics in secondary schools. Specifically, the study intends to:

  • Investigate the academic performance of students taught using Community resources and those taught without Community resources in Physics; and
  • Examine gender difference and academic performance of students taught using Community resources in Physics.

 

1.4    Significance of the study

                   This study shall be significance in the following ways:

  • Firstly, the findings of this study shall reduce abstraction in Physics thereby concretizing learning concept which directly increases the academic performance of students
  • The findings of this study will serve as a guide to teachers on the effective use of Community resources during the teaching learning process.
  • Thirdly, the study will be of help to curriculum planners as it assists them in taking into considerations the use of Community resources in Physics teaching. Community resources utilization and teaching of physics in secondary schools.

 

  • Furthermore, Government through the Ministry of Education can now assess the provision of teaching resources in our secondary school for the teaching of Physics in schools.
  • Lastly, the study will serve as the reference point to other students/scholars who will be researching in the same topic.

 

1.5    Research Questions

                   The following questions were formulated to help the study:

  • Could the academic performance of students taught Physics using Community resources significant difference from those taught Physics without using Community resources?
  • Could there be any significant difference between academic performance of (gender) male and female students taught using Community resources?

 

1.6 Research Hypotheses

The following null hypotheses were stated to guide the study in line with the research questions:

  • There is no significant difference between academic performance of students taught Physics using Community resources and those taught without Community resources
  • There is no significant difference between academic performance of (gender) male and female students taught Physics using Community resources

 

1.7    Delimitation of the study

This study focused on Community resources () utilization and teaching ofPhysics in secondary schools in NsitUbium Local Government Area. Also the study focused only with senior secondary two students of intact classes who registered for Physics in the 2016/2017 academic session in the selected secondary schools in NsitUbium Local Government Area

 

1.8    Operational Definition of Terms

Community resources: These are those materials gotten from the immediate environment which are used to support teaching and learning process.

Utilization: This is the process of making use of Community resources in teaching.

Academic Performance: This is the extent to which a student achieves in an examination or test that is the grade or scores of the student.

 

Conclusion

From the result obtained, it can be inferred that proper understanding of concept in Physics can be improve through the utilization of Community resources which reduces abstraction and increases students’ participation as well as giving the students to explore their environment. Community resources utilization and teaching of physics in secondary schools.

Also that gender difference does not influence the academic performance of students taught using of Community resources. This is because male and female students that were taught using Community resources performed academically better.

 

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