Authors :
Onyewuchi, Francis A; Owolabi, Tunde L
Volume/Issue :
Volume 7 - 2022, Issue 1 - January
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/3KDmBOr
DOI :
https://doi.org/10.5281/zenodo.5897302
Abstract :
Despite the importance of physics in the
scientific, technological and consequently, economic
development of any nation, physics in Nigerian
secondary schools, has suffered serious setbacks ranging
from poor teaching, poor learning, poor performance
and finally to poor enrollment. Of all these, poor
teaching stands out as the fundamental, since if the
learners did not learn, then the teacher, has not taught.
This study therefore was carried out using our
indigenous local live applications of concepts to present
physics in the classroom as a familiar science. Three
research questions and two null hypotheses guided the
study. The study employed a non-equivalent control
quasi-experimental design, using a sample of 281 Senior
Secondary two students consisting of two intact classes
from two schools. Ninety three students (41 male and 52
Female) formed the treatment group while 188 students
(101 male and 87 female) formed the control group. Preand post-achievement tests were used for data collection
for the study and the instrument was validated by two
experts in physics education. Data collected were
analysed with ANCOVA using SPSS 23.0. Findings
showed that there are indigenous live applications of
physics concepts within the students’ locality that can be
deployed to teach physics. Results also revealed that
students taught using indigenous live concepts’
applications performed better than those taught using
the conventional method [F(1,278)=220.79;p<0.05]. More
so, there is statistically significant difference in
performance between male and female students taught
using concepts’ live applications [F(1,90)=10.429;
p<0.05]. It is therefore recommended that physics
teachers should use concepts’ local live applications in
teaching classroom physics for meaningful learning and
consequent better performance
Keywords :
concepts, Indigenous, live applications, students’ learning difficulties, physics.
Despite the importance of physics in the
scientific, technological and consequently, economic
development of any nation, physics in Nigerian
secondary schools, has suffered serious setbacks ranging
from poor teaching, poor learning, poor performance
and finally to poor enrollment. Of all these, poor
teaching stands out as the fundamental, since if the
learners did not learn, then the teacher, has not taught.
This study therefore was carried out using our
indigenous local live applications of concepts to present
physics in the classroom as a familiar science. Three
research questions and two null hypotheses guided the
study. The study employed a non-equivalent control
quasi-experimental design, using a sample of 281 Senior
Secondary two students consisting of two intact classes
from two schools. Ninety three students (41 male and 52
Female) formed the treatment group while 188 students
(101 male and 87 female) formed the control group. Preand post-achievement tests were used for data collection
for the study and the instrument was validated by two
experts in physics education. Data collected were
analysed with ANCOVA using SPSS 23.0. Findings
showed that there are indigenous live applications of
physics concepts within the students’ locality that can be
deployed to teach physics. Results also revealed that
students taught using indigenous live concepts’
applications performed better than those taught using
the conventional method [F(1,278)=220.79;p<0.05]. More
so, there is statistically significant difference in
performance between male and female students taught
using concepts’ live applications [F(1,90)=10.429;
p<0.05]. It is therefore recommended that physics
teachers should use concepts’ local live applications in
teaching classroom physics for meaningful learning and
consequent better performance
Keywords :
concepts, Indigenous, live applications, students’ learning difficulties, physics.
