STUDENT ATTITUDE AND LEARNING OF PHYSICS AMONG SECONDARY SCHOOL STUDENTS

STUDENT ATTITUDE AND LEARNING OF PHYSICS AMONG SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Attitudes are acquire through learning and can be change through persuasion of variety of techniques. Attitude, once established, help to shape the experiences the individual has with objects, subject or person. Although attitude changes gradually, people constantly form new attitudes and modify the old one when they exposed to new information and new experiences (Adesina and Akinboballa, 2005).

Salau(2004), defines attitudes as an internal state that influences the personal actions of an individual. He recognized attitude as a major factor in the subject choice. He considers attitudes as a form of mental and neutral state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s responses to all objects and situations with which it is related.

George (2000) further explained that inadequacies of furniture fitting and equipment in the classrooms and laboratories. Where teaching and learning of science subjects took place might contribute to misconceptions and alternative conceptions. Physics is considered as the most problematic area within the realm of science, and it traditionally attracts fewer students than Chemistry and Biology. (Rivard and Sraw, 2000).

Physics is perceived as a difficult subject from secondary schools to university and also for graduate education. It is well known that high schools, colleges and university students find Physics difficult.

The measurement of student’s attitudes and learning of Physics among secondary school students should take into account of their attitudes amongst learning environment (Crawley and Black, 2008). Research has a method make us known that attitude of students among science change with exposure. The learning environment and teaching (Cracker, 2006). If students have negative attitudes towards science; they also do not like Physics subject and Physics teachers.

STUDENT ATTITUDE AND LEARNING OF PHYSICS AMONG SECONDARY SCHOOL STUDENTS

In teaching-learning processes, Schunk and Hanson (2004) suggested that the attitudes of pupils are likely to play a significant part in any satisfactory explanations of variable level of performance shown by students in their school science subject. Ogunlege (2007) in his findings, reported that students developed negative attitudes to science learning, probably due to the fact that teachers are unable to satisfied their aspiration or goals.

1.2   Statement of The Problems

        In spite of the recognition given to physics among other subjects, it is evident that students still showed negative attitude towards the subject thereby leading to poor performance and low enrolments. Moreover, Moronhunfolla (2002) stressed that a professionally qualified science teacher no matter how well train. Thus, would unable to put his ideas into practice if the school setting lacks the equipment and materials necessary for him or her to translate his competence into reality. The student attitude and learning of physics among secondary school students.

Without a doubt, teachers’ effectiveness in a subject may be prime determinant of students’ interest in the subjects. Therefore, the researcher sought to find out the student attitude and learning of physics among secondary school students.

1.3   Purpose of The Study

        Generally, the study is to determine student’s attitudes and learning of physics among secondary school student in Esit Eket Local Government Area.

Specifically, this study intends to:

• Find out male and female students attitude towards the learning of physics.
• Determine student’s attitudes towards the learning of physics based on location.

1.4   Significant of The Study

        The finding of this study will be of immense benefit to teachers, students and the society as it will enable adoption of teaching-learning method. It will help in sensitizing students on the need to examine their attitude of learning physics.

This study will further help educational administrative strategy in enhancing student’s Attitudes toward Senior Secondary School physics through the use of teaching strategies such as cooperative, competitive and individualistically. It will also enlighten teachers of physics on the need to adopt positive attitudes in teaching.

1.5   Research Questions

• Is there any significant relationship on student’s attitude towards the learning of physics based on location?
• Is there any significant relationship in the attitude of male and female students towards the learning of physics?

1.6   Research hypotheses

1. There is no significant relationship on student’s attitude towards the learning of physics based on location.
2. There is no significant relationship between the attitude of male and female students towards the learning of physics.

1.7   Limitation of The Study

The limitation of this study was financial constraint which existed a great influence on this study and the period given for the completion of this study hardly be enough for a wider and more in-depth research into the problem.

1.8   Delimitation of The Study

        The study only concentrates on student’s attitude and learning of physics among secondary school student in Esit Eket Local Government Area.

1.9   Definition of Terms

Physics: physics is a natural science that involves the study of matter and its motion through space and time, along with related concepts such as energy and force.

Attitudes: In brief, this is defined as an internal state that influences the personal actions of an individual. It is also a feeling or way of thinking that affects a person’s behavior.

Students: This term is principally used to described individual or person who undergoes studies in institutions of learning.

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