AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECODARY SCHOOLS IN ADAMAWA STATE

CHAPTER ONE

INTRODUCTION

• Background of the study

Education is a means of acquiring knowledge, skills and learning new culture, especially in schools or colleges, to improve knowledge and develop skills. The ultimate purpose of education is to empower an individual to excel in a chosen field of endeavor or career, and to be able to positively impact his/her environment. On the contrary, the end results of the processes of education have failed to maintain a high degree of academic distinction and excellence amongst learners and recipients of education in institutions of learning as of these days. Reasons that may be responsible for the prevailing circumstances could be largely remote in nature, such as educational policies on student’s enrolment and admission. Nevertheless, strategies must be sorted and implemented to remedy the situation of poor academic performance in higher institutions. For last two decades, the government Ethiopia was highly working in both expansion of educational sectors in all levels and improving the quality of education in all disciplines. Expansion will create new universities, establish three system support agencies, mount new courses, and triple enrolments. Reforms introduce increased institutional autonomy, curriculum revisions, new funding arrangements and student contributions by means of a graduate tax. However, as some of facts have been revealed in some hard sciences, like: physics, mathematics and chemistry, especially in physics, none of the graduates’ and students’ attitudes towards the subjects at all levels has been declining. Of lately, there has been a lot of concern by the general public about the teaching and learning of science in Nigerian secondary schools. Research has shown that large numbers of students seem to learn very little sciences in their secondary school days, learning tends to be by rote and students find learning of science to be difficult (Eyibe, 1990; Jegede, 1992; Salau, 1996). The quality of science teaching and learning has also been questioned over time by parents, science educators, and the general public and even by the government (Adepoju, 1991; Ivowi, Okebukola, Oludotun & Akpan, 1992; Okebukola, 1997). Science teaching in Nigerian schools has been criticised because of the poor performance of Nigerian students in science subjects relative to their counterparts in other countries. This is evident from the Second International Science Study in which Nigerian students came last in primary science and second to last in secondary science among the participating countries of the world (STAN, 1992). A number of factors have been identified to be responsible for these poor performances in science from the various studies conducted in Nigeria. These include the lack of motivation for most teachers, poor infrastructural facilities, inadequate textual materials, attitude of students to learning, lack of teaching skills and competence by science teachers, and lack of opportunities for professional development for science teachers (Braimoh & Okedeyi, 2001; Folaranmi, 2002; Okebukola, 1997; Olaleye, 2002; Olanrewaju, 1994). Other studies mentioned that poor classroom organisation, lack of management techniques and poorly co-ordinated student activities also reduced the quality of science teaching and learning (Akale & Nwankwonta, 1996). Ivowi et al. (1992) also found the shortage of funds for equipment and materials for fruitful practical work; especially in view of large class size in most schools is a problem. Some other researchers also attribute the low percentage of students who pass examinations in science, to dissatisfaction with the syllabus, teachers’ qualifications, workload, experience and disposition, general lack of teaching skills, and the ineffective style of delivery of subject matter (Adepoju, 1991; Salau, 1996).

Other studies mentioned that poor classroom organisation, lack of management techniques and poorly co-ordinated student activities also reduced the quality of science teaching and learning (Akale & Nwankwonta, 1996). Ivowi et al. (1992) also found the shortage of funds for equipment and materials for fruitful practical work; especially in view of large class size in most schools is a problem. Some other researchers also attribute the low percentage of students who pass examinations in science, to dissatisfaction with the syllabus, teachers’ qualifications, workload, experience and disposition, general lack of teaching skills, and the ineffective style of delivery of subject matter (Adepoju, 1991; Salau, 1996).

• STATEMENT OF THE PROBLEM

Science teaching in Nigerian schools has been criticized because of the poor performance of Nigerian students in science subjects relative to their counterparts in other countries. This is evident from the Second International Science Study in which Nigerian students came last in primary science and second to last in secondary science among the participating countries of the world. This result was due to combination of factors which were beyond the reach of the students. It is in view of this that the researcher intends to investigate those factors that hinder effective teaching of physics in senior secondary schools in Adamawa State.

• OBJECTIVE OF THE STUDY

the main objective of this study is an appraisal of infrastructural facilities and personnel for teaching physics in senior secondary schools in Adamawa state. But for the successful completion of the study; the researcher intends to achieve the following sub-objectives;

1. To ascertain the factors that hinders effective teaching of physics in secondary schools
2. To evaluate the effectiveness of personnel in responsible for teaching of physics in secondary school.

• To ascertain the relationship between infrastructural facilities and effective teaching of physics

1. To evaluate the role of school environment on effective teaching and learning of physics in secondary schools.
   • RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H₀: there are no factors that hinder effective teaching of physics in secondary schools in Adamawa State.

H₁: there are factors that hinder effective teaching of physics in secondary schools in Adamawa state.

H₀²: there is no significant relationship between infrastructural facilities and effective teaching of physics in secondary schools.

H₂: there is a significant relationship between infrastructural facilities and effective teaching of physics in Adamawa state.

• SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of benefit to the federal ministry of education as the study will help the ministry provide adequate and necessary facilities that will aid in effective teaching of physics in secondary schools, the study will also be of important to the proprietors and teachers of physics in secondary schools as the study seek to pinpoint the causes of poor teaching of physics in secondary schools in Adamawa state. The study will also be of great benefit to the researchers who intends to embark on research on similar topics as it will serve as a guide. Finally, the study will be of great importance to academia’s, lecturers, teachers, students and the general public.

• SCOPE AND LIMITATION OF THE STUDY

The scope of this study covers an appraisal of  infrastructural facilities and personnel for teaching for teaching physics in senior secondary schools in Adamawa State. In the course of the study, the researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher have to combine other academic activities and examinations with the study.
3. c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities

 

 

 

1.7 DEFINITION OF TERMS

Infrastructure

Infrastructure refers to the fundamental facilities and systems serving a country, city, or area, including the services and facilities necessary for its economy to function

Physics

Physics  “knowledge of nature, “nature is the natural science that involves the study of matter and its motion and behavior through space and time, along with related concepts such as energy and force. One of the most fundamental scientific disciplines, the main goal of physics is to understand how the universe behaves

Facilities

An installation, contrivance, or other things which facilitates something; a place for doing something: A commercial or institutional building, such as a hotel, resort, school, office complex, sports arena, or convention center.

 

 

Teaching

Different ways to teach are often referred to as pedagogy. When deciding what teaching method to use teachers consider students’ background knowledge, environment, and their learning goals as well as standardized curricula as determined by the relevant authority.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study its based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

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