CHAPTER ONE

INTRODUCTION

1.1 Background of Study

Man was able to progress to a high degree of civilization through the careful

study of the causes of natural phenomena. These studies led to the accumulation of a

large body of information, which is embodied in quantitative laws and theories, which in

turn lead to further discoveries. From these scientific discoveries, the inventive mind of

man developed the machine and industrial processes which are in direct proportion to the

degree of civilization. Scientific knowledge and skills provide practical assistance in

helping people make informed decisions and choices concerning life that best suit them

(Hirschfeld, 2012). Physics generates fundamental knowledge needed for the future

technological advances that will continue to drive the economic engines of the world

(Amunga, et al. 2011, Nashon, 1989). It contributes to the technological infrastructure

and provides trained personnel needed to take advantage of scientific advances and

discoveries (Kuhn et. al, 2012; Freeman, 2012). All school systems have provision for

studying physics.

The study of science cannot thus be complete without experiment work, but if we

recall some few years back, we would see that physics has always been taught in most of

our secondary schools, as a body of theoretical knowledge and little or no attempt has

been made to approach the teaching and learning of physics in a practically oriented way.

1
 Physics, the study of matter, energy and their interaction, is the bedrock of

development in the modern world. The word “development” as it is being used today

emphasizes advancement in physics-based technology. This manifests in all areas such as

economy, agriculture, medicine, computer, telecommunication and warfare. No wonder,

United States of America, Britain, Japan, China, Russia and most European countries are

denoted as developed countries and most countries in the sub-Saharan Africa and Asia

are denoted as either underdeveloped or developing nations. Therefore any nation that

pays lip service to the development of physics education will surely lag behind among

comity of nations. It is on the basis of this that African countries must find ways of

improving their physics education programmed at the secondary and post-secondary

schools levels.

Physics is a difficult subject to learn (Veronika, Johannes, & G. Budijanto, 2017).

Students always have this kind of perceptions and low confidence which lead to fewer

students to take up physics at school (Fatin, Salleh, Bilal, & Salmiza, 2012). According to

Dolin’s study (as cited in Angell et al., 2004), physics needs students to learn many types

of representation such as experiments, graphs and mathematical symbols. Students would

have to understand and learn the transformation of all these representations. Other factors

that hindrance students to study physics are because they are not interested in the subject,

boring, difficult and irrelevant to daily life (Hirschfeld, 2012; Williams, Stanisstreet,

Spall, Boyes, & Dickson, 2003). One of the reasons is because teachers have not self-

confident enough to teach physics using practical work where they prefer to use

2
traditional teaching method like chalk-and-talk. Some schools also have no proper

laboratories to work on experiments (Kibirige & Tsamago, 2013). Besides, lack of

laboratory facilities and less of exposure to practical instruction are also the factors lead

to the poor achievement in physics at school (Daramola, as cited, in Musasia, Abacha, &

Biyoyo, 2012). Teachers also lack exposure to science process skills to carry out

activities in class (Rose, Sattar, Azlin, Zarina, & Lyndon, 2013). Therefore, teachers are

trying to avoid the practical work due to the lack of laboratory facilities.

According to Searle (1972) “As far as science is concerned, experimentation is

always exploratory or perhaps it would be more accurate to say information seeking.

Experiments are undertaken to obtain new knowledge, to confirm predictions and to test

the validity of assertion of others. In the laboratory which considers wasting time and

they do not understand the importance of laboratory experiments (El-rabadi, 2013).

Theoretical knowledge is always supported by the practical knowledge which helps

students to expand their manipulative skills and scientific attitudes (Josiah, 2013).

Therefore, practical work needs to be reinforced during physics class to change students’

perception towards physics and improve the achievement. For this reason, researcher

highlights, in this study, the effectiveness of teaching physics practical.

According to Abdullahi (2004) Noted that material, equipment, laboratory facilities

and appropriate experiments are necessary for the effective teaching of physics practical

and learning physics as a whole; one is not astonished to find students within katsina

3
metropolis record law percentage of passes than others in senior secondary schools

certificate in physics.

The fact that science is about learning about the real world, knowledge of how

things work suggests that students’ knowledge should be applied to real life situations

(Sadiq, 2003, Lunetta, et al. 2007). Hence it is not surprising that policy makers put much

of the blame on science teachers for the lack of creativity and practical applications by

the students. Physics practical work involves learning through selected contexts that

promote students’ motivation and engagement as a result of relevant learning episodes

drawn from everyday experiences and phenomena (TIMSS, 1995; Stanley, 2000).

Physics practical work provides students with opportunities for understanding and

manipulating the complex and abstract nature of science in inducing effective conceptual

change (Daramola, 1987). Physics practical work helps diagnose and remediate students’

misconceptions. It motivates and interests students in science (Nashon, 1989). As a result

physics practical work endears the learners to confirming and gathering new insight into

scientific knowledge. They take charge of their own ability to investigate and question

nature (Hirschfeld, 2012). This study is to investigate how physics practical work can

help in learning physics and getting more students to get interested in the subject at

secondary school.

Judging from these facts, it could be stated that science laboratory and

experiments are success determinants in the school physics practical and therefore the

importance of laboratory equipment cannot be over emphasized.

4
1.2 Statement of Problem

The purpose of this study is to investigate the problems that affect the effective

teaching of physics practical in senior secondary schools within Katsina metropolis.

Allocation of time for physics practical n the school lesson time table is difficult

as most of our secondary schools within katsina state do not include practical period in

their school time table.

Physics practical is handled by the teachers in most of our secondary schools

indicate that students were merely made to see physics as a collection of rules. It is

assumed that proper conduct and involvement of the students has become less valued,

physics students are likely to be passive listeners even in the laboratory as they watch the

teachers carry out the teaching theoretically or carry out experimentally (Anele, 2011).

In teaching practical stress is another teacher’s problem. A stress result when the

teachers experience is unpleasant given rise to tension, frustration, poor working

condition etc. resulting from the lack of laboratory equipment’s for conducting the

experiments has been identified as a source of stress in some part of the world (Akpan,

2001).

Others problem encountered by the student in learning and conducting practical in

physics such as lack of students not participating in practical, inadequate equipment’s to

conduct the practical, lack of manual to guide the students in conducting practical and

finally lack of good supervisors to help and watch the student while conducting practical.

5
1.3 Research Objective
The objectives of the study are to find out:
1. Students’ performance and the factors that affect the effective teaching of
Physics practical.
2. The role of laboratory in the effective teaching of Physics practical.
3. Effects of Teachers’ methods of teaching on the students’ performance in
teaching of Physics practical.
1.4 Research Questions
The following questions are formulated to guide the study:
1. To what extent do our secondary schools have adequate number of qualified
physic teachers in Katsina Metropolis?
2. To what extent does inadequate provision of laboratory materials constitute a
factor in teaching and learning of physics practical among senior secondary
schools Katsina Metropolis?
3. Does physics practical improve learning and enhance the study of physics among
senior secondary schools in Katsina Metropolis?
1.5 Research Hypotheses
The following hypotheses are formulated to guide the study:
Ho1. There is no significance difference in student’s performance on the factors
affecting the effective teaching of physic practical in katsina metropolis.
Ho2. There is no significance difference in student’s performance on the factors
affecting the effective learning of physic practical in katsina metropolis.
1.6 Basic Assumptions
The research assumes the following.

1. There is inadequacy of laboratory equipment in senior secondary schools in

Katsina Local government area.

6
 2. There is poor practical supervision in senior secondary schools in Katsina Local

government area.

3. Student with good physics practical knowledge performs better than those with

poor practical knowledge in the theoretical aspects of physics.

4. Allocation of appropriate and adequate time to physics practical affect the

understanding of physics practical.

1.7 Significance of Study

It is the hope of the researcher that the work will acquaint the physics teachers

with the problems of physics practical teaching. Apart from this, it will also be of

immense use to other teachers in Chemistry, Biology and Agricultural Science who are

faced with similar problems. Furthermore, it will make the physics students know where

emphasis should be laid to further enrich the study and learning of physics.

It will also help the teachers to understand the need to always supervised their

students while carry out experiments and also to ensured that laboratory materials are not

only adequate but also working condition and also see and understand the need to always

display and discuss the safety, rules and regulations with the students.

It is also help the students to develop their knowledge of world and their

understanding of some min ideas, theories and models that science uses to explain. It

helps the students to learn to learn how to used laboratory equipment’s and to follow

some scientific procedures.

7
 The study will pre-informed and post-informed councilor’s, curriculum planners,

school administration and government the problems facing both students and teachers in

teaching and learning of physics practical. This will enable them to take quick action in

view of the problems that emanated.

Finally parents would also get to know the problems encountered by their

children and help them to correct the challenges faced. Hopefully this will help students

to past their examination successfully and also percentage of massive failure in physics

practical in Waec/Neco among the schools that offered physics in katsina metropolis will

be decreased.

1.8 Scope and Delimitation

This study will strictly be limited to an investigation into the factors affecting the

effective teaching of physics practical in senior secondary schools in Katsina metropolis,

in order to obtain useful and relevant information about the findings, only senior

secondary schools that offer science subjects would be considered. Due to the time factor

and financial problems, the research will only cover five selected senior secondary

schools within the area.

8
1.9 Operational Definition of The Terms

 PHYSICS: Is the study that deals with behavior of matter and energy.

 QUALIFIED: Teachers who the Qualification of NCE, B.Ed., and M.Sc. With the

listed qualification

 LABORATORY: It is a place providing opportunities for experimentation,

observation of practical in the field of physics.

9
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Since the origin of man, the tendencies to improve on science and scientific

studies and researchers have been tremendous. As a result of this awareness as regard

science, researchers have probed into various areas of academic life. Much study has thus

been done in the areas of science relating to laboratory by different scientist.

In this literature review of the effective teaching of physics practical in

secondary schools, variables involving both teachers and students as far as these

problems are concerned would be taken into consideration.

2.2 Conceptual Frameworks

2.2.1 Concept of physics Practical work

Practical work as a tool of promoting conceptual understanding has been widely

researched over the last decades. Very few studies have found that practical work would

improve the understanding of scientific knowledge using pen and paper test.

According to James (2000), practical knowledge refers to the knowledge that is

connected with reality rather than the ideas and theories. It is also the knowledge

acquired through practical approach to carry out scientific investigation and teaching as

practical approach means any teaching and learning activities that involve students in

observing or manipulative real objects and materials.

10
 The term practical is used in preference to laboratory work because location is not

a silence feature in characterizing this kind of activity. This means that the observation or

manipulation of an object could take place in the school laboratory or in out of school

(outdoor laboratory) setting such as learners home, workshop, industry farm and garden

etc. when studying aspects of physics, chemistry, biology and agricultural science.

2.2.2 Practical Approach in the Teaching of Physics

Physics is a science based on experiences and whose facts are found empirically

(Michael & Möllmann, 2012). The most suitable in relation to teaching and education is

concerned is the successful deployment of the tools you have, because the tools

themselves cannot accomplish the work of education, i.e., the laboratory more accurate,

more perfect simulation, the more consistent mathematical development or historical and

epistemological development can foster more accurate or direct the student to learn lines,

and even more, knowing a student's level of technology, which is the product of a process

which culminated in the development of his professional practice (Harley, 2010).

Expressing the teaching of physics practical, Modupe Agagu (1980) wrote that

“absence of a well-equipped laboratory in science teaching prevents the students from

having the first experience about the subject” She also went on to say that the first-hand

experience got by students during practical periods helps them in remembering the

content of the subjects.

Learning which involve the students going to the laboratory and getting involved

in manipulating and observing things in a systematic way can be called practical works.

11
Wherever this exercise takes place it does not matter because it can be in the field to

observe animals and plants or it can be an educational trip (Millar, 2004). The

increasingly availability of information technologies in schools allow students to learn

about contemporary scientific research and engage in inquiry at the frontiers of scientific

knowledge. In sum, laboratory investigation holds significant promise for being able to

support conceptual and epistemological learning when facilitating conditions are put in

place for students (Bell, 2005). For more than a century, laboratory experiences have

been purported to promote central science education goals including the enhancement of

students' understanding of concepts in science and its applications; scientific practical

skills and problem solving abilities; scientific ‘habits of mind’; understanding of how

science and scientists work; interest and motivation (Hofstein & Mamlok-Naaman,

2007). Thus, the laboratory has been given a central and distinctive role in science

education, and science educators have suggested that rich benefits in learning accrue from

using Laboratory activities (Hofstein & Lunetta, 2004). Inquiry-type laboratories have

the potential to develop students' abilities and skills such as posing scientifically oriented

questions, forming hypotheses, designing and conducting scientific investigations,

formulating and revising scientific explanations, and communicating and defending

scientific arguments (Hofstein & Mamlok-Naaman, 2007).

Science teaching and learning cannot be called science without practicals.

Practicals help the students understand scientific concepts and acquire science process

skills. Practicals can be of two types of class practicals with students free to use the

12
instruments available. These are open-ended and help the students develop scientific

mind. The other is demonstration by the teacher (Millar, (2004). In teaching Physics,

experimental work is an integral component in giving the starting point of knowledge

formation and conceptualization. Koponen & Mantyla (2006) propose an educationally

oriented reconstruction, which is based on the idea that in epistemology of experiments,

the inductive-like generative justification of knowledge is central. A generative view

makes it possible to retain those aspects of experiments which make them purposeful for

learning and can give a starting point for students’ own construction of knowledge, that

it, the generative view makes it possible to retain those aspects of experiments, which

make them purposeful for learning by giving a starting point for students’ own

construction of knowledge during the learning process. The reconstruction also helps to

conceive the experiments with their correct historical role and helps to bring back the

generative use of experiments in teaching, which, after all, has never vanished from the

practice of Physics. Experiments are essential in any kind of Physics teaching especially

low cost handson experiments, which have many advantages for Physics teaching, in

particular concerning motivation of students. Hence, low cost experiments have an

enormous usefulness in the teaching of Physics (Michael, V., & Möllmann, K., 2012).

Furthermore, it is suggested that a recipe for calculating errors of observations in a

practical class is given along with the classification and importance of the same. It is

hoped that this much background will be sufficient for motivating students to start

Physics practical in the laboratory even if the prior theory of the experiment or the

13
distribution theory of errors has not been taught beforehand (Agrawal & Menon,

2010).The primary objective of performing a Physics experiment is to gain procedural as

well as conceptual understanding. Some of the researches reported in Physics Education

emphasize the importance of introducing innovations in Physics experiments so as to

improve clarity as well as the depth of learning experiences. The impact of seven

experiments designed in different branches of Physics and systematically tried on college

students was analyzed. There was observed a significant enhancement in the conceptual

understanding of the students after exposure to the treatment (Umapati et al., 2012).

Research has shown that the effect of demonstration makes little significant

contribution to general and conceptual understanding of the concepts of Physics in cases

when students make hypotheses and discuss them, when they create experiments, verify

their hypothesis and make conclusions (Svedružić, 2008). To prepare students for further

studies they need to think critically and apply knowledge acquired meaningfully Zdenek

& Hana, (2008). However, it has been shown that experiments allow students to observe

phenomena, test hypotheses, and apply their understanding of the physical world are the

most effective. Perhaps of equal importance, experiments have the power to motivate

(Chris & Michael, 2006). This is given credence by a study conducted by Irma & Daniel

(2012). In that study, they found that it was possible to change the ideas about the

magnetic field concept of high school students through experiments making and

collaborative work. They suggested that the methodology they used for working with the

magnetic field concept could be used for the whole high school Physics course to find if

14
it produces similar results, that is, in order to help students in their conceptual

comprehension of physical phenomena. Studies suggest that in conducting laboratory

"investigations", students are able to perform numerical measurements and related

computer estimations of physical quantities. Further, through intensive and active

discussions and debates, the students interpret new facts and data to make them

meaningful for themselves. This leads to "discovery" of the fundamental laws or physical

regularities (Oidov et al., 2012). Based on the foregoing, it can be concluded that

practical work enhances relational understanding of Physics concepts. The proposed

study contends that perhaps this enhanced understanding can lead to students’

improvement in Physics achievements and have positive effects on retention. However,

the reality on the ground is that most experiments are sterile which are also accompanied

with un-illuminating exercises whose purpose is often lost on the learners. In many

countries, practical work is ill conceived, confused and unproductive (Hodson, 1991).

Whatever is undertaken in the laboratory in the name of practicals is not related to

science at all. There is usually limited planning and formulation of hypotheses, mostly

done by the teachers. In many cases the experiments are derived from mostly irrelevant

cultural settings with the attendant equipment disasters. The students follow a fixed

program of experimental manipulations and observations set by the teacher, cookbook

style. This research acknowledges the great role that well planned and delivered practical

work in Physics can play in influencing students learning Physics in the Nigerian

secondary school. For this to happen, practical work has to form a central part of

15
classroom learning of Physics. Deliberate effort have to be made to attract and retain

students in the Physics class by appealing to the curiosity raising element and discovery

component of practical work in the subject.

2.2.2 Laboratory Activities

Laboratory activity is an essential element in the effective teaching and learning

of physics practical in our secondary schools. The laboratory has been defined by Pinchas

(1979) as “a place where science students are engaged in hands on activities such as

observation and experimentation”. Talking on the effects of availability of laboratory and

importance of practical equipment in the teaching of physics practical, Victor (1975)

stated that science offers continuous opportunities for children to do experiment. He went

on to say that when children are able to do work with a wide variety of materials, their

experience becomes real. He continued by saying that for any science programmed to be

effective, there is the need for adequate supply’s equipment’s for our laboratories.

Iya Abubakar (1989) observed the need for laboratory equipment and practical

activities. He wrote we need better-equipped science laboratory so that students can learn

with their hands. Each school laboratory should have the basic maximum equipment for

teaching up to school certificate level. It is certain that when students participate actively

in laboratory work, they tend to understand the more and this better understanding

enhances their achievement.

Laboratory activities are not only demonstration of concepts, laws, and

procedures. There are some important achievements such as the attainment of a greater

16
maturity and autonomy of thought by the students. It is certain that when students

participate actively in laboratory work, they tend to understand the more and these better

understandings enhance students’ academic performance as it was writing by Balogun

(2003) that 80% of failure students is due to the in ability of students to perform well in

practical work. Some students never use the common physics apparatus before facing

major examination.

2.2.3 Availability of Qualified Teachers

Many researches have been carried out on the problem that affects student’s

performance in physics practical in different parts of the world. One of such project was

carried out by Sawyer Ebum (1987). He said that the problem of teaching physics

practical will be reduced in the presence of qualified professional teachers who

understood the psychological needs of the students and are able to do their best in the

presence of limited facilities.

In addition to this, Sawyer (1987) claimed that the greatest of all problems of

education is the shortage of graduate teachers. His reasons include the following:

i. Low prestige compared with other jobs

ii. Limited prospects of promotion

iii. Excessive demand on teacher’s time and energy.

The significance of having qualified teachers in our secondary schools is to

enable the dissemination of the right type of education to the students. It is thus clear that

17
a good and well-qualified teacher is an asset to his students because he will be able to use

his wealth of experience and knowledge for his students.

Fafunwa (1967) stated that a teacher is an important factor in the system and

without the services of well-trained teachers, the services of a well-trained teacher; the

school will be more of a curse than a blessing. Also supporting Fafunwa’s view is Ukeje

(1968) who emphasized that there is a direct relationship between quality of the teaching

personnel and the quality of the educational process.

Most qualified teachers are concentrated only in the urban areas. The rural areas

are left with unqualified teachers who cannot impact the right knowledge to the students.

This is one of the reasons why students in big cities and urban centers perform better in

external examinations than those in rural areas.

Katz (1967) in reviewing the state of secondary education in Canada, he observed

that despite the fact that the training of teachers has increased over the years, many

schools particularly in remote parts of the country lack qualified teachers. Katz view on

school in Canada is also true about schools Katsina Metropolis. The significance of such

observation is that students who attend well-equipped schools in the urban centers

perform better than students who attend schools that are ill equipped in rural areas.

It is worthy to note what Odumbo said, “if one were to take a census among

school teachers of mature experience about the major problems that face science teaching

in Africa, one could probably come up with a list which contains the following short-

comings:

18
 i. Poor or non-existence of training facilities in science.

ii. The rigid adherence to syllabus by most teachers

The research work of Dr. T. O. Odunus (STAN) said vast and varied experience

in science is the most important competence a science teacher should have and that

science teaching should be handled by the disciplined. It was also shown that modern

concepts of “inquiry process and discovery approaches” were very relevant to modern

science teaching.

Odunusi T. O. (1980) said that it is very important to note at this junction that

only professionally trained and fully certified teachers could be very effective when it

comes to imparting laboratory skills and the transmitting practical knowledge.

2.2.4 Motivation of Teachers and the Learners

Students’ inability to perform well in physics practical in school certificate

examination could be due to their attitude or their interest towards the subject. Several

students have negative attitude towards the subjects because it involves some

mathematical manipulations.

Most students often to do Biology as the only science subject because it was made

compulsory that every student’s must pass one science subject before getting a grade in

SSCE examination.

Awoniyi (1975) noted that every child does best in the subject in whom he/she is

most interested in since he/she is then motivated to study it.

19
 Evan Kim (1965) also noted that for students to learn anything he/she must be

interested in it therefore, he/she believes that success is likely where interest is profound.

Schrocher (1977) classified motivation into primary and secondary and

maintained that primary motivation such as praises, blame and recognition could activate

learning.

Among the issue, which have been observed to have influence on teachers,

performance are training programmed and refreshers courses, prompt payment of salaries

and allowances.

Fafunwa (1971) writing on the lot of African teachers was of the opinion that

African teachers like his colleagues in most parts of the world were mostly poorly paid

among all professionals. He further observed that even the labour class enjoys greater

security than the teachers. The implication of the above comment is that in place where

money means almost everything and the extended family system is an aspect of the

people’s culture, good pay and job security are important factors that could affect the

teacher’s performance.

Arabayi (1981) noted that no job could be satisfying without a handsome package

of fringe benefits. In fact, job satisfaction can be achieved among secondary school

teachers if they are provided with enough incentives by way of fringe benefits. For

instance, the level of job satisfaction of physics teachers could be raised if they are paid.

The science masters allowances are recommended by Science Teachers Association of

Nigeria (STAN).

20
 Seashone (1985) found out that higher job satisfaction was related to more

challenging jobs. The implication of Seashone in his finding is that the more teachers’

work become challenging the more satisfied they become with their jobs. Money and

individual incentives have proved to be successful motivators of human effort in many

kinds of organization. It then follows that prompt payments of teachers’ salaries and

allowances could lead to high level of performance.

2.3 Theoretical Framework

This study was based on Bloom’s theory of School Learning as presented by

Murphy Jo (2007). In this theory, Benjamin Bloom suggested that children’s level of

achievement and rate of learning in different academic subjects as well as their emotional

well-being (positive and negative) is strongly influenced by the “quality of instruction” or

what can be thought of as teacher effectiveness including the extent to which the

instruction to be given is appropriate to the learner. He noted that even though the way

children are taught is important; there are other factors that influence the way students

receive information and the way they interact in the classroom.

The study attempted to investigate the factors which affect the teaching and learning

which is expected to improve the quality of instruction and the teachers’ effectiveness in

delivering the Physics Practical content required to students. The areas considered in the

study which affect the teaching and learning approach in classroom teaching are teachers’

attitude, teaching and learning facilities, learning environment and adequate equipment.

21
 Other factors also include teaching methodology and students’ attitude towards physics

as a subject.

Figure 1.1 Interactions of Elements of the Theoretical Framework.

Teaching attitude Approaching in Students performance

Teaching methodology teaching and learning in teaching and
Teaching equipment of physics practical learning physics
Learning environment practical

Source: - Adapted and Modified from Divieta (1989).

Figure 1.1: The flow chart the areas of concern which may affect the effective teaching

and learning of practical which will then affect the students’ performance in Physics.

2 .4 Review of Related Empirical study

There are many studies available that have been contributing on the factors

affecting the effective teaching of physic practical.

Rukayya, Nura, Mujittafa, Buhari, Rukayya (2015). They researched on the

problems that are facing students in the conduct of physics practical. The research

adopted a descriptive survey research design, the population of the study constitutes of

about (1413) student, and (20) teachers, out of which only (306) students, and (15)

teachers were randomly selected as the sample. During the course of the study, a lot of

problems have been discovered, which were: problem in identifying physics apparatuses,

22
setting the apparatuses, making observations, taking readings, plotting of graph, lack of

standard physics laboratory, inadequate laboratory apparatuses, lack of supervision, and

lack of appropriate time allocation to physics practical among others. The

recommendations made after this study include provision of a standard physics

laboratory, and provision of adequate laboratory equipment’s among others.

Also a research by Solomon & Kedir (2015) on the Problems in the Teaching and

Learning of Physics at the Secondary and Preparatory Schools,. The study explored

problems in the teaching and learning of physics from the following perspectives:

problems related to school facilities, teachers, students, plasma instruction and the extent

to which the school is conducive for practical activities. The research methodology

employed in the study was a descriptive survey. Purposive, stratified and simple random

sampling techniques were used to select the data sources of the study. Educational

administrators (principals and vice principals), physics teachers, students, and supervisors

at zonal and woreda levels were the subject of the study. Questionnaire and interview

were the major data gathering instruments used for this study. Besides, some document

analysis and personal observation were made to get additional evidences to the study.

Numbers, percentage, mean values, grand mean and mean rank were the statistical tools

used to analyze the data obtained from the subjects. As the data collected showed,

besides students background to learn physics, the main problems that encountered in the

teaching and learning of physics are, Inadequate space for lab or lab facilities outmode,

23
Insufficient found for equipment and supply, Insufficient administration or recognition,

Insufficient referee books in the library.

Another finding by Ezellora (2000): He research on the effect of teacher’s

qualification on the academic performance of students in physics in senior secondary

schools. His result states that “good and qualified physics teachers help in students

learning of physics practical”. Ezellora (2000) also pointed out in his research on the

influence of the location on teaching practical. That the location of the laboratory has

greatly influences student’s utilization. Because a laboratory sited in a noisy environment

will not be conducive for learning due to the distraction from the environment. Teachers,

proprietors, and the government must be prepared and encouraged to create awareness of

the importance of laboratory practices to learning of theoretical physics.

Also, Adeyemi (2001) research on the influence of the laboratory equipment’s

and management in teaching physics practical in senior secondary schools pointed out

that a well-equipped and properly managed laboratory will improve the learning of

physics and also enhance student’s retention of the topics taught. Questionnaire was the

major data gathering instruments used for this study. Numbers, percentage, mean values,

grand mean and mean rank were the statistical tools used to analyze the data obtained

from the subjects. As the data collected showed, besides student’s background to learn

physics, the main problems that encountered in the teaching and learning of physics are

inadequate space for lab or lab facilities.

24
2.6 Summary and Uniqueness of the study

This study suggested that the effectiveness of teaching physics practical as a

teaching strategy demands significant work in non-tangible areas. The students should be

prompted to handle the phenomena at hand on the conceptual level simultaneously to the

practical activity: they should be committed to the task with their minds as well as their

hands. In terms of classroom routines, the activities and the exercises should be designed

in a way that promotes making links between the practical and the theoretical. Enough

time and attention should be dedicated to discussing and reflecting on the connections

between the natural world and the ideas of physics. To bring this about science teachers

should be actively trained with regard to the latest research to improve their practices.

The purpose of this work has by no means been to say that physics practical work should

not be included in the curricula. There is very little proof that physics practical work

would be more ineffective as a teaching method as the more conventional modes of

instruction. The reason to raise conversation is, however, the relatively large amount of

resources and time that including physics practical work in teaching requires. One might

wonder if it is worth it all. I say yes, but the quality of physics practical work in schools

as it is now is not good enough. To make it worthwhile actions should be taken in order

to implement better and more efficient practices. Further research is required on how to

bring this about in a manner that is realistically possible to implement on a national level.

25
 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter discusses the research design, population of the study, sample and

sampling technique, instruments, validity of the instrument, reliability of the instrument,

Data collection as well as techniques for data analysis.

3.2 Research Design

The design of the study is descriptive survey, because it is only interested in

describing and collecting data on facts about ‘An investigation into the factors affecting

the effective teaching of physics practical in senior secondary school in katsina

Metropolis’.

3.3 Population of the Study

The population of this study covered total number of public secondary schools

within Katsina metropolis. The criterion use for this selection is that, they must have

offered physics in the school certificate examination. The selected schools are: -

26
Table 3.1 Population of the study

SCHOOL TEACHERS STUDENTS

K/Yandaka 4 571
K/kaura 3 321
K.C.K 3 414
G.C.K Daywing 4 495
G.G.C.K 4 252
SUNCAIS 4 300
G.P.S.S K/Sauri 4 250
G.S.S Kambarawa 4 283
Family Support 4 100
G.S.S.S D/Safe 3 167
Dikko College 3 164
TOTAL 39 4,317
Source: Zonal Education Quality Assurance

3.4 Sample and sampling techniques

The students are randomly selected from S.S. II in each of the five secondary

schools. Ten students are randomly selected in each of the sampled schools that make a

total number of fifty students. The teacher that was also incorporated in this research

consists of the physic teachers in the schools of study.

27
Table 3.2: Sampling Selection

SCHOOL TEACHERS STUDENTS

K/Yandaka 2 30

K/kaura 2 30

K.C.K 2 30

G.C.K Daywing 2 30

SUNCAIS 2 30

TOTAL 10 150

3.5 Instrumentation

The data of this study are obtained through the use of attitude scale questionnaire.

This is made of two types, one for the physics teacher and the other for the students. The

teacher’s questionnaires contain fifteen items (15) while the student’s questionnaire

contains twenty items (20).

3.6 Validity of the instrument

The instrument was validated by experts in the department of education who

ascertain whether the questions are relevant, clear and unambiguous, and also if the items

are sufficiently inclusive of major factor lead to the an investigation into the factors

affecting the effective teaching of physics practical in senior secondary schools katsina

metropolis.

28
3.7 Pilot test for the Reliability of the instrument

The questions were subjected to a pilot study using test-retest method. The purpose

of the study was to ensure that the statements of the questionnaire were comprehensive

and consistent in measuring what is supposed to measure. The pilot study was conducted

in Government day kambarawa in katsina metropolis to ten (10) students that were not

part of the study. The data obtained were analyzed using spearman product moment

correlation technique which yielded a reliability index of 0.5.

3.8 Procedure For Data Collection

The instrument for data collection of this study is questionnaire. The researcher

made personal visits to all the five secondary schools used for this study with the

permission of the principals. The questionnaires were distributed by the researcher who

also waited and collected them back from the respondents. A total of 150 students and 10

teachers’ questionnaires were received by the researcher.

3.9 Procedure For Data Analysis

Research questions were answered using frequency and percentage While

Research hypotheses were answered using chi-square method.

The rule for the research hypotheses is if the calculated value is greater than the

critical value the null hypotheses is rejected while if the critical value is greater than the

calculated value the hypotheses is accepted.

X2cal > X2crit = Reject, X2crit > X2cal = Accepted

29
 CHAPTER FOUR

RESULT AND ANALYSIS

4.1 Introduction

This chapter, the presentation and analysis were based on the following;

presentation of data, Data analysis, testing hypotheses, summary of major findings and

discussion of the findings.

4.2 Data Presentation

The researcher presents the result of the study according to the research question

and stated hypotheses.

Research question 1: To what extent do secondary schools have adequate number of

qualified physics teachers?

Table 1: The adequacy of qualified physics teachers

Teachers Qualification Frequency( f ) percentage ( % )

N.C.E 3 30%
H.N.D 0 0%
B.sc (Ed) 5 50%
B.sc 1 10%
M.sc (Ed) 1 10%
Ph.D. 0 0%
Total 10 100%

The result in table 1 presented that 50% of the teacher are B.sc (Ed) holders, while

30% are N.C.E. holders. Therefore, the analysis concluded that there is in sufficient

adequate number of physics teachers.

30
Research question 2: To what extent does inadequate provision of laboratory material

constitute factor in student’s poor performance in physics practical?

The responses used in analyzing the research question are items 1, 2, 3, 4, 5, 6, 7,

8, 9 of student’s questionnaire.

Table 2: Inadequate provision of laboratory materials

Response Frequency( f ) percentage ( % )

Strongly agreed 549 44.1%
Agreed 250 20.1%
Undecided 44 3.5%
Disagreed 209 16.8%
Strongly disagreed 195 15.6%
Total 1,247 100%

The result in table 2 presented that 549(44.1%) respondents strongly agreed that

inadequate provision of laboratory material constitute a factor in students poor

performance in physics practical, while 250(20.1%) Respondents agreed, 44(3.5%)

Respondents Undecided, 209(16.8%) Respondents disagreed and 195(15.6%)

Respondents strongly disagreed. Therefore, the analysis concluded that most of our

secondary schools are suffering from inadequate provision of laboratory materials which

is contributing heavily to the poor performance of students in physics practical

examinations.

Research question 3: Does physics practical improve learning and enhance the study of

physics in senior secondary schools in katsina metropolis

31
 The responses used in analyzing the research question are items 11, 12, 13, 14, 15,

16, 17, 18, 19, 20 of student’s questionnaire.

Table 3: Does physics practical improve learning and enhance the study of physics.

Response Frequency( f ) percentage ( % )

Strongly agreed 410 46.1%
Agreed 160 18.0%
Undecided 60 6.7%
Disagreed 140 15.7%
Strongly disagreed 120 13.5%
Total 890 100%

The result in table 3 presented that 410(46.1%) respondents strongly agreed that

physics practical improve learning and enhance the study of physics in katsina

metropolis, while 160(18.0%) Respondents agreed, 60(6.7%) Respondents Undecided,

140(15.7%) Respondents disagreed and 120(13.5%) Respondents strongly disagreed.

Therefore, the analysis concluded that most of the students strongly agree that practical

improve learning and enhance the study of physics in katsina metropolis.

4.3 Data Analysis

The research hypotheses were analyzed using chi-square method at o.o5 level of

significance.

Research hypotheses 1: There is no significance difference in student’s performance on

the factors affecting the effective teaching of physic practical in katsina metropolis.

32
Table 4: Chi-square method used to analyze this research hypothesis.

No. of Items d.f X2Cal X2Crit Remark

15 56 324.6193 74.468 Rejected

The result in table 4 presented that X 2cal = 324.6193, d.f = 56, P = 0.05, X2crit =

74.468. There, at 0.05 level of significant, the calculated value is greater than the critical

value. Therefore the null hypotheses is rejected, we therefore concluded that there is

significance difference in student’s performance on the factors affecting the effective

teaching of physic practical in katsina metropolis.

Research hypotheses 2: There is no significance difference in student’s performance on

the factors affecting the effective learning of physic practical in katsina metropolis.

Table 4: Chi-square method used to analyze this research hypothesis.

No. of Items d.f X2Cal X2Crit Remark

20 76 424.3160 74.468 Rejected

The result in table 4 presented that X 2cal = 424.3160, d.f = 76, P = 0.05, X 2crit =

74.468. There, at 0.05 level of significant, the calculated value is greater than the critical

value. Therefore the null hypotheses is rejected, we therefore concluded that there is

significance difference in student’s performance on the factors affecting the effective

learning of physic practical in katsina metropolis.

33
4.4 Summary of Major Findings

1. The findings from research hypotheses 1 reveal that there is significant difference

in student’s performance on the factors affecting the effective teaching of physic

practical in katsina metropolis.

2. The findings from research hypotheses 2 reveal that there is significant difference

in student’s performance on the factors affecting the effective learning of physic

practical in katsina metropolis.

3. The finding from research question 1 reveals that there is insufficient adequate

number of physics teachers.

4. The finding from research question 2 reveals that inadequate of laboratory

materials contribute heavily in student’s poor performance in physics practical

examinations in katsina metropolis.

5. The finding from research question 3 reveals that most of the students strongly

agree that physics practical improve learning and enhance the study of physics in

katsina metropolis.

4.5 Discussion of Findings

1. Result in table 4 shows that there is significance difference in student’s

performance on the factors affecting the effective teaching of physic practical in

katsina metropolis. It is positive with finding of Ezellora (2000). Who in his

study on the effect of teacher’s qualification on the academic performance of

students in physics. His result stated that “Good and qualified physics teachers

34
 help students in learning of physic practical”. Also positive to Solomon and

Kedir (2015) whom reveals in their study on the problems in teaching and

learning physics from the following perspectives; problems related to schools

facilities, teacher, students, plasma instruction and the extent to which the school

is conductive practical activities.

2. Result in table 5 reveals that there is significance difference in student’s

performance on the factors affecting the effective learning of physic practical in

katsina metropolis. It is also positive to Adeyemi (2001) who reveals in his study

on the influence of laboratory equipment’s and management in teaching physics

practical. He pointed out that a well-equipped and properly managed also enhance

the student’s retention of the topics taught. Also positive Rukayya, Nura,

Mujittafa and Buhari (2015) whom reveals in their study on the problems that

are facing students in conducting of physics practical. They pointed out a lot of

problems such as problems in identifying apparatus, setting the apparatus, Making

observations, Taking readings, Lack of supervisions and lack of appropriate tme

allocation to physics practical among others.

35
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

The aim of this chapter is to summarize the findings, draw some conclusion as well

as to make some recommendations that may be helpful in minimizing the factors

affecting the effective teaching of physics practical in senior secondary schools in

Katsina metropolis. The chapter contains the following sub-heading;

Summary, Conclusion, Recommendation, Contribution to the knowledge, Suggestion for

further research and Limitation of the study

5.2 Summary

The study reveals that inadequate provision of laboratory material affect the effective

teaching and learning of physics practical significantly.

Firstly, chapter one highlighted on the background of the study and it’s encompassed

the factors affecting the effective teaching of physics practical in senior secondary

schools in Katsina metropolis in general. It also discussed the statement of the problem,

objective of the study, research question, research hypotheses, basic assumptions of the

study, significant of the study, scope and delimitation of the study as well as operational

and definition of terms.

Secondly, chapter two dealt with the literature review. Review of conceptual view

where by the literature on factors affecting the effective teaching of physics practical,

concept of practical work, Laboratory activities and teaching effectiveness, availability of

36
qualified physics teachers, Motivation of teachers and students. Review of theoretical

frame work where by literature based on bloom’s theory of School Learning as presented

by Murphy Jo (2007), then the review of empirical study and summary and uniqueness of

the study.

Thirdly, chapter three dealt with the methodology. The descriptive research design

was employed in the study, the total population of the study consist of eleven (11) Senior

secondary schools both males and females with the total number of four thousand, three

hundred and seventeen (4,317) students in katsina Metropolis, sample of the population

was taken using random sampling techniques and one hundred and fifty (150) students

and ten (10) teachers were taken as a sample. Two instruments were used in measuring

the research variable. The first instrument is for teacher’s questionnaire and second

Instrument is for student’s questionnaire. The two Instruments were also validated by

experts in the department of education to check whether the questions are relevant, clear

and unambiguous, and also if the items are sufficiently inclusive of major factor lead to

the an investigation into the factors affecting the effective teaching of physics practical in

senior secondary schools katsina metropolis. The reliability of the instruments was

determined using spearman product moment correlation coefficient.

Finally chapter four the research questions were presented using frequency (F) and

percentage (%) while the research hypotheses were analyzed using chi-square method.

The finding in table four (4) shows that there is significant on students’ performance in

the factors affecting the effective teaching of physics practical and the finding in table

37
four (5) also shows that there is significant on students’ performance in the factors

affecting the effective learning of physics practical.

5.3 Conclusion

The effective teaching of physics practical in Katsina State is facing some

problems. These problems centers on lack of professionally trained teachers, laboratories

and equipment, practical classes and textbooks. There is a need for these problems to be

rectified.

Furthermore, poor performance in physics practical which have become worse

since few years now causes a lot of concern to parents and other stake holders. If this

ugly trend is allowed to continue, it is very likely to affect the development of science

and technology in our school system as students can assume that it is impossible to

perform well in physics and may finally decide to abandon the subject completely.

Therefore, the study was aimed at finding out the problems of teaching and learning of

physics practical among secondary school students in Katsina metropolis

5.4 Recommendations

In view of the findings in this study, it is recommended that: -

 For a practical lesson to be successful, the teacher should develop interest in the

teaching of the practical lessons. They should not only teach the subject

effectively but also provide opportunities for the students to assess the success in

physics practical from time to time.

38
  The teacher should also organize a short practical test at interval to assess the

students’ progress. Assignment should; also be given to the students at the end of

almost every practical topic so as to make sure they read on their own.

 The teaching of physics practical should only be done by professionally qualified

teachers. In order to ensure that graduate science teachers who are professionally

qualified should teach physics practical, they should be given in-service training

for them to have teaching qualification.

 Science laboratories and libraries should be made available in schools that offer

science subjects because that will give them more insight into what science is all

about.

 Also the teachers should involve the students in more practical lessons and they

should also try as much as possible to use improvised materials where necessary.

5.5 Contribution to knowledge

This research has contributed immensely to the development of knowledge by

highlighting the important relationship that exists between Effectiveness of teaching

physics theory and practical, it also illustrated the importance of experiment in physics

and science in general. It also revealed the major problems in the conduct of experiments

for stakeholders to take action. It stressed the importance of morning period for the

conduct of experiments which is crucial but neglected.

39
5.6 Suggestion for Further Research

With the knowledge and exposure gotten in this research work, the researcher is

suggesting that further research be made in the following areas:

 Studies should be carried out on the planning, management, safety and equipping

the laboratory.

 Improvisation of science equipment for secondary schools.

 First aid in our laboratories

 The importance of laboratory technicians in secondary schools.

5.7 Limitations of the study

This study will strictly be limited to an investigation into the factors affecting the

effective teaching of physics practical in senior secondary schools in Katsina metropolis,

Katsina State of Nigeria, in order to obtain useful and relevant information about the

findings, only senior secondary schools that offer physics subjects would be considered.

Due to the time factor and financial problems, the research will only cover five selected

senior secondary schools within the area.

40
References

Amunga JK, Musasia MA, & Musera G, (2011). Disparities in the Physics Achievement
and Enrolment in Secondary Schools in Western Province: Implications for
Strategy and Renewal, Problems of Education in the 21st Century, 31(31), 18-32,
ISSN: 1822-7864

Amadalo MM, Ocholla AA and Memba EB, 2012, Effect of Practical Work in Physics on
Girls’ Performance, Attitude change and Skills acquisition in the form two-form
three Secondary Schools’ transition in Kenya, International Journal of Humanities
and Social Science , 2(23), 151-166

Adeyemi T. O. (2008). Science Laboratories and the quality of output from secondary
schools in Ondo State, Nigeria. Asian Journal of Information Management, 2: 23-
30. Pella M. O.

Anderson H, O Et Al (1985) Towards More Effective Science Instruction In Secondary

Schools. London Macmillan Company Page 29.

Abdullahi, A. (2014). Science Teaching In Nigeria, Ilorin Atoto Press Limited.

Aina, J.K. (2011).Relationship Between Student’s Academic Performance in Theory and

Practical Physics in Colleges of Education in Kwara State, Nigeria. (Unpublished
Master’s Thesis) University Of Ilorin, Ilorin Nigeria.

Anele, D. (2001, April 15). Bitter old wine in old wine skin. Sunday Vanguard. 23
(10603), 8.

Akpan, E. U. U. (2001). Government and Science and Technology Education in Nigeria.

Journal of Educational Issues. 1(1), 101-113

Ajileye, O.O. (2006). Toward Effective Science Education: Issues in Universal Basic
Education Programme. Journal of Sport Management and Educational Research 1
(2), 337-342.

Akanbi A.O. (2003). An Investigation into Student’s Performance in Senior Secondary

School Physics. Journal of Teacher Education Trends 1 (1), 58-64.

Adenike Boyo, (2009). Identifying Probleas-Sociated with Studying Physics In Lagos

State, Nigeria.

41
Bar A. Fafunwa (1987) New Perspective In Practical Education. London Macmillan Page
82-83.

Beleson and Creaser (1986) Techniques and Apparatus for the Science Teachers

Collin Okoh (1985) An Investigation tested On the Effect of Teacher’s Qualification on

Student’s Performance in Waec. A Research Work Presented To The Faculty Of
Education Uniben.

D. Hodson. A Critical Look at Practical Work in School Science. School Science

Review, 71(256):30–40, 1990.
D. Hodson. Practical Work in School Science: Exploring Some Directions For Change.
International Journal of Science Education, 18(7):755–760, 1996.

Daramola, S. O. (1987). Restructuring Science Education Programmes in Nigerian

Higher Institutions, Journal of Curriculum and Instruction, 2(1 & 2), 235-240.

Evan K. (1989) Attitude and Interest in Education. London Routledge And Kegan
Poulted Page 115-116

Ezellora, B. (2000) “Status of safety standard of science laboratories in Anambra State

secondary schools” J. STAN 32 (1 and 2) December.

El-rabadi, E. G. S. (2013). The Effect of Laboratory Experiments on the Upper Basic

Stage Students Achievement in physics . Journal of Education and Practice, 4(8),
62–71.

Fdgrge (1994) A.A. 5. Fekadu Bayisa, (2008). Factors Affecting Students Learning Of
Physics in Upper Primary Schools of Addis Ababa. Ma Thesis (Unpublished).

Hirschfeld, D. (2012). Interest in science careers wanes in Latin America. Retrieved

November 10, 2016.

Ibe, E. (2004). Effects of Guided Inquiry, Demonstration and Conventional Methods Of

Teaching Science On Acquisition Of Science Process Skills Among Senior
Secondary School Students. An Unpublished M.Ed. Thesis, Department Of Science
Education, University Of Nigeria, Nsukka.

Kibirige, I., & Tsamago, H. (2013). Learners ’ Performance in Physical Sciences Using
Laboratory Investigations. International Journal of Educational Sciences, 5(4),
425–432.

42
Jegede, O. J. & Okebukola, P. A. O. (1995). Personal and demographic predictors of
science teachers’ levels of occupational stress. JSTAN, 30(1&2), 3-12

Kuhn L. & Brekl R. (2012). Ability of Experimental Skills Application in the Teaching
and Learning Science, National Academy of Sciences. Washington DC.

Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the
school science laboratory: An analysis of research, theory, and practice. Handbook
of Research on Science Education, (January 2007), 393–431.

Mohanty, S. (2003). Teaching Science in the Secondary Schools, New Delhi: Deep
&Deep Publication Pvt Ltd. 10. Tadesse, (2006). Assessment of Schools Input That
Affects Quality of Secondary Schools Education in Gambela. Ma the Sis
(Unpublished).

Musasia, A. M., Abacha, O. A., & Biyoyo, M. E. (2012). Effect of Practical Work in
Physics on Girls’ Performance, Attitude Change and Skills Acquisition in the Form
Two-Form Three Secondary Schools’. International Journal of Humanities and
Social Science, 2(23), 151– 166.

Musasia, A. M., Ocholla, A. A., & Sakwa, T. W. (2016). Physics Practical Work and Its
Influence on Students’ Academic Achievement. Journal of Education and Practice,
7(28), 129–134.

Nashon, S.M (1989). Practical work in science: A critical look at practical work in
Kenyan secondary schools. Unpublished M. Ed Dissertation, School of Education,
the University of Leeds.

Salmiza, S., & Afik, A. (2012). Teaching Practices Among Secondary School Teachers
in Malaysia. International Proceedings of Economics Development and Research,
47(14), 63–67.

Sadiq, A. (2003). Evaluation of Scientific Enterprise in Pakistan. In Dr. Inayatullah (ed.),

Towards Understanding the State of Science in Pakistan. Karachi, Muizz Process.

Veronika, A. T., Johannes, V. D. W., & G. Budijanto, U. (2017). Application of Direct

Instruction with Laboratory Activity to Improve Students’ Participation and
Learning achievement. PEOPLE: International Journal of Social Sciences, 3(2),
1276–1284.

43
 Appendix I

Research Questionnaire for Teachers

The researcher is a Student of Umaru Musa Yar’adua University Katsina State; I’m

conducting a research on the factors affecting the effective Teaching of physics practical.

To help doing this I request you to fill this questionnaire as honestly as you can.

The information you give will be kept confidential and will be used only for this study.

Thank you

SECTION (A)

Name of School: …………………………………………………………

Gender: ………………………………………………………………….

Age: …………………………………………………………………….

SCTION (B)

1. Educational Qualification:

N.C.E { }, H.N.D { }, B. Sc Ed { }

B.Sc { }, M.Sc Ed { }, Ph. D { }

Others please specify: …………………………………………………

2. Teaching experience:

1-5 years { }, 6-10 years { }

11-15 years { }, above 15 years { }

3. What method of teaching are you using in teaching of physics practical?

Lecture method { } Experimental method { }

44
Demonstration method { } Audio-visual Method { }

Others please specified: ………………………………………………….

4. How do you rate the performance of your student in practical work?

Good { } Bad { } Average { }

SECTION (C)

KEY: S.A= strongly agreed, A= Agreed

U= Undecided, D= Disagreed, S.D= Strongly Disagreed

S/N STATEMENT S.A A U D S.D

1. Our School have physics laboratory

2. The laboratory is well equipped in my

school.

3. It is poorly equipped.

4. There is no lab equipment in my school.

5. Only obsolete equipment are available

6. An empty classroom building serves as

laboratory in my school.

45
7. My students have sufficient practical

textbooks.

8. There are sufficient practical manual in my

school.

9. My students are conversant with much of

physics apparatus

10. We have sufficient physics practical period

in my school time table.

11. We have lab technician in my school.

12. We have lab attendance in my school.

13. My students enjoy practical work.

14. Is your School Maintain Physics Practical

Equipment

15. Is insufficient practical equipment hinders

effective teaching and learning physics

practical

46
 Appendix II

Research Questionnaire for Students

The researcher is a Student of Umaru Musa Yar’adua University Katsina State; I’m

conducting a research on the factors affecting the effective teaching of physics practical.

To help doing this I request you to fill this questionnaire as honestly as you can.

The information you give will be kept confidential and will be used only for this study.

Thank you

SECTION (A)

Name of School: ………………………………………………………………….

Class: ……………………………………………………………………………...

Gender: ……………………………… Age: ………………………………..

SECTION (B)

KEY: S.A= strongly agreed, A= Agreed

U= Undecided, D= Disagreed, S.D= Strongly Disagreed

S/N STATEMENT S.A A U D S.D

1 We have physics laboratory in our school.

2 The laboratory contains enough equipment.

3 It is poorly equipped.

47
4 There is no lab equipment in our school.

5 Only obsolete equipment is available.

6 We use empty classroom building as laboratory in

my school.

7 We frequently visit physics laboratory

8 We have physics practical textbooks in my school

9 We have practical manual in our school.

10 Our lab assistance helps us in conducting

experiment.

11 I enjoy physic lesson when is illustrated with

practical work.

12 I like the way our teacher use in conducting

experiment.

13 I have problem in calculation related to practical

work.

14 I have problem with setting of apparatus.

15 I have find physics practical class not interest

16 I don’t like the method our teacher use in teaching

physic practical.

17 We never visit physic laboratory in our school.

48
18 I have found practical work very difficult in our

school

19 Physics practical make

me uncomfortable with the subject

20 I have problem in writing conclusion and practical

report

49