AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE
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AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE
AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Poor schooling has proved to be the greatest barrier to political,
social and economic transformation in many African countries. School
infrastructural facilities have been observed as a potent factor to
quantitative education. The importance to teaching with provision of
adequate instructional facilities for education cannot be
over-emphasized. Pertaining to the teaching of physics in secondary
schools, Infrastructural facilities include equipments and materials
that are available to facilitate students learning outcome. It includes
good buildings for classrooms and laboratories, laboratory equipments,
experiment materials/apparatus, books, audio-visual, software and
hardware of educational technology; so also, size of classroom and
laboratory, sitting position and arrangement, availability of tables,
chairs, chalkboards, shelves on which instruments for practicals are
arranged (Farrant, 1991 and Farombi, 1998).
According to Oni (1992), infrastructural
facilities constitute a strategic factor in the functioning of a
secondary school system. This is so because they determine to a very
large extent the smooth functioning of any teaching and experimental
demonstrations and even other extra-curricular activities. He further
stated that their availability, adequacy and relevance influence
efficiency and high performance. In his words, Farombi (1998) opined
that the wealth of a nation or society could determine the quality of
education in that land; emphasizing that a society that is wealthy will
establish good schools with professional personnel (quality teachers),
learning infrastructures that with such, students may learn with ease
thus bringing about good academic achievement. Writing on the role of
facilities in teaching, Balogun (1982) submitted that no effective
science education programme including physics can exist without
equipment for teaching. This is because facilities enable the learner
to develop problem-solving skills and scientific attitudes. In their
contribution, Ajayi and Ogunyemi (1990) reiterated that when facilities
are provided to meet relative needs of a school system, students will
not only have access to the reference materials mentioned by the
teacher, but individual students will also learn at their own paces and
there is room and necessary equipment for the teacher for further
research and constant practice. The net effect of this is increased
overall academic performance of the entire students.
In recent times, there has been a growing public
anxiety about the poor performance of students in Physics in Nigerian
schools. Studies showed that large numbers of students seem to learn
very little physics at school, learning tends to be by rote and
students find learning of Physics to be difficult (Salau, 1996). The
quality of the personnels handling Physics in Nigerian schools has also
been questioned over time by parents, science educators, and the
general public and even by the government (Okebukola, 1997). Physics
teaching in Nigerian schools has been criticized because of the poor
performance of Nigerian students in Physics relative to their
counterparts in other countries. This is evident from the Second
International Science Study in which Nigerian students came second to
last in secondary science among the participating countries of the
world (STAN, 1992).
1.2 STATEMENT OF THE PROBLEM
The current situation of Physics teaching and learning in Nigeria
is a concern to all including government and the society at large.
Research indicates that many students found Physics as a subject to be
difficult, boring and not interesting to them (Salau, 1995, 1996).
Large class sizes, inadequate funding, insufficient curriculum
resources, poor teaching skills and lack of supports for teachers among
other factors further limit the quality of Physics teaching and
learning in Nigerian schools (Okebukola, 1997). To solve these
lingering problems one needs to develop a realistic picture of what is
currently happening in the teaching and learning of Physics in Nigerian
schools and also to identify the factors that are limiting the quality
of personnel training. Furthermore, one needs to develop a reasonable
ideal picture for which the nation can strive towards within the
existing resource limitations.
1.3 OBJECTIVES OF THE STUDY
The following are the objectives for this study:
- To examine if there is adequate infrastructural facilities for teaching Physics in senior secondary schools in Nigeria.
- To examine the quality of personnel teaching Physics in Nigerian senior secondary schools.
- To identify the relationship between infrastructure and performance in Physics in senior secondary schools in Nigeria.
1.4 RESEARCH QUESTIONS
- Are there adequate infrastructural facilities for teaching Physics in senior secondary schools in Nigeria?
- What is the quality of personnel teaching Physics in Nigerian senior secondary schools?
- What is the relationship between infrastructure and performance in Physics in senior secondary schools in Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
The following are the significance of this study:
- The outcome of this study will educate stakeholders in the
education sector and the general public on the state of infrastructural
facilities and quality of personel available for the teaching of
Physics in the Nigerian Senior secondary schools.
- This research will also serve as a resource base to other
scholars and researchers interested in carrying out further research in
this field subsequently, if applied will go to an extent to provide
new explanation to the topic
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study will cover the level infrastructural facility and
personnel available for teaching Physics in senior secondary schools in
Nigeria.
LIMITATION OF STUDY
Financial constraint- Insufficient fund tends to
impede the efficiency of the researcher in sourcing for the relevant
materials, literature or information and in the process of data
collection (internet, questionnaire and interview).
Time constraint- The researcher will
simultaneously engage in this study with other academic work. This
consequently will cut down on the time devoted for the research work.
REFERENCES
Ajayi, A.O. and Ogunremi B.A. (1996). Quality Improvement of
Teaching, Supervision and Administration in Primary Schools in Ajayi,
A.O & Akinwumiju, J.A. (Eds): Personnel Performance and Capacity Building. Ibadan, Nigeria.
Balogun, T. A. (1983). Interest in science and technology education in Nigeria. Paper presented at the 12th International Symposium on Interest in Science and Technology Education, Lagos-Nigeria.
Farombi, J.G. (1998). Resource Concentration, Utilization and
Management as Correlates of Students’ Learning outcomes: A study in
School Quality in Oyo State. Unpublished Ph.D. Thesis, university of
Ibadan.
Farrant,J. S. (1991). Principles and practice of Education (Tenth Impression Singapore Longman.
Okebukola, P. A. O. (1997). The state of science education in Nigeria. Paper presented at the ELLSA-British Council Primary Science Forum, Kaduna, Nigeria.
Oni, J.O. (1992). Resource and Resource Utilisation as Correlates
of School Academic Performance. Unpublished Ph.D Thesis, University of
Ibadan
Salau, M. O. (1995). An analysis of students' enrolment and
performance in mathematics at the senior school certificate level. Journal of Studies in Curriculum, 28-36.
Salau, M. O. (1996). The effect of class size on the achievement of different ability groups in mathematics. Journal of The Science Teachers Association of Nigeria, 31(1&2), 55-61.
STAN. (1992). Raising the standard of performance in public examinations in science, technology and mathematics. Position paper No. 4.Ibadan: STAN
AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE
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Poor schooling has proved to be the greatest barrier to political, social and economic transformation in many African countries. School infrastructural facilities have been observed as a potent factor to quantitative education. The importance to teaching with provision of adequate instructional facilities for education cannot be over-emphasized. Pertaining to the teaching of physics in secondary schools, Infrastructural facilities include equipments and materials that are available to facilitate students learning outcome. It includes good buildings for classrooms and laboratories, laboratory equipments, experiment materials/apparatus, books, audio-visual, software and hardware of educational technology; so also, size of classroom and laboratory, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farrant, 1991 and Farombi, 1998)... education project topics
AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING PHYSICS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE