TITLE PAGE

PERFCIEVED FACTORS AFFECTING STUDENT’ACADEMIC

PERFORMANCE IN THE STUDY OF PHYSIC IN GOVERNMENT

SECONDARY SCHOOLS IN MAKURDI METROPLOLIS AREA OF

BENUE STATE.

AMEH GODWIN UE/31769/15

SHIMO MSUGHTER LUTHER DE/35930/16

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF SCIENCE

EDUCATION, COLLEGE OF AGRICULTURAL SCIENCE AND SCIENCE
EDUCATION, FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI,
BENUE STATE, IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE AWARD OF BACHELOR OF SCIENCE DEGREE (B.Sc ED) PHYSICS.

AUGUST, 2019

2
 CERTIFICATION

The research has been read and approved as meeting the requirement of the Department

of Science Education and College of Agricultural and Science Education, Federal

University of Agriculture, Makurdi.

____________________________ ________________________
Mrs. Ujah-Aondoakaa, Beatrice Date
Project Supervisor

_________________________ ________________________
Dr. Adeniran Date
Head of Science Education Department

_______________________ __________________
Prof. (Mrs.) Obinne, A. D. E Date
Dean College of Agricultural Science
and Science Education

3
 DEDICATION

This research work is dedicated first to Almighty God who has granted us good health,

given us wisdom and knowledge to carry out the research work successful, also to our

parents and families for their patience, parental roles and educational advancement.

4
 ACKNOWLEDGMENT

The researchers are grateful to Almighty God for the success of their program of

study.

We wish to acknowledge with sincere appreciation our supervisor Mrs. Ujah Aondoakaa

Beatrice, her guidance, support and encouragement, which manifested in her patience in

reading and correcting the project work. We pray that God bless her richly.

We sincerely appreciate our Head of Department Dr. Adeniran S. A. and all

lecturers in the department for their support that has made this success story of our

academic achievement.

Finally, we wish to thank our families, close relations and friends who in their

various ways contributed towards the success of our education to this level.

5
 DECLARATION

We hereby declare that the work describe in that project represents our origin work and

has not been previous submitted to any University or similar institution for the award of a

degree Certification.

Shimo Msughter Luter Ameh Godwin

16/35930/UE 15/31769/UE

(Researchers)

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 TABLE OF CONTENT

TITLE PAGE------------------------------------------------------------------------------------------i

APPROVAL PAGE---------------------------------------------------------------------------------ii

DEDICATION---------------------------------------------------------------------------------------iii

ACKNOWLEDGMENT---------------------------------------------------------------------------iv

TABLE OF CONTENT-----------------------------------------------------------------------------v

ABSTRACT------------------------------------------------------------------------------------------iv

CHAPTER ONE

1.0 INTRODUCTION------------------------------------------------------------------------1

1.1 Background of Study-----------------------------------------------------------------------1

1.2 Statement of the problem-------------------------------------------------------------------5

1.3 Purpose of the Study-----------------------------------------------------------------------6

1.4 Research Questions-------------------------------------------------------------------------7

1.5 Research Hypotheses-----------------------------------------------------------------------7

1.6 Significance of the Study-------------------------------------------------------------------8

1.7 Scope of the Study--------------------------------------------------------------------------9

1.8 Operational Definition of Terms---------------------------------------------------------9

CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE------------------------------------------12

2.1 Introduction---------------------------------------------------------------------------------12

2.2 Theoretical Framework-------------------------------------------------------------------12

2.2.1 Student-Teacher Engagement model by Strong,

7
 Silver and Robinson (1995) -------------------------------------------------------------12

2.2.2 Control Theory Motivation by Williams Glasser (1965) ----------------------------13

2.3 Conceptual Framework-------------------------------------------------------------------14

2.3.1 Meaning and Types of Teaching Methods---------------------------------------------14

2.3.2 Family Socio-Economic------------------------------------------------------------------15

2.3.3 Concept and Effect of Teacher Attitude and Qualification--------------------------16

2.3.4 Instructional Materials--------------------------------------------------------------------17

2.3.5 Effects of Attitude on Students Academic Performance in Physics----------------18

2.3.6 The Effect of School Equipments on Students Academic performance------------19

2.4 Empirical Studies--------------------------------------------------------------------------19

2.5 Summary -----------------------------------------------------------------------------------20

CHAPTER THREE

3.0 METHODOLOGY-----------------------------------------------------------------------22

3.1 Introduction---------------------------------------------------------------------------------22

3.2 Design of the Study------------------------------------------------------------------------22

3.3 Area of Study ------------------------------------------------------------------------------22

3.4 Population of the Study-------------------------------------------------------------------24

3.5 Sample and Sampling Techniques-------------------------------------------------------24

3.6 Instrument for Data Collection-----------------------------------------------------------25

3.6.1 Validation of the Instruments------------------------------------------------------------25

3.6.2 Reliability of the Instrument-------------------------------------------------------------25

3.7 Method of data Collection----------------------------------------------------------------26

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3.8 Method of Data Analysis-----------------------------------------------------------------27

CHAPTER FOUR

DATA PRESENTATION ANALYSIS, INTERPRETATION AND DISCUSSION

OF FINDINGS

4.0 Introduction---------------------------------------------------------------------------------28

4.2 Data Presentation, Analysis and Interpretation----------------------------------------28

4.3 Discussion of Findings--------------------------------------------------------------------45

CHAPTER FIVE

SUMMARY, CONCLUSION, RECOMMENDATION AND SUGGESTIONS

5.0 Introduction--------------------------------------------------------------------------------47

5.1 Summary------------------------------------------------------------------------------------47

5.3 Recommendation--------------------------------------------------------------------------49

5.4 Conclusions---------------------------------------------------------------------------------50

5.5 Limitations----------------------------------------------------------------------------------51

5.6 Suggestions for further Study ------------------------------------------------------------52

REFERENCES-----------------------------------------------------------------------------53

APPENDICES -----------------------------------------------------------------------------55

9
 ABSTRACT

This study investigated the factors affecting students’ academic performance in the study
of physics in Makurdi Local government Area of Benue State. Six research questions and
hypothesis were used to guide the study. The descriptive survey design was adopted using
questionnaire as the most appropriate instrument for data collection. Data was collected
from one hundred (100) students and twenty (20) teachers drawn from the sampled
schools. The research questions were analyzed using mean and Chi-Square to test the
hypotheses. The result of the study shows that families with lo socio-economic status
inappropriate use of teaching method and instructional materials, non-availability of
teaching equipment, negative attitude of students towards physics, years and
qualification of teachers are the factors that affect students academic performance in
physics. The study therefore recommended among other that teachers should use
innovative methods and instructional materials suitable for teaching physics to aid easy
understanding of the content and subject.

10
 CHAPTER ONE

2.0 INTRODUCTION

2.1 Background of Study

Naturally Human (Mankind) is continuously searching for understanding

of the basic phenomenon of their surrounding environment. This is done through

the instruments of science which has spurned scientist across the globe and from

generation to generation to pursue the course to understand these phenomena.

Teaching and learning of science methods thus; must be improved upon if

scientist will seek to improve upon scientific ideas.

Physics is a 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 instruments and devices of

tremendous benefit to the human race. In Nigeria, Physics is being taught as one

of the science subjects at the senior secondary school level and its branches

includes mechanics, optics, atomic Physics and Physics of sub atomic particles.

The importance of Physics cannot be over-emphasized as it forms the basics for

technological achievement of any nation.

The study of matter energy and their interaction is an international

enterprise, which plays a key role in the future progress of human kind. The

support of Physics education and research in come countries is important because,

Physics is an exciting intellectual adventure that inspires young people and

expand the frontiers of our knowledge about nature. Physics is also the most basic

of the physical sciences. From chemistry and geology through to biology and

osmology. We understand science in terms of the concepts developed in Physics.

11
Not only this, but many of the tools in which the advances of science and

technology depends are direct products of Physics. The interest and concerns of

Physicist have always formed the basis of future technology.

Physics has been the least popular of the Science subjects in Secondary

School in term of enrolment and performance in examinations among Senior

Secondary Schools Students in Nigeria. It is pertinent to note that the rate of

failure among the Students has been on increase in Nigeria, the situation calls for

planned innovation, which should be based on realization holistic and diagnosis of

the problem and possible solution. These Poor performances in Physics has a

great concern on the minds of parents, teachers, educators and the general public,

this is because the knowledge of Physics is very significant and serves as a

gateway to national development.

Researchers such as Edeh, I. & Vikoo, B. (2013) tried to identify the cause

of Students low performance in Physics as lack of laboratory equipments or

facilities and a few qualified teachers. The abusive use of teaching method,

insufficient time allotted to the learning /teaching of the subject and lack of

commitment due to social and monitory factors. Yet some of these researchers

tend to have lost sight of the fact that other factors would possibly contribute to

this performance of students, and such Schools may have a well equipped

laboratory, qualified teachers and time allotted to subject, yet the student still

performs badly because of the factors above which does not consider the

conceptual difficulty of the subject matter.

Agogo and Iji (2010) opined that, the importance of Physics as a science

in the development of a nation can not be overemphasized. It is due to that they

12
necessarily insist that the cause of students under performance in Physics be

continually and consistently be investigated, since Physics is one of the Science

Subjects that bear relevance across different fields and beyond; from medicine,

pharmacy, food technology, engineering etc.

As important as Physics is, we often hear of the complaints of the

increasing level of underperformance in Physics. This performance that is below

average or expectation of the society is adversely influenced by several factors

cutting across teacher controlled factors such as teaching methods and

instructional material, parents controlled factors such as provision of basic study

needs of the students, school controlled factors such as staff motivation and

provision of relevant school equipment (laboratories) and facilities etc. It is in

view of the above all that this research study seeks to investigate the numerous

perceived factors that may affect or hamper the effective performance in science

subjects, especially in Physics.

Other curriculum developers consider the acquisition of an understanding

of what science is, and the inculcation of scientific method, scientific thinking,

and attitude in students as a major objective of science teaching. Other objectives

of science teaching include imparting knowledge to students and development of

manipulating skill through inductive and deductive reasoning.

In Nigeria, basic science research is in its infancy because, even though,

we can boast of many research institutes, the standard of living of the common

man has not improved. The local farmer constituting virtually most of Nigeria’s

farmers continues to till the soil with the hoe; his environment is ridden with pest

and worm, he has neither clean water to drink nor medical attention at his
13
hospital. He cannot afford a decent house due to the cost of building materials

which is obviously above his reach. He can afford to use bricks to supplement

imported cement, but where are the bricks industries that produce cheap building

materials from the available local resources? Instead, we have imported

technology that should be actually taught in the secondary schools.

The effectiveness of teaching of Physics involves the use of right teaching

methods, and in fact the quality of concept formed by students is determined by

the teachers methods. It is therefore necessary that the he understand the concept,

formulation and development in light of which he should orientate and rehearse

his teaching to achieve his set goals and objectives. The teaching of Physics as a

science should seek at exposing science in such a manner that the evolution of

basic scientific concept will be triggered. It is now to consider in a little detail, the

possible role of teachers themselves, vis-à-vis, the challenge of teaching with

understanding and creativity. I would like to pose twenty questions for the

teachers to review.

1.2 Statement of the Problem

In recent times it has been observed that the level of the poor performance

of students in Physics has assumed an alarming position in senior secondary

schools across the country. This has been reported by Agog, andIji, A (2010),

teachers, parents, journals and daily publications, and even by the students

themselves and all are disturbed since they are unable to detect the right means of

correcting the problem.

The importance of sciences, regardless of the poor or underperformance of

the students in the subjects cannot be overemphasized. To them, this trend has
14
continued to the extent that in recent times, no year passes without cases of mass

failure being recorded in the core science subjects (Physics, Chemistry and

Biology). With the importance of Physics in the nation’s development inclined

towards Science and Technology, if this problem is not addressed, students will

find it difficult to further their education in science courses where emphasis are

laid on passes in Science subjects.

The investigation into this problem was prompted as a result of the

experience the researcher had during teaching practice experience at the

beginning of 2016/2017 academic session. The overall analysis of the students’

experiences suggested that students’ poor performance was manipulated by

several issues ranging from low socio-economic status of Parents, non-availability

of facility, high cost of science text books and equipments/ instructional materials,

lack of trained and qualified teachers etc. Most of the students’ expressed their

dislike to Physics because of some of its aspects of mathematics, calculations,

plotting and its abstract nature.

1.3 Purpose of the Study

The purpose of the study is to investigate the perceived factors affecting

Students academic performance in the study of Physics in Makurdi (metropolis)

area of Benue State. In specific, the study sought to:

i. Know the teaching methods employed by teachers when teaching Physics

ii. Examine the kind of instructional materials that are used by teacher, to

facilitate teaching and learning.

iii. Find out the availability/accessibility of in the school Laboratory, equipment.

15
iv. Find out if students’ attitude towards Physics affects their academic

performance.

v. Ascertain the qualification, years of experience

vi. Determine whether the family socio-economic status affects the students’

academic performance in Physics

1.4 Research Questions

The following research questions were formulated to guide the study;

i. What teaching method do teachers use when teaching Physics?

ii. What kind of instructional materials do teachers use to facilitate the teaching

and learning of Physic?

iii. Are there available/accessible School Laboratory equipment for Students’

practices?

iv. What is the attitude of students towards Physics as a subject?

v. What qualifications and years of experience do Physics teachers have?

vi. Does family Socio-economic status affects students’ academics performance

in Physics?

1.5 Research Hypotheses

These null hypotheses were formulated and tested at 0.05 level of Significance.

i. Method of teaching has no significance effect on Students academic

performance in Physics.

ii. The kind of instructional materials used has no significant effect on student’s

academics performance in Physics

16
iii. The availability | accessibility of School Laboratory equipments for Student

Practical has no significant effect on their Academic performance in Physics

iv. The Attitude of Students towards Physics has no significance effect on

Students Academic Performance in Physics.

v. Teachers’ qualification and years of experience in teaching has no significant

effect on Students academic performance in Physics.

vi. Family Socio-economic status has no significant effect on Student academic

performance in Physics.

1.6 Significance of Study

The findings of the Study will be relevant to teachers, Parents, Students, Society

curriculum planners, , and to the Ministry of education.

To the teacher, this research will present new and better way to teach

Physics so that students develop more interest in this subject. Also this research

will inform teachers on the need to develop the act of motivating students during

class and non-class hours so as to improve their performance in Physics.

To the parents, they will find the findings of this work relevant as they

find new ways to motivate their children to learn Physics in order to improve their

performance.

To the student, this study will provide new ways in which a student can

motivate his/herself to learn Physics and consequently improve in their academic

performance.

The finding of this research will be relevant to the society, considering the

fact that Physics play vital roles in the Science and Technology today, the need to

produce graduates with good Physics background justifies the need for more

17
effective approach of learning and teaching the subject so as to improve the

society.

The ministry of education will also find this work useful as the finding of

this work could be used as a tool for the formulation of educational policies to

improve the academic performance of students through motivation.

To these curriculum planners, they will find new ways to improve the

school curriculums so as to include these motivational factors such as peer

assisted learning, use of visual aids, use of instructional materials, formative

assessment and the use of Physics models in the curriculum of secondary school

so as to improve performance of students.

1.7 Scope of the Study

The study was specifically done with SS2 students and Teachers across

selected government schools in Makurdi Metropolis. SS2 students are chosen

because they are approaching their final class and should have already developed

a perception about Physics.

The study covers all public Senior Secondary School students in Makurdi

Metropolis. It involves a random sample of 120 students from 10 selected the

secondary schools within the study area. The study sought to investigate the

perceived factor affecting the students’ academic performance in Physics. Such

factors include Teaching method, instructional materials, availability accessibility

of laboratory equipment, Students attitude, Teachers qualification and years of

experience and Parent Socio-economic Status.

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1.8 Operational Definition of Terms

The following terms were operationally defined;

Students’ Performance: Achievement refers to the degree of success reached or

attained in some general or specific area.

Factors: this is defined as an element contributing to a particular result or

outcome or solution. In other words, it can be defined as the variables accenting a

certain situation.

SS2. Students: this is referred to a student’s who is studying at a school. In the

case of this study, we make reference to secondary school students and

particularly of the senior secondary two classes.

Academic performance: this refers to how well or badly one does something in a

school subject.

Family socio-economic Status: defines socio-economic background as the social

standing of such a family. It is often measure as a combination of education and

occupation.

Teaching Method: defines Teaching methods as the mode of organization of

instructional content, materials, the manner of presentation to the pupils and the

activities the pupils and teachers carryout.

Instructional Materials: defines instructional materials as material that facilitate

the teaching and learning process. These includes; pictures, charts, drawings,

projectors etc

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Physics Equipments: equipment as supplies or tools needed for a specific

purpose. This study will specifically focus on such tools or supplies that are

needed to enhance the study of Physics.

Teacher Qualification: defines qualification to mean, a skill or type of

experience that one need for a particular job or activity. If this definition is to be

applied on the teaching field, it then implies that teacher qualification can be said

to mean specific skill or peculiar experience that one needs for a teaching

profession or job.

Teacher years of experience: Refers to years of experience as the number of

years a teacher has put in the classroom setting. Usually not less than three

quarters of a school year can be counted as a full teaching year.

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 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter deals with review of literature that are related to this study

and they are discussed under the following sub-heading: Theoretical framework,

conceptual framework, empirical studies, and summary of the review literature.

2.2 Theoretical Framework

2.2.1 Student-Teacher Engagement Model by Strong, Silver and Robinson

(1995)

Strong, Silver and Robinson (1995) put forward an acronym SCORE

which seeks to explain the importance of teacher person ability and qualification

on student academic performance. Gurne (2007), explained the model as follows;

S – Success of the mastery of the subject a teacher teaches

C – The curiosity that every teacher should have entrenched in their teaching.

According to them, a teacher who is not curious has lost a critical portion of the

passion of learning.

O – Orginality, here they suggested that the teacher who is passionate about the

teaching will be creative and will always be seeking for new ways of engaging

and challenging students.

21
R – Relations are centered to the effectiveness of classroom and teachers are

crucial in nurturing of opportunities for students with subjects that at senior level

can lead to life-long integration with the subject.

E – To maintain this process, a teacher needs Energy.

This theory is useful to the researchers because it identifies the importance

of teacher professionalism and qualification as a central factor in the performance

of students in the classroom subjects. It also mentions the mastery of subject by

the teacher as crucial as well as the teacher’s passion for teaching which directly

inform such a teacher’s attitude.

2.2.2 Control Theory Motivation by Williams Glasser (1965)

In 1965, Williams Glasser proposed a theory about motivation. He argued

that performance is never caused by a response to an outside stimulus. Instead, the

theory states that behavior is inspired by what a person wants. The theory

responds to complaints that todays’ students are unmotivated. Glasser attest that

all living creatures control them to maximize satisfaction. According to him, if

students are not motivated to do their work, its because they view school work as

irrelevant to their basic human needs. This theory can impact Physics learning in

the following ways:

Curriculum: Teachers must negotiate both content and method of teaching

Physics with students. This will assist/help align their needs and shape how and

what they are taught.

Instruction: Teachers should rely on comparative and active learning techniques

that enhances the power of learners. This leads to make sure that all assignment
22
meet some degree of their students’ need and satisfaction. Similarly, Glasser’s

theory highlights the influence of the use of relevant teaching methods as the

central factor in performance of students.

This therefore, supports our research on Factors affecting students’

Academic Performance in study of Physics.” Because it the identifies the use of

teaching methods as a factor affecting the performance of students in Physics.

2.3. Conceptual Framework

2.3.1 Meaning and Types of Teaching Methods

Obadem, Agiand Aduloju (2012), Teaching methods is the ability of a

teacher/instructor to be able to pass a message under learning situations to his

learners. The method/methods a teacher or one uses according to them enables

such a teacher to achieve the objectives of his teaching process. They further

opined that teaching methods are very important in the impartation of knowledge

in the teaching and learning process and the type used determines to a great extent

what the students learn. They established that any teaching method which does

not involve the learner actively may not be wholly effective. Similarly, as

reported by Kwahkule (2011), teaching method can be defined as a mode of

organization of instructional content, materials, the manner of presentation, to the

learner and the activities that the learners and teachers carry out thus, they

concluded that, there is no one method that can be described as the best, and so, a

teacher has to constantly switch between the various methods during the course of

a lesson. There are various types of teaching method available for a teachers’ use.

23
 According to Aduloju et al. (2012), these include group method,

assignment Method, discussion method, demonstration method, field trip method,

project method and brainstorming method.

However Ada (2010) highlighted specific teaching methods available to

science teachers to include; demonstration method, discovery/inquiry method,

discussion methods, project method, individualized learning methods, field trip.

According to him a number of criteria may guide the teacher in the choice of any

given method of teaching such criteria which include; Content to be taught,

Objective to be achieved, Teacher’s preferences, Time available, Number of

student, Individual difference and Entry behavior.

Awuor and Sete (2015), said that the use of teaching methodology for

Physics in secondary school is crucial for successful concept delivery by the

subject teacher and concept mastery by the learner. Experiment as a method of

teaching that involves test under controlled conditions made to demonstrate a

known truth, examine the validity of a hypothesis, or determine the efficacy of

something previously untried. According to them, experiment method exposes the

students to practical familiarity; hence it is the most reliable method of teaching

science subject like Physics.

2.3.2 Family Socio-Economic Status

Considine & Zappala (2002) defined Socio-economic status as a person’s

over all social position to which attainments in both economic domain contribute.

They further stated that when this concept is used in the context of student

performance, it is referring to the Socio-economic status of the family. Socio-

economic status according to them is determined by wealth, income education,

24
and employment and occupation status. Also according to James (2014), a family

differs in socio-economic status order in the society. She explained that the

society is grouped into, the upper middle and lower classes. Members of the upper

class have money and material possession, and the medium and lower class

follow in that order. James portrays that a child appraises himself on the basis of

position of his family. Denga (2011), also agrees that rich parents are more likely

to provide effectively for the needs of their children and expose them to better

educating opportunities than the poor parents. Considine and Zappala (2002)

further links Socio-economic status to family structure. According to them, as

sole parents’ families on average have lower levels of income, are headed by

parents with lower educational attainment and are less likely to be in labour force,

children from these families are likely to have lower educational performance.

2.3.3 Teacher Attitude and Qualification

Obademi et al. (2012) describe the attitude of the teacher to his work and

the type of leadership he adopts as an important factor in the performance of

students. This is because it can influence the control of the class. According to

them, a teacher’s attitude should involve his leadership approaches i.e democrat,

authoritarian or laiser-fair. It also expands to include a teacher’s ability to

organize, direct, and coordinate the classroom and the activities within the

classroom. Similarly, Agi and Aduloju (2014) explains that, the attitude of

teachers should include his foresight, understanding, honesty, general discipline,

self-confidence, sense of humor and particular passion for teaching job. If a

teacher has a good attitude with majority of these qualities imbedded in he/she,

he/she will surely find it easy to moderate his student to excellence.

25
 The results of this finding revealed that teachers’ qualification level has

impact on students’ performance in secondary school Physics.

The finding also showed that professional teachers affect the students’

performance positively more than the unprofessional teachers. The professional

teachers’ background training in education is the bane behind this clear cut

difference. No wonder, in his study, remarked that the success of any educational

enterprise depends largely on the availability of professional teachers. This is

possible because the trained teachers have been taught the technical knowhow for

effective learning to take place in the learners. Scholars are of the opinion that

students respond to a particular subject in relative to the kind of It is also evident

from the outcome of the finding that students’ performance in Physics is

unaffected by the teachers’ gender but by their skillfulness on the prescribed field

of study. This is in line with the finding of that gender has nothing to do with

academic ability. The major factors that could affect academic attainment include

family background, personal interest, school environment and peer group.

The result of this finding also showed that experience counts in the

efficiency of the teachers. The teachers with long years of teaching experience

were able to impact more on the students than teachers with short years of

teaching experience. This is obvious from their mean scores of 71.20 and 69.50

respectively. The closeness of their mean scores could be due to the fact that both

are professionally skilled to teach Physics. So, the basic rudiments of Physics and

the pedagogical wherewithal are there for both groups.

The oxford advanced learners’ dictionary defines qualification to mean a

skill or type of experience that one needs for a particular job or activity. If this

definition is therefore to be applied to the teaching field, then it implies that

26
teacher qualification can be explained to mean specific teaching skills or peculiar

experience that one needs for teaching job or to engage in teaching activities. It

therefore requires that, a teacher should pass through relevant skills and

experiences. Agi and Aduloju (2014) reported that, the teaching profession is

vulnerable to the influx of unqualified teachers, a situation which seems to tell

greatly on the development and performance of students who are exposed to

unqualified teaching approaches.

2.3.4 Instructional Materials

Instructional materials are known by different terms which are most times

used interchangeably by different educational scholars and perhaps under

different circumstances. Such synonyms include; learning resources, teaching

materials, apparatus and so on. Apaa and Zever (2014) reports says “it is

important to stress here that despite the summative differences between the terms

one thing bind them and that is; they are used to make Teaching and learning

easier, more effective and goal oriented. The Federal Ministry of Education

(2007) as reported by Apaa and Zever, defines instructional materials as those

things used by teachers to demonstrate or illustrate processes or concepts in the

lesson to facilitate the attainment of the objectives of the lesson. This view point

boasts much relevance as it emphasizes the idea of facilitating the attainment of

the objectives of the lesson.

The importance of teaching materials cannot be over emphasized in the

process of teaching and learning. This is highlighted by various scholars who

pinpoints the various ways by which instructional materials are beneficial to the

learners, the teacher and the general learning process. Gbamanja (2002) also

27
reports that “the use of instructional materials makes learning more pratical,

applicative and meaningful. It makes learning more concrete, crystallized and the

retention rates increases.” This justifies why the teaching materials is important to

the resourcefulness of a teaching and learning process.

2.3.5 Effects of Attitude on Students Academic Performance in Physics

Ballah and Okoronka (2015) says, the problems in performance and

achievements of students school subjects are thought to be associated with their

attitudes. They explain that interests and ability of the students determines the

students’ focus in studies and consequently influencing such a student

performance in a given subject. They stated that developing students ‘positive

attitude, in Physics should be the important purpose of Science teaching. Ballah

and Okoronka also identified teachers’ attitude towards science and science

teaching as important in developing the attitude of students towards them and the

subjects they teach. They concluded by saying students taught by better attitude

teachers are sure to themselves develop positive attitude towards the subject.

2.3.6 Availability / Accessibility of School Laboratory Equipments

Educationist and other well meaning people (researchers) have always

mentioned that Education is the greatest legacy a nation can give to the citizens.

There is therefore no better investment a nation, could make than in educations,

this is why one should not remain indifferent to the lapse in our educational

system. A good school facility supports the educational enterprises. Research has

shown that clean air, good light and small, quite, comfortable, and safe learning

environment are important for academic achievement. While factors such as

students socio-economic status and parental involvement are predictors of student

28
academic performance, laboratory equipment offers a feasible opportunity for

improving academic performance.

2.4 Empirical Studies

The Causes of Poor performance in Mathematics among Senior Secondary

School in Ushongo Local Government Area of Benue State.” The study used

systematic sampling techniques in selecting four Secondary Schools out of 26.

The study adopted survey research design approach and questionnaires were

distributed, collected. The method of data analysis was Chi Square method. Four

research questions and hypothesis were projected and findings showed that,

causes of poor performance in Mathematics in secondary schools rest mainly with

the government and the teachers facilities. They therefore recommended that

government should release fund to take care of teachers’ motivation and also for

the purchase of relevant teaching aids. Government should also endeavor to

employ qualified and sufficient mathematic teachers.

Edeh and Vikoo (2013) carried out a research on perceived factors

affecting the Performance of Secondary School Students in Physic. Correlation

survey design was used to establish what relationship exists between two or more

variables. The researchers’ sample size included all senior secondary school

students in all government owned schools in the area. There were a total of 16,000

students when the study was conducted. The researchers also used students’

Physics learning inventory as their instrument of data collection. This consisted of

two parts; A with close ended questions and B with raw test scores. The method

of analysis adopted was Chi Square, findings of the study showed that the factors

affecting students’ performances are a peer into the determinants of failure or

29
success of senior secondary school students. The results for these parameters were

found to be of high level probability. The researchers thus concluded that apart

from the variables derived from this study, due to the inconclusive nature of the

study, there could be also other variables affecting students’ performance in

Physics. These other factors may include; content difficulty, physical conditions,

school organization, outside interest, laboratories e.t.c. The researcher therefore

recommended active parent and teachers participation in the studying of students

through close interaction of the students so as to learn their learning needs.

2.5 Summary of the Reviewed Literature

Firstly, is useful because it identifies the importance of teacher

professionalism and qualification as the main factor in the performance of

Student in the Classroom Subject, the mastery on Subject as well as the teachers

passion for teaching which directly informs the teachers attitude.

Secondly, the control theory by Richman Glasser (1965) is useful to the

Study because it states that behavior is inspired by what person wants and

therefore teachers should negotiate method of teaching with Students and they

should rely on comparative and active learning technique that enhance the power

of learners.

In the conceptual framework, there are various teaching methods, so the

teacher put all of item in use. Also the Socio-economic Status has influence on

Student academic performance.

The empirical Studies support that government should value findings to

take care of teachers motivation and purchase of teaching aids, employ qualified

30
teachers and also that teachers should study Students through close interaction to

know their learning needs.

31
 CHAPTER THREE

3.0 METHODOLOGY

3.1 Introduction

The chapter will discuss the following sub-headings, namely; research

design, area of study, sample and sampling techniques, instrument of data

collection, validation of instrument, reliability of the instrument, method of data

collection and methods of data analysis.

3.2 Research Design

Descriptive survey method was used for the study. This design permits the

collection of data from a defined population to describe the present condition of

the population using the variables under study. The researcher will adopt the

survey method because it provides an avenue to select a questionnaire to be used

in asserting the study of Physics as noted by Considine, G, & Zappala, G (2002).

3.3 Area of Study

Benue State was created on February 3rd1976 as a State from the former

Benue Plateau State by the military head of State of Nigeria Olusegun Obasanjo

and Makurdi was made the capital. The original inhabitants of the local

government area consist of Hyarev, Masev, Ugondo. But as a state capital and

commercial centre, it inhabits other tribes across Nigeria who are business men

and women. It also inhabits civil servant both of state (cutting across all tribes in

the state) Federal (cutting across most not all tribes in Nigeria).

Makurdi shares boundry with Guma Local Government in the North,

Gwer in the South Tarka in the East and Gwer West in the West. The local
32
government is blessed with abundance of both natural and human resources.

Makurdi Metropolis has the North bank area of Makurdi local government which

houses among other establishments like: Federal University of Agriculture,

(FUAM), Nigerian Army School of Military Engineering (NASME). The

headquarters of the 72 Airborne Battalion and the State headquarters of the

Department of Custom and Exercise.

The southern part of the town is made up of several wards including:

central ward, old GRA, Ankpa Ward, Wadata Ward, High Level, Wurukum (low

level), New GRA etc. important establishments and offices in the southern part of

Makurdi include: Government House, State Secretariat, Commercial Banks,

Police Headquarters, Central Bank of Nigeria (CBN) Makurdi branch, Nigerian

prisons Service, Aper-Aku Township Stadium, Nigerian Airforce Base Makurdi,

the Makurdi Modern Market, the Federal Medical Centre, Nigerian Railway

Station, Benue Printing and Publishing Company Limited, Radio Benue, Nigerian

Television Authority (NTA), Central Post Office, Benue Hotel, and Benue State

University (BSU). In terms of secondary schools, the local government boast of

about 848 approved secondary schools. The local government also hosts the

school of Nursing and Midwifery.

The main topographie features of the local government are mostly it fertile

soil which encourages farming activities, and the famous River Benue where a lot

of fishing activities takes place. The locals are mainly the Tiv whose economic

activities is mainly farming; they grow crops like yam, cassava, soya beans,

groundnut, millet, guinea corn, maize, rice etc. They also have few economic

trees such as mangoes, oranges, palm trees, cashew etc. Makurdi local

33
government and Benue State entirely is predominantly Christians. Owing to its

location in the valley of River Benue, Makurdi experiences warm temperatures

most of the year. The period from November to January, when the Harmattan

weather is experience is however relatively cool.

3.4 Population of the Study

The population used for this study consisted of 620 respondents which

include 600 students and 20 teachers from 10 government Secondary school.

Makurdi Metropolis has a total of about over 16 approved public and private

schools. The study targets only the six government secondary school which is

mixed and single sex schools. The study targeted all the SS2 students offering

Physics in the area which constitute a total of about 600 students from all the six

schools. The study also targeted all Physics teachers from the selected schools

which constituted a total 20 teachers from the schools.

3.5 Sample and Sampling Techniques

The Simple random was used to select 100 Students and 10 teachers from

five Schools. The 100 students were then selected through simple random

sampling from class list bearing their names. For the mixed schools also simple

random sampling was used to select 10 boys and 10 girls which the only single

school had all 20 girls from the list of the class. A total of 100 students were

sample from the five (5) schools.

The researcher assumed that each school had at least four (4) Physics

teachers. Simple sampling was used to select the four (4) Physics teachers in each

of the schools sampled. A total of 20teachers were sampled from the selected

government secondary school in Makurdi Metropolis.

34
3.6 Instrument for Data Collection

The instrument used for this study is a well structured questionnaire titled

“Perceived Factors Affecting Students’ Academic Performance in

Physics“(PFASAPP). This questionnaire was designed by the researcher. The

questionnaire consists of two parts. Part ‘A’ carries information on Students

previous scores in Physics as well as questions designed to measure the perceived

factors affecting the performance of Students in the study of Physics. Part ‘B’

consists of questions designed to assess the qualification and years of experience

of teachers as they affect Students performance. Likert-type Scale was adopted for

grading of response in the Part B of the questionnaire which consist of

Strongly disagree (SD)-1, Agree (A)-3, Disagree (D)-2, Strongly Disagree (SD)-1

3.6.1 Validation of the Instruments

The questionnaire so designed was presented for cross examination by

experienced Physics teachers for face and content validation. They examined the

content to determine it relevance, coherence, feasibility, accuracy, validity and

finally consented to its use for the research work. The instrument was also

presented to the Project Supervisor for useful suggestions and approval.

3.6.2 Reliability of the Instrument

Instrument reliability refers to the degree of consistency that an instrument

demonstrates when applied repeatedly under similar situations. It can be defined

as a measure of the degree to which a research instrument yields consistent results

or data after repeated trials. The more reliable an instrument is, the more

confidence we can have in such an instrument, meaning that similar results will be

obtained in case the research instrument was to be re-administered to the same

35
respondents. In this research study a test-retest method was undertaken. Thirty

(30) Students who were not part of the Sample Size responded to the

questionnaire. After a period of two weeks the instrument was re-administeredto

the same set of Students. The reliability level of the instrument was determined by

correlating the two sets of scores using Pearson Product Moment Correlation

Coefficient which stood at 0.79.

3.7 Method of data Collection

Data was collected by administering questionnaire to students and

teachers. In administering the questionnaire, the respondents were assured that the

information they provided was to be treated with sincere and utmost

confidentiality and was to be used for the research purpose only. The researcher

gave the questionnaire to the respondents in person. Clarifications were made

where necessary. Sufficient time was allowed for them to respond to the items

accurately. Data for the study was collected for a period of two (2) weeks. Before

the data collection for this study began, a formal letter was written to the

principals of the selected government secondary schools as an introduction letter

by the researcher. This was requesting for a research permit. This permit request

was availed formally to the heads (principals) of these schools that had been

selected for research. This also enable the head of the school to give the

researcher permission into their schools and to have access to the students and

teachers. The researcher administered a total of 120questionnaires to the

respondents and all administered questionnaire were dully filled and returned.

36
3.8 Method of Data Analysis

The data collected was analysed using the mean to answer the research

questions and Chi-Square (X2) to test the hypothesis. The formula of Chi-Square

used was:

𝑋 2 = (𝑂 − 𝐸) 2⁄𝐸

𝑑𝑓 = (𝑟 − 1)(𝑐 − 1)

Where, 𝑋 2 =Chi-Square

O = Observed Frequency

E = Expected Frequency

Df = degree of freedom

R = number of rolls

C = number of columns

37
 CHAPTER FOUR

4.0 DATA PRESENTATION ANALYSIS, INTERPRETATION AND

DISCUSSION OF FINDINGS

4.1 Introduction

This Chapter dealt with data presentation, analysis, interpretation and discussion

of findings.

4.2 Data Presentation, Analysis and Interpretation

Research One: What teaching method do teachers use when teaching Physics?

Below is the analysis of the question from the respondents.

Table 1

S/No. Research questions SA(4) A(3) D(2) SD(1) Total Weight X

Total

1 My Physics teacher 29 45 15 11 100 292 2.92

uses only one

teaching method

2 My Physics teacher 24 46 21 19 10 295 2.95

often conduct Physic

spracticals

3 My Physics teacher 17 23 40 20 10 237 2.37

often gives us

assignment

38
 Total 70 114 76 50 300 857 8.25

The average mean 8.24/3 = 2.74

Result seen in table 1 represents the mean responses of respondents on the effects

of teaching method on teaching/learning Physics. An average mean of 2.74 is

above the significant level of 2.50 suggest that, the students performance in

Physics is affected by the method of teaching used by the teacher.

Research two: What kind of instructional materials do Physics teachers use to

facilitate the teaching/learning of Physics?

The analysis of this question is given in table 7 below.

Table 2

S/No. Research questions SA(4) A(3) D(2) SD(1) Total Weight X

Total
4My Physics teacher uses 30 35 15 20 100 275 2.75
instructional materials
during his lesson
5My Physics teacher does 28 20 40 12 100 264 2.64
not use instructional
materials during his lesson
6I understand Physics more 30 30 17 23 100 267 2.67
when instructional
materials are used
Total 88 85 52 55 300 826 8.26
The average mean = 8.26/3 = 2.75

Result from the table 2 above represents the mean responses of respondents on the

effects of instructional materials on the performance of Physics students. An

39
 average mean of 2.75 which is equally above the significant level of 2.50, suggest

that, students performance in Physics is affected by the type and standard of

instructional materials used by the Physics teacher.

Research three: Are there available equipments in the school for students

practical’s in Physics?

The analysis of this question is given as shown in the table below;

Table 3

S/No Research questions SA(4) A(3) D(2) SD(1) Total Weight X

Total
7Our school has a Physics 30 35 15 20 100 275 2.75
laboratory
8Our Physics laboratory has 28 20 40 12 100 284 2.84
standard practical equipment
9I carry out experiment 30 30 17 2100 267 2.67
3
Total 88 85 72 55 300 826 8.26
The average mean = 8.26/3 =2.75

The result from the table 3 above (8), represent the mean responses of respondents

on the effects of laboratory equipment on the performance of Physics students.

Similarly, an average mean of 2.75 which is well above the significant level of

2.50 suggest that students’ performance in Physics is affected by the type and

availability of laboratory equipments for students practical’s in Physics.

40
Research Four: What is the attitude of students towards Physics?

The table below gives the analysis of the research question above.

Table 4

S/No. Research questions SA(4) A(3) D(2) SD(1) Total Weight X

Total
10 I enjoy Physics 32 35 13 20 100 279 2.79
lessons
11 Physics is a difficult 26 20 44 10 100 262 2.62
subject
12 Physics is abstract 30 50 10 10 100 300 3.00
13 I love Physics 8 12 30 40 100 168 1.86
14 I love Physics 15 35 30 20 100 249 2.49
practical
Total 110 152 130 100 500 1258 12.58
The average mean = 12.58/3 = 2.51

From the result presented from table 4, it represents the mean responses of respondents

on the effects of laboratory equipment on the performance of Physics students. Similarly,

an average mean of 2.51 which is well above the significance level of 2.50 suggest that

students performance in Physics is dependent on the attitude of the students towards

Physics.

41
Research five: What qualification and years of experience do Physics teachers

have?

Table 5 Teacher Qualification

NCE Graduate Master’s Total

Degree Degree

13 5 2 20

The analysis from the table implies that majority of the Physics Teachers from the

selected schools were holders of NCE.

Table 6 Years of Experience

1-5 years 6-10 years 11+ Total

14 4 2 20

From the table, it shows from the responses that a good number of the

Physics teachers that is the majority number across the selected schools had less

than 5 years of experience from their teaching profession.

42
Research Six: Does family Socio-economic Status affect Students academic

Performance in Physics

The analysis of the research question is given in the table below.

Table 7

S/No. Research questions SA(4) A(3) D(2) SD(1) Total Weight X

Total
15 My parents are 30 44 15 10 100 294 2.94
financially capable to
pay my school fees
16 My parents are 30 45 15 10 100 295 2.95
financially capable to
buy textbooks for me
17 My parents gives me 25 20 20 15 100 250 2.50
money for breakfast
Total 85 109 71 35 300 839 8.39
The average mean = 8.39/3 =2.79

The result from table 7 above here, represents the mean responses on the effect of family

socio-economic status on academic performance of students. The average mean of the

items under this table stands at 2.79; this is above the significant value of 2.50, thus

indicating that the family socio-economic background actually affects the academic

performance of students in the study of Physics.

43
Research Hypothesis One: Method of teaching used by the teacher does not affect the

students’ academic performance in Physics

Table 8

S/No. Research Questions SA(4) A(3) D(2) SD(1) Total Df

1 My Physics teacher uses only one 29 45 15 11 100 6

teaching method

2 My Physics teacher often conduct 24 46 21 19 100

physics praticals

3 My physics teacher often gives us 17 23 40 20 100

assignment

Total 70 114 76 50 300

The table 8 above shows that the degree of freedom is calculated to 12; (r-1)(c-1)

Df = (r-1)(c-1)

Df = (4-1)(3-1)

Df = 6

Calculated value of X2 = 28.34

Critical value of X2 = 6 at 0.05 significance = 12.59

The chi-square method was used to test the hypothesis in the data shown above.

The analysis above would suggest that since the calculated value of X2 is higher

than the critical value of X2, the hypothesis above therefore stands rejected. This

44
 therefore indicates that the academic performance of students in Physics actually

depends on the method of teaching employed by the Physics teacher.

Research Hypothesis Two: The kind of instructional material used has no significance

effect on Student academic performance in Physics.

Table 9

S/No. Research questions SA(4) A(3) D(2) SD(1) Total df

4 My Physics teacher uses 30 35 15 20 100 6

instructional materials

during lessons

5 My Physics teacher does 12 20 40 28 100

not use instructional

materials during lessons

6 I understand Physics more 30 30 17 23 100

better when instructional

materials are used

Total 72 85 72 71 300

Looking at the table above, the degree of freedom is calculated to be 6; (r-1)(c-1)

Df = (r-1)(c-1)

Df = (4-1)(3-1)

Df = 6

The calculated value of χ2 = 30.46

45
 The critical value of χ2 = 6 at 0.05 significance = 12.59

The Chi-Square method used to test the hypothesis in the above. The

above analysis would suggest that since the calculated value of χ2 is higher than

the critical value χ2, thus the hypothesis above therefore stands rejected. This

indicates that the academic performance of students in Physics actually depends

on the kind of instructional materials used in Physics classes/lessons.

Research Hypothesis Three: Method of teaching used by the teacher does not affect the

students’ academic performance in Physics

Table 10

S/No. Research questions SA(4) A(3) D(2) SD(1) Total Df

7 My Physics teacher uses 29 45 15 11 100 6

only one teaching method

8 My Physic teacher often 24 46 21 19 100

conduct Physics practicals

9 My Physics teacher often 17 23 40 20 100

gives us assignment

Total 70 114 76 50 300

The table above shows that the degree of freedom is calculated to be 12; (r-1)(c-1)

Df = (r-1)(c-1)

Df = (4-1)(3-1)

Df = 6

46
 Calculated value of χ2 = 28.34

Critical value of χ2 = 6 at 0.05 significance = 12.59

The Chi-Square method was used to test the hypothesis in the data shown above.

The analysis above would suggest that since the calculated value of χ2 is higher

than the critical value of χ2, the hypothesis above therefore stands rejected. This

therefore indicates that the academic performance of students in Physics actually

depends on the method of teaching employed by the Physics teacher.

The kind of instructional materials used in Physics classes and lessons does not

affect the academic performance of students in Physics shown in the table below.

Research Hypothesis Four: The attitude towards Physics has significant effect on

Students academic performance in Physics.

Table 11

S/No. Research questions SA(4) A(3) D(2) SD(1) Total df

10 I enjoyed physic lesson 26 35 13 10 100 12

11 Physics is a difficult subject 32 20 44 20 100

12 Physics is abstract 30 35 10 10 100

13 I love Physics calculation 8 12 30 40 100

14 I love Physics practicals 15 50 30 20 100

Total 110 152 130 100 500

This table above shows that the degree of freedom is calculated to be 12; (r-1)(c-1)

Df = (r-1)(c-1)

47
Df = (4-1)(5-1)

Df = 12

Calculated value of χ2 = 12 at 0.05 significance = 21.03

From the analysis above, it would be suggested that since the calculated

value of χ2 is higher than the critical value of χ2, the above hypothesis. Therefore

stands rejected. This shows that the academic performance of students in Physics

actually depends on the attitude of the student.

Research Hypothesis Five: the Performance of Student in Physics does not depend on

the teacher’s qualification and years of experience in teaching.

Table 12

S/No. Research questions SA(4) A(3) D(2) SD(1) Total df

15 My physics teacher is 29 45 15 11 100 6

proficient in Physics
calculation
16 My physics teacher has 30 46 10 14 100
relevant qualification in
physics
17 My Physics teacher has been 27 23 41 9 100
teaching Physics for long
Total 86 114 66 34 300
Considering the table 12 above, the degree of freedom is calculated to be 12; (r-1) (c-1)

Df = (r-1) (c-1)

Df = (4-1) (3-1)

48
 Df =6

The calculated value of χ2 = 34.78

The critical value of χ2 = 6 at 0.05 significance = 12.59

The Chi-Square method was used to test the hypothesis in the data

presented above. The above analysis would suggest that since the calculated value

of χ2 is higher than the critical value of χ2, the above hypothesis therefore stands

rejected. This shows that, the academic performance of students in Physics is

actually depend on the teachers’ qualification and years of experience.

Research Hypothesis Six: the academic performance of student in Physics does

not depend on family socio-economic status.

Table 13

S/No. Research questions SA(4) A(3) D(2) SD(1) Total df

18 My parents are financially 30 44 16 10 100 6

capable of paying my school fees
19 My parents are financially 30 45 15 10 100
capable to buy textbooks for me
20 My parents give me money for 25 20 40 15 100
breakfast
Total 85 109 71 35 300
From the table above, the degree of freedom is calculated to be 12; (r-1)

(c-1)

Df = (r-1) (c-1)

Df = (3-1) (4-1)

49
Df = 2x3=6

The calculated value of χ2 = 30.28

The critical value of χ2 = 6 at 0.05 significance = 12.59

The Chi-Square method was used to test the hypothesis in the data above.

The analysis would suggest that since the calculated value of χ2 is higher than the

critical value of χ2, the above hypothesis therefore stands rejected. This shows

that, the academic performance of students in Physics is affected by family socio-

economic background. The details of the analysis are presented in the appendix.

4.3 Discussion of Findings

For table 1, it shows the analysis of the method of teaching used by the

Physics teacher when teaching students. This analyzed responses of students on

the variability of the methods used by their teachers. The analysis indicated that

the average mean of all the responses stood at 2.74 which is also above the

identified significant mean level 2.50.

The findings of this study have shown clearly that the performance of

students in the study of Physics in Makurdi Township area, especially government

secondary schools is affected by a number of factors as indicated by the analysis

of the responses.

Table 2 shows the analysis of the type of instructional materials used by

the Physics teachers to facilitate teaching/learning process, the table analyzed

responses of students on the usage of instructional materials by their Physics

50
teachers. The analysis indicated that the average mean of all the responses stood

at 2.75 which is still above the significant mean of 2.50.

Table 3 equally shows the analysis of the method of teaching used when

teaching students. The availability of Physics equipment in school for students’

practical’s. The analysis indicated that average mean of all the responses stood at

2.75 which is also above the identified significant mean level of 2.50.

Looking at table 4, it shows that the analysis of the method of teaching

used when the teaching students. The table analyzed responses of students on

their interest in Physics. The analysis indicated that the average mean of all the

responses stood at 2.51 which is also above the identified significant mean level

of 2.50.

Table 5 also shows that the qualification and years of experience of

teachers have an effect on students’ academic performance in the study of

Physics. The table analyzed responses from students’ on their assessment of their

teachers’ years of teaching and mastery of subject. The analysis indicated also

that the average mean of all the response was 2.84 which were equally above the

significant mean of 2.50.

A glance at table 6 shows that the socio-economic background of parent

has an effect on the academic performance of students of Physics. The table

analyzed the responses of students about the ability/inability of parents to fund

educational requirements of their students. All the response had an average mean

of 2.79 which is higher than the indicated significance mean of 2.50

51
 CHAPTER FIVE

5.0 SUMMARY, CONCLUSION, RECOMMENDATION AND

SUGGESTIONS

5.1 Introduction

Chapter five gives a summary of the entire work, the conclusion,

recommendations made by the researchers on the findings of the research work

carried out in this selected area and ends with possible suggestions for further

research work.

5.2 Summary

Chapter one of the work gives the general background of the area of study

that was surveyed as the fundamental or basic background of the research topic /

work. The main reason or purpose for which this study is being carried out was

also captured in this chapter with the significance of the study. Research questions

were set to test the hypotheses formulated on the research or study topic.

The second Chapter reviews the literature of related topics to the study.

This is with the sole aim of preparing the fundamental background upon which

this topic of study is discussed. Firstly, is useful because it identifies the

importance of teacher professionalism and qualification as the main factor in the

performance of Student in the Classroom Subject, the mastery on Subject as well

as the teachers passion for teaching which directly informs the teachers attitude.

Secondly, the control theory by Richman Glasser (1965) is useful to the

Study because it states that behavior is inspired by what person wants and

therefore teachers should negotiate method of teaching with Students and they
52
should rely on comparative and active learning technique that enhance the power

of learners.

In the conceptual framework, there are various teaching methods, so the

teacher put all of item in use. Also the Socio-economic Status has influence on

Student academic performance.

The empirical Studies support that government should value findings to

take care of teachers motivation and purchase of teaching aids, employ qualified

teachers and also that teachers should study Students through close interaction to

know their learning needs.

In the chapter three chapters treats the various processes that were

involved in the conduct of the research work. This is the methodology.

Descriptive survey method was used as the research design.

The area of study covers when the State was created the inhabitant, the

major institutions, topography and other landmarks.

The population of study covers 620 respondents from the selected Schools

in Makurdi Metropolis for both Teachers and Students.

Simple random techniques was the instrument of data collection used in

the questionnaire administered to the respondents.

The instrument was examined by experienced Physics teachers and the

supervisors for content validation.

The reliability level on the instruments was determined by correlation.

53
 The two sets of scores using Pearson’s product moment correlation

coefficient (PPMCC) which stood at 0.79.

The data was collected using Questionnaire administered to both the

Student and Teachers (Respondents).

 There is a significant between teaching methods used by the teachers and the

performance of students in Physics.

 The kind of instructional material used has no significant effect on Student

Academic performance kin Physics.

 There is no significant between family Socio-economic background and the

academic performance of students in Physics.

 The availability of (Physics) equipments for students practical affects the

performance of Physics students.

 The attitudes of students towards Physics affect their academic performance in

Physics.

 There is no significant between the teacher’s qualification and years of experience

on the academic performance of students in the study of Physics.

5.3 Recommendations

The researchers made the following recommendations to teachers, parents,

students, educational planners and educational administrations.

1. Teachers: the Physics teachers should be able to use instructional

materials and use innovative methods that are suitable for teaching and learning of

Physics. They should also make sure that practical classes are held regularly so as

to enhance the understanding of the subject by the students.

54
2. Parents: Parents/Guardian should be able make the environment (at home

and school) conducive for teaching/learning (and studying) for their wards. They

should also motivate and encourage their wards to make their studies a priority

and by also ensuring they provide the basic need to enhance their teaching and

learning.

3. Students: students should know that education is their future and therefore

should make sure use of every opportunity they get in the course of their studies.

4. Educational planners: The curriculum planners who are at the centre of

education should be able to reduce abstraction by making sure that the curriculum

is planned systematically and sequentially.

5. Educational Administrators: The researcher recommended that educational

administrators should employ more qualified (Physics) teachers and post them to

schools within the area of study. They should also make sure that the teachers are

motivated to study and acquire higher certificate/qualifications for experience.

They should sponsor (Physics) teachers for refresher courses, workshops,

seminars in their various fields of discipline or area of specialization/study.

5.4 Conclusions

This work research/study analyzed the “Perceived Factors Affecting

Students Academic Performance in the Study of Physics in Government

Secondary Schools in Makurdi Metropolis of Benue State”. The research study

revealed the various factors hindering/hampering or affecting student’s

performance in Physics. These factors include; the teaching method used by the

teachers, use of effective and relevant instructional materials, the available

practical apparatus and equipments finally, the attitude of the students towards the

55
subject Physics, the teaching and years of experience of the teachers and the

students socio-economic background,

It can be concluded from the results of this study that teacher’s academic

qualification only is not enough to positively affect academic performance of

secondary school students but a professional qualification in a specified field of

study. Though, this study showed that gender differences of the teachers has no

effect on their ability to impact knowledge, experience however, cannot be

jettisoned when considering teacher’s effectiveness.

The place of instructional materials in the effective implementation of any

education programme cannot be under-mined. Instructional materials perform

such functions as the extension of the range of experience available to learners,

supplement and complement the teacher’s verbal explanations thereby making

learning experience richer and providing the teacher with interest into a wide

variety of learning activities. Instructional material ls supplement, clarify,

vitalize, emphasize instruction and enhance learning in the process of transmitting

knowledge, ideas, skills and attitude. This calls for teacher’s resourcefulness and

improvisation on the parts of the Physics teachers. The ability of the teacher to

make us of “local” materials in place of “standard” ready-made materials makes

lesson more effective and improved students’ achievement.

5.5 Limitations

The researcher and research study was initially intended to cover all

secondary schools under Makurdi Local government Area in the course of the

research study, but however, some unforeseen circumstances and constraints such

as time, and finance which are basically needed to undertake such a research

56
 study that is so much elaborate and wide could not permit the researcher to do so.

The researcher thus resorted to some few selected government Secondary Schools

and stratified random sampling to cover the study.

5.6 Suggestions for further Study

The researcher wished that further research study can be conducted by

other researchers to strengthen the confidence obtained on the factors mentioned

above. This research study should also be expanded to reach a wider scope of the

society so that its application can be made generally.

The researcher finally suggested the following topics for further study:

1. Effect of the family socio-economic background on the attitude of students

towards studies/learning.

2. Experimental approach as a methodology in teaching Physics students in

secondary schools.

3. Attitudes and academic performances of students of Senior Secondary Schools in

Physics.

57
 REFERENCES

Ada,N.(2010), Curriculum and Insruction. Makurdi, Benue State: Traces Nigeria Ltd.
Aduloju, et al (2012). General Methods and Techniques of Teaching. Makurdi,Benue
State, Nigeria: Lanrad Prints.
Agog, O.&Iji, A (2010). Physics teachers’ level of motivation as a correlate of their
performance in secondary schools in Makurdi Metropolis of Benue State, Nigeria.
Journa of Education, Benue State University. 12(4), 23-29.
Apaa, B&Zever, M. (2014). Impact of improved Istructional Materials on Students’
Achievements in Economics. Unpublished research project. Benue State
University Makurdi, Benue State, Nigeria.
Awour, E. & Sati, L. (2015). Experimental Approach as a methodology in teaching
Physics in Secondary Schools. International Journal of Academic Research in
Business and Social Sciences. 6 (5).
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Secondary School Students in Physics in Nigeria. International Journal of
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Bamidele, L. (2004), Student’s technologuid development. Journal of Science education
and Exercises. 2(1), 174.
Considine, G, &Zappala, G )2002). “Factors influencing the Educational Performance of
Students from Disadvantaged backgrounds in T. Eardly& B. Bradbury (eds).
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Wales, Sydney, 91-107.
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James, O. (2014). Education and Social Stratification in M. Aduloju, and O. Obademi,
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59
 APPENDIX 1

Department of Science Educations

College of Agriculture and Science Education
Federal University of Agriculture Makurdi,
Benue State.
Date …………………………

Dear sir/Ma,

LETTER OF INTRODUCTION

We are undergraduate students of the above named university and

department. We are currently undergoing a research study on received Factors

Affecting Students’ Academic Performance in Physics in Government

Secondary Schools in Makurdi Metropolis of Benue State.

In view of the above therefore, we crave your indulgence and cooperation

to please be allowed us to carry out the study in your school, by permitting

/granting us the opportunity to interact with the students in your school so as to

get them to help respond to some questionnaire for the study.

Information obtained from you/your students and the school will be

handled with utmost confidentiality and will be used only for this research

purpose.

Soliciting for your candid approval sir, we shall be grateful if our request will be

granted/given the required and necessary attention.

Thank you for your support.

Yours faithfully,

Ameh Godwin UE/31769/15

60
ShimoMsughter Luther DE/35930/15

QUESTIONAIRE

Section “A” : Personal Data (for Teachers and student)

Last score in Physics examination______________________

Section “B”: Students Assessment Questions on (PFASAPP)

Note: Please feel free to chose the option that appeal to you most by ticking

any (one) of the options beside the questions.

Key:

SA ------------- Strongly Agree

A -------------- Agree

D -------------- Disagree

SD ------------- Strongly Disagree

S/N WHAT TEACHING METHOD SA A D SD

DO TEACHERS USE WHEN

TEACHING PUPILS

1 My Physics teacher uses only one

teaching method

2 My Physics teacher often conduct

practical lesson

3 My Physics teacher often gives us

assignment

61
S/N WHAT KIND OF SA A D SD

INSTRUCTIONAL

MATERIAL DO TEACHERS

USE TO FACILITATE THE

TEACHING AND LEARNING

OF PHYSICS

4 My Physics teacher uses

Instructional Materials during his

lessons

5 My Physics teacher does not use

instructional materials during his

lesson

6 I understand Physics more with

instructional materials

62
S/N ARE THEY SA A D SD

AVALIABLES/ACCESSIBLE

SCHOOL LABORATORY

EQUIPMENTS FOR STUDENTS

PRACTICES

Our
7 School has Laboratory

Our
8 Physics Laboratory equipment has

standard practical equipment

I9carryout experiment

63
S/N WHAT IS THE ATTITUDE OF THE STUDENT SA A D SD

TOWARDS PHYSICS AS A SUBJECT

13 I enjoy Physics lesson

14 Physics is a difficult subject

15 Physics is abstract

12 I like Physics calculation

13 I love Physics practicals

64
S/N WHAT QUALIFICATION AND YEARS OF SA A D SD

EXPERIENCE DO PHYSICS TEACHERS HAVE

10 My Physics teacher uses Instructional Materials during

his lessons

11 My Physics teacher does not use instructional materials

during his lesson

12 I understand Physics more with instructional materials

65
S/N DOES FAMILY SOCIO-ECONOMIC AFFECT SA A D SD

STUDENT’S ACADEMIC PERFORMANCE

4 My Physics teacher uses only one teaching

method

5 My Physics teacher often conduct practical

lesson

6 My Physics teacher often gives us assignment

66
S/N WHAT KIND OF INSTRUCTIONAL MATERIAL SA A D SD

DO TEACHERS USE TO FACILITATE THE

TEACHING AND LEARNING OF PHYSICS

3 My Physics teacher uses Instructional Materials during

his lessons

4 My Physics teacher does not use instructional materials

during his lesson

5 I understand Physics more with instructional materials

67