This study examined the attitudes of physics teachers in Abuja, Nigeria toward utilizing community resources in their teaching. A survey was conducted of 250 physics teachers from 150 schools. The results showed a significant difference in attitude between qualified and unqualified teachers, with qualified teachers having a more positive attitude. The researchers recommended that teacher training programs provide more instruction on using community resources to address deficiencies in teachers' attitudes.
It discuss about qualities of a good teacher: need of a teacher, characteristic of good teacher, teachign approaches, an excellent teacher - teaching environment, community involvement and professional development.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
It discuss about qualities of a good teacher: need of a teacher, characteristic of good teacher, teachign approaches, an excellent teacher - teaching environment, community involvement and professional development.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Challenges of Biology Teacher In The Face Of Changing Technologyinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
Challenges of biology education for the 21st century - beyond bio2010 symposi...bio-link
Dr. Jay Labov, from the National Academy of Sciences and National Research Council, talks about how undergraduate biology education must change to meet the challenges of the 21st century
Describes the interdisciplinary approach to instruction. Includes features of the method, its support from educational theorists, and requirements of teachers who use it.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
this presentation will help the science administrators and enthusiasts to understand the curriculum of the Science, technology, Engineering and Mathematics in the Philippines.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Copyright - using resources in teaching and learningClaire Ridall
A helpful copyright presentation by Linda Purdy, Media Materials and Copyright Manager at Sheffield Hallam University, providing guidance on copyright legislation in using resources in teaching and learning.
Challenges of Biology Teacher In The Face Of Changing Technologyinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
Challenges of biology education for the 21st century - beyond bio2010 symposi...bio-link
Dr. Jay Labov, from the National Academy of Sciences and National Research Council, talks about how undergraduate biology education must change to meet the challenges of the 21st century
Describes the interdisciplinary approach to instruction. Includes features of the method, its support from educational theorists, and requirements of teachers who use it.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
this presentation will help the science administrators and enthusiasts to understand the curriculum of the Science, technology, Engineering and Mathematics in the Philippines.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Copyright - using resources in teaching and learningClaire Ridall
A helpful copyright presentation by Linda Purdy, Media Materials and Copyright Manager at Sheffield Hallam University, providing guidance on copyright legislation in using resources in teaching and learning.
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTMustheena k
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTS
FORMAL AND INFORMAL LEARNING
FORMAL TEACHING AND LEARNING RESOURCES
INFORMAL TEACHING AND LEARNING RESOURCES
The research examined the effects of hands-on teaching strategy on senior
school learners’ performance waves in Ilorin, Nigeria. Senior secondary
school (SSS2) science students were sampled at intact classes using a
purposive sampling technique. Researcher-designed instructional packages
on waves and Physics achievement test on waves (PATW) were the
instruments employed. The gathered data were analysed with the use of
descriptive and inferential statistics. Percentage, mean and standard
deviation were employed in answering the research question. Meanwhile,
Analysis of Variance (ANOVA) was utilised in testing the hypotheses
formulated at a 0.05 alpha level. The study showed that students’
performance exposed to hands-on instructional strategy was very impressive,
while students’ performance exposed to traditional strategy was low, there
was a significant effect of hands-on instructional technique on the
performance of students in waves and no statistically significant
collaborative effect of hands-on instructional technique and students’ gender
on performance in waves. It was suggested that hands-on instructional
strategies should be integrated and used to make teaching and learning more
concrete and active based for both teachers and students.
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
Utilization of Instructional Materials and Academic Performance of Senior Sec...ijtsrd
The study assesses the level of the availability and utilization of instructional materials for teaching chemistry in Oji River Local Government Area of Enugu State. A survey research approach was used in this study. The target population was 114 pupils from three selected senior secondary schools in Oji River Local Government Area of Enugu State. The study employed one sample t test to test the hypotheses. This study found that instructional materials affect academic performance of chemistry students in senior secondary schools. Another finding was that teachers utilized the available instructional materials in teaching chemistry in senior secondary schools. Based on the findings, the researcher recommended among others that chemistry teacher training should be revised to provide a greater emphasis on knowledge and abilities linked to emerging technologies, such as the use of visual and audio visual instructional resources in chemistry classrooms. Chikendu, Rebecca E. "Utilization of Instructional Materials and Academic Performance of Senior Secondary School Students in Chemistry in Enugu State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49840.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49840/utilization-of-instructional-materials-and-academic-performance-of-senior-secondary-school-students-in-chemistry-in-enugu-state/chikendu-rebecca-e
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
The study was intended to examine the utilization as well as the availability of E-learning facilities in the teaching of senior school physics in Ilorin, Nigeria. The study was a survey type and all physics teachers constitute the population. A total of 60 teachers was sampled for the study. Multi-stage sampling technique was adopted in the selection of respondents. Simple random sampling technique was used to select 20 out of 35 secondary schools. Two structured checklists were used to collect data. Percentage and mean were used to answer the research questions while ANOVA was used to test hypotheses at 0.05 level of significance. The finding revealed that printers, photocopying machine, desktop computers, laptop computers, Android phones, electronic typewriters and scanners were available, E-learning facilities were not utilized, there is no significant difference in the utilization of E-learning facilities for teaching physics based on teachers’ qualifications and experience. It was then recommended that physics teachers should be given proper training on how to use as well as maintain E-learning facilities in their various schools in order to equip them with the necessary skills, knowledge and values that will enable them optimize teaching in a fast changing world.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Ethnobiology Instructional Approach Effect on Secondary School Students Reten...ijtsrd
The study determined the effect of ethnobiology instructional approach on secondary school students’ retention of biology concepts in Onitsha Education Zone of Anambra state. Two research questions and three hypotheses guided the study. The study adopted the quasi experimental design. The population of the study comprised 5,322 senior secondary two SS2 students offering biology in Onitsha Education Zone. The sample for the study was 184 students obtained using a multi stage sampling procedure. Biology Achievement Test BAT validated by three experts and which had Kuder Richardson Formula 20 reliability of 0.91 was used as instrument for data collection. Data obtained from the study was analysed using mean, standard deviation and analysis of covariance. The result of the study showed that students taught using EIA had higher mean gain retention scores in biology than those taught using lecture instructional approach. The findings of the study revealed that there was a significant difference between mean retention scores of students taught biology using EIA and lecture instructional approach in favour of EIA. It was therefore recommended among others that secondary school biology teacher should adopt the use of EIA in teaching biology as a way of helping students connect what they are learning to already existing knowledge and realities around them. Mbaegbu, Stephanie Chioma | Osuafor, M. Abigail "Ethnobiology Instructional Approach: Effect on Secondary School Students Retention of Biology Concepts in Onitsha Education Zone" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52663.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52663/ethnobiology-instructional-approach-effect-on-secondary-school-students-retention-of-biology-concepts-in-onitsha-education-zone/mbaegbu-stephanie-chioma
Influence of Pre-Service Teachers’ Subject Specialization on their Skills of ...BabayemiJohnOlakunle1
This study examined the influence of pre-service teachers’ subject specialization on their skills for improvisation and management of resources using survey research of expost-facto type. The sample comprised 150 N.C.E pre-service teachers randomly selected from 50 secondary schools in Oyo State. The instruments used were Questionnaire on Assessing Pre-service Teachers’: Skills of Improvisation (r = 0.73); Management of Resources (r = 0.70). Two research questions were raised. The data collected were analyzed using mean, ANOVA and t-test. The result showed that subject specialization had no influence on pre-service teachers’ skills for improvisation and management of resources (F=0.953; P>.05; F=2.536; P>.05).These findings have significant implications for Science teachers and curriculum planners.
Using Transdisciplinary Approach in Biology Instructionijtsrd
This study aimed to determine the effectiveness of integrating Transdisciplinary Approach in Biology instruction. The study was conducted in a public high school in Carmen, Cebu and employed a quasi experimental method, particularly the pretest posttest design. Respondents were grouped into control and experimental group. Both groups were given a pretest and posttest. The experimental group was exposed to the integration of Transdisciplinary Approach, while the control group underwent the conventional way of teaching. The experimental group completed an attitude survey to assess their attitude toward the intervention. Both the experimental group and control group performed Below Average on the pretest. In the posttest, the performance of the control group was still Below Average. However, the experimental group showed an Average performance in their posttest. The control group showed no significant improvement while the experimental group showed significant improvement in Biology from pretest to posttest. The experimental group manifested Positive attitude towards the use of transdisciplinary approach in their biology class. Based on the findings of this study, the integration of Transdisciplinary Approach was proven to be more effective than the traditional teaching approach in enhancing and improving the biology performance of the students. The researcher recommends that curriculum experts promote and support the integration of transdisciplinary approach in every subject area educational institutions provide trainings on its implementation and develop manuals to properly orient the teachers teachers focus more on pragmatic teaching rather than conventional classes and future researchers carry out similar studies with a broader scope. Darlene L. Cabigas "Using Transdisciplinary Approach in Biology Instruction" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53835.pdf Paper URL: https://www.ijtsrd.com.com/biological-science/biological-system/53835/using-transdisciplinary-approach-in-biology-instruction/darlene-l-cabigas
Attitude of teachers toward utilizing community resources in physics in abuja, nigeria
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 12, 2012
Attitude of Teachers toward Utilizing Community Resources in
Physics in Abuja, Nigeria
Esther O. OMOSEWO PhD,
omosewo2k2000@yahoo.co.uk
Oyeronke O. OGUNLADE PhD
drronkeogunlade@yahoo.com
Temitope Oyebola OYEDEJI
topsycares2003@yahoo.com
Department of Science Education University of Ilorin, Nigeria
Abstract
The study was carried out in Abuja, Nigeria. The research sample consisted of 250 physics teachers that were
drawn from 150 selected schools in the 6 area councils in Abuja. One research hypothesis was formulated and
tested. Answers were provided for two research questions in the study. The result showed that there was a
significant difference between the attitude of qualified physic teachers and unqualified physics teachers toward
the use of community resources in teaching. The calculated chi-square was 7.71 and the critical chi-square
obtained from the statistical table was 3.84.Based on the result , one of the recommendations made was:
Teachers training institutions (colleges, Polytechnics, National teachers institute and Nigerian Universities)
should give training teachers appropriate training in the use of community resources in teaching so as to cater for
inadequacies observed in the area of attitude as qualified physics teachers.
Introduction
Background to the problem
Educational technology is a subset of the field of education which is concerned with effective communication and
instruction. The Association for Educational Communications and Technology (AECT, 2008) defined educational
technology thus:
Educational technology is the study and ethical practices of facilitating learning and improving performance by
creating, using and managing appropriate technological processes and resources (p.1).
Educational technology can be seen as hardware (i.e physical equipment directly involved in performing
technologic al functions), software (i.e the various kinds of programs used to operate hardware) and system
approach which is a step by step approach used in the classroom setting to achieve set goals (Etim, 2006).
Educational technology includes other systems used in the process of developing human capability; these
systems also include community resources. According to Abolade (1997), Community resources are both human
and non-human materials that are within the geographical milieu of teachers and the learners. Examples of
community resources are Religious institutions such as Churches, mosques and shrines, commercial banks,
historical places (e.g. museum, Zoo), industrial sites etc. These are places that students can visit and see for
themselves those things they have learned in textbooks. Human community resources include teachers, learners,
curriculum developers, parents and relevant others in the society. Non-human resources include instructional
materials (audio, visual and audio-visual) equipment and facilities.
Omosewo (1999) defined Physics as the branch of science that deals with energy and matter, and their
interactions. It is sometimes referred to as the science of measurement and its knowledge has contributed greatly
to the production of instrument and devices of tremendous benefit to the human race. The importance of physics
cannot be over stressed as it forms the basis for technological advancement of any nation. Its study can lead to
several scientific fields and profession such as engineering, manufacturing, mining and construction industries.
Within the context of science education, physics has been identified as a very important school subject and its
importance in scientific and technological development of any nation has been widely reported.
Statement of the problem
Boyo, (2004) carried out a research on identified problems Associated with studying of physics in Lagos State,
Nigeria. The result of the findings shows that most of the challenges faced in studying of physics are
non-availability of facilities for teaching, lack of classrooms, textbooks, journals and overpopulation of students.
86
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 12, 2012
Also, Omosewo & Salami, (2002) found inadequate number of physics teachers in the senior secondary schools in
Kwara State as one of the problem facing study of physics in Nigeria.
Studies connected to the use of community resource in Nigeria and teachers’ attitude on their use have been
conducted on geography and social studies (Anikweze 1995, Taiwo, 2000, Yusuf, 2004). If the community
resources are properly integrated in physics teaching and learning, this may reduce the problem of infrastructural
and material provision in schools.
It is therefore important to examine teachers’ attitude toward community resources, the influence of
teachers experience and qualification on their attitude toward utilization of community resources, and the effect
of environmental factors on the utilization of community resources in physics instruction.
Purpose of the study
The primary purpose of this study is to determine the attitude of teachers’ towards utilization of community
resources for teaching physics in senior secondary schools in Abuja.
Specifically this study is designed to:
(i) find out the attitude of teachers toward the use of community resources in teaching physics;
(ii) find out the influence of teachers qualifications on their attitude towards the use of community resources;
Research Questions
Answers were provided for in the following research questions in the study:
(i) what is the attitude of teachers toward the use of community resources in teaching physics?
(ii) do teachers’ qualifications influence their attitude towards utilization of community resources in teaching
physics?
Research Hypothesis
One research hypothesis was formulated and tested,
HO1. There is no significant difference between the attitudes of qualified physics teacher and unqualified physics
teacher towards utilization of community resources in teaching.
Scope of the study
The study was carried out in Abuja, Nigeria. The research sample consisted of 250 physics teachers that were
drawn from 150 selected schools in the 6 area councils in Abuja.
Clarification of Major Terms and Variables
The following terms and variables are defined as they relate to this study.
Attitude: it refers to the teachers’ disposition (positive or negative) towards the utilization of community
resources.
Experienced Teacher: Is a teacher who has been teaching physics in the secondary school (s) for five or more
years. With teaching qualification(s)
Less experienced Teacher: Is a teacher who has been teaching physics in secondary schools, for less than five
years
Qualified Teacher: this is a physics teacher trained to teach physics with a minimum degree level B.ED, B. Sc.
(Ed.) in physics, NCE + B.sc in physics, B.sc + PGDE, B.Tech + PGDE in physics.
Unqualified Teachers: this is a physics teacher without the requisite teaching qualification, specifically in physics,
but who is engaged to teach the subject in secondary schools. These include teacher with NCE, OND, HND, and
B.Sc. B.A. B.A.Ed/B.sc, B.Tech in subject other than physics.
Utilization: this refers to physics teachers’ use of community resources in the teaching of physics.
Community Resources: In this study are both the human and non-human resources that are within the
environment of both the teacher and the learners that are utilized to facilitate learning.
Significance of the study
The findings of this study would be relevant to classroom teachers, curriculum planners, teachers’ trainers, school
administrator, government agencies, authors, researchers, and so on.
Research Type
This study was a descriptive research, using the survey method. A descriptive survey investigates a phenomenon
and reports on it as it is. The researcher designed questionnaire was used to illicit responses from the study sample.
Sample and Sampling Techniques
The target population of this study consisted of all secondary school physics teachers in Abuja. 250 physics
teachers were randomly selected from the 6 area councils in Abuja.
Research Instrument
A researcher-designed instrument title “Questionnaire on physics teachers’ Attitude towards utilization of
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Vol 3, No 12, 2012
community resources” was used in this study. The sample for this study comprised 250 physics teachers in selected
Secondary Schools in Abuja.
Validation of the Instrument
The draft questionnaire was given to physics educators, physics and educational technology lecturers in the
department of science education, University of Ilorin as well as four physics teachers each in five public and
private Secondary Schools in Abuja environs. The evaluators adjudged the instrument adequately when they
considered the topic of the research.
Procedure for Data Collection
The researchers were accompanied by two research assistants to personally administer the questionnaire in all the
Secondary Schools in Abuja. Each respondent was given a copy of the questionnaire and the opportunity to clarify
the contents on the questionnaire. Having responded to the items therein, they were collected immediately and this
enhanced 100% retrieval of the questionnaires.
Data Analysis Technique
Descriptive statistical method was employed in collecting and analyzing data generated by finding the percentage.
Chi-square analytical tool was employed to determine levels of difference between the sub-groups of respondents.
Data Analysis and Results
The analysis was based on the research questions and the hypotheses stated in the study.
Research question 1 was addressed using frequency count and percentages and research question 2 and 3 were
addressed through hypotheses 1 and 2 using chi-square analytical tool.
Research Question 1: What is the attitude of teachers toward the use of community resources in teaching physics?
Table 1: Number and percentages of physics teachers’ attitude toward the use of community resources in
teaching
S/No Items SA A D SD
1 The use of human community resources will 115(46%) 135(54%) 0(0%) 0(0%)
make me improve as physics teacher
2 I am versatile in the handling of non-human 100(40%) 130(52%) 20(8%) 0(0%)
community resources
3 The use of community resources while teaching 15(6%) 35(14%)100(40%)100(40%)
is time consuming
4 The use of non-human community resources 60(24%) 45(18%) 100(40%)45(18%)
is expensive
5 The use of community resources ease students’ 135(54%) 115(46%) 0(0%) 0(0%)
learning and comprehension
6 The students’ interest were arouse and retain 120(48%) 125(50%) 5(2%) 0(0%)
throughout the session of learning using
available community resources
7 Non-human community resources compliment 95(38%) 140(56%) 10(4%) 5(2%)
teaching learning process
8 The use of guess speaker motive students in 130(52%) 115(46%) 5(2%) 0(0%)
learning
9 The use of the available community resources 140(56%) 100(40%) 10(4%) 0(0%)
is creative, innovative, dynamic and resourceful
10 The use of community resources enhances 120(48%) 130(62%) 0(0%) 0(0%)
effective learning “videreestcredere is a latin
maxim which means seeing is believing
11 The use of community resource does not give 10(4%) 15(6%) 95(38%) 130(52%)
room for individual differences and individual
learning rate it might not benefit all the learners
12 The use of community resources enriched both 130(52%) 115(46%) 5(2%) 0(0%)
the teacher and students
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Vol 3, No 12, 2012
13 The use of non human community resources 10(4%) 50(20%) 150(60%) 40(16%)
e.g excursion is risky
14 Inculcating the use of human community 0(0%) 45(18%) 85(34%)120(48%)
resources into teaching learning process is
time wasting
15 Applying the available community resources 0(0%) 65(26%) 130(52%) 55(22%)
in teaching is stressful and strenuous
16 The use of community resources is bottleneck 30(12%) 90(36%) 90(36%) 40(16%)
and logistic in it planning
17 Field trip gives room for dynamism in students 140(56%) 110(44%) 0(0%) 0(0%)
learning a concept
18 Field trip gives room for dynamism in students 165(66%) 85(34%) 0(0%) 0(0%)
learning a concept
19 The use of community resources facilitate 135(54%) 115(46%) 0(0%) 0(0%)
learning by learners and makes teacher
more efficient
20 The use of community resources increases both 140(56%) 110(44%) 0(0%) 0(0%)
teachers’ and students’ wealth of experience
From table 1, it shows that out of 100% responses, 73.20% responses showed a positive attitude toward the use of
community resources in teaching physics while 26.80% responses showed negative attitude toward use of
community resources in teaching physics.
Research question 2: Do teachers’ qualification influence their attitude toward utilization of community
resources in teaching physics?
The results revealed that, out of 110 qualified physics teachers 80(72.72%) responded positively toward the
use of community resources in teaching physics while 30(27.27%) responded negatively to the use. Also, out of
140 unqualified physics teachers 102(72.86%) responded positively toward utilization of community resources in
teaching physics while 38(27.14%) responded negatively.
Hypothesis 1 (HO1): There is no significant difference between the attitude of qualified and unqualified physics
teachers toward utilization of community resources in teaching.
The result in relation to HO1 is as shown in table 2
The result as indicated showed that there was a significant difference between the attitude of qualified physic
teachers and unqualified physics teachers toward the use of community resource in teaching. The calculated
chi-square was 7.71 and the critical chi-square obtained from the statistical table was 3.84. Thus the null
hypothesis HO1 was rejected since the calculated chi-square was greater than the critical chi-square (7.71>3.84).
Therefore, there is a significant difference between the attitude of qualified and unqualified teachers toward
utilization of community resources in teaching phys
Conclusion
Physics teachers showed a positive attitude toward the use of community resources in teaching and there was a
significant difference between the attitude of qualified and unqualified physics teachers toward the use of
community resources in teaching with higher attitude score by the unqualified physics teachers.
Recommendations
1. Physics teachers should not relent in the use of his/her immediate environment to teach as it contains a lot of
resources for effective teaching of concepts in the subject.
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Vol 3, No 12, 2012
2. Teachers training institutions (colleges, Polythenics, National teachers institute and Nigerian Universities)
should give training teachers appropriate training in the use of community resources in teaching so as to cater for
inadequacies observed in the area of attitude as a qualified physics teachers.
3. School authority particularly school administration should encourage teachers to use community resources
through financial support, appropriate scheduling of standard time table and organization of regular staff
development programme to promote teacher efficiency.
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