A SURVEY OF THE STRUCTURAL SETTINGS AND RESOURCES FOR PHYSICS TEACHING IN senior secondary schools IN ADAMAWA STATE
1.1 CONTEXT OF THE STUDY
In many African nations, inadequate education has proven to be the largest obstacle to political, social, and economic reform. It has been noticed that school infrastructure plays an important role in quantitative instruction.
It is impossible to overstate the significance of providing proper educational facilities for teaching. Infrastructural facilities pertaining to the teaching of physics in secondary schools include equipments and materials that are available to facilitate students' learning outcomes.
It includes classroom and laboratory buildings, laboratory equipments, experiment materials/equipment, books, audio-visual, software and hardware of educational technology, as well as classroom and laboratory size, seating position and arrangement, availability of tables, chairs, chalkboards, and shelves on which practical instruments are arranged (Farrant, 1991 and Farombi, 1998).
Infrastructure facilities are a key aspect in the operation of a secondary school system, according to Oni (1992). This is due to the fact that they are mostly responsible for the flawless operation of all instruction, experimental demonstrations, and extracurricular activities.
In addition, he argued that their availability, adequacy, and relevance impact productivity and good performance. In his words, Farombi (1998) opined that the wealth of a nation or society could determine the quality of education in that nation or society; he emphasized that a wealthy society will establish good schools with professional personnel (quality teachers) and learning infrastructures so that students can learn easily, resulting in high academic achievement.
Balogun (1982), writing about the significance of facilities in education, argued that no efficient science education program, including physics, can exist without teaching equipment. This is due to the fact that facilities allow students to develop problem-solving and scientific attitudes.
In their contribution, Ajayi and Ogunyemi (1990) reiterated that when facilities are provided to meet the relative needs of a school system, not only will students have access to the reference materials mentioned by the teacher, but individual students will also be able to learn at their own paces, and the teacher will have space and the necessary equipment for further research and constant practice. The net result is an improvement in the academic performance of all students.
In recent years, there has been a growing public concern regarding the low performance of pupils in Nigerian schools in Physics. According to studies, a substantial proportion of pupils appear to acquire relatively little physics in school, learning is often rote, and students find Physics difficult to learn (Salau, 1996).
Over time, parents, scientific educators, the general public, and even the Nigerian government have questioned the caliber of Physics teachers in Nigerian schools (Okebukola, 1997). The teaching of physics in Nigerian schools has been criticized due to the poor performance of Nigerian students in Physics compared to students from other nations. According to the Second International Science Study, Nigerian students ranked second-to-last in secondary science among the world's participating nations (STAN, 1992).
1.2 STATEMENT OF THE PROBLEM
The current state of Physics education and instruction in Nigeria is of importance to all parties, including the government and the general populace. According to research, many students regarded Physics to be challenging, monotonous, and uninteresting (Salau, 1995, 1996). Large class sizes, low financing, insufficient curricular resources, poor teaching abilities, and a lack of teacher support, among other challenges, limit the quality of Physics instruction and learning in Nigerian schools (Okebukola, 1997). To resolve these persistent issues, it is necessary to build a true image of what is currently occurring in the teaching and learning of Physics in Nigerian schools, as well as to identify the factors restricting the quality of personnel training. In addition, one must create a reasonable ideal vision that the nation may pursue within its current resource constraints.
1.3 OBJECTIVES OF THE RESEARCH
The following aims guide this study:
To determine whether senior secondary schools in Nigeria are equipped with suitable infrastructure for teaching physics.
To investigate the quality of Physics instructors in Nigerian senior secondary schools.
Determine the association between infrastructure and Physics performance in Nigerian senior secondary schools.
1.4 RESEARCH QUESTIONS
Exist appropriate infrastructures for the teaching of physics in Nigerian senior secondary schools?
What is the quality of the physics instructors in Nigerian secondary schools?
What is the relationship between infrastructure and Physics achievement in Nigerian high schools?
1.6 Importance of the Research
The following describes the importance of this study:
This study will inform stakeholders in the education system and the general public on the condition of infrastructure and the caliber of personnel available for the teaching of physics in Nigerian senior secondary schools.
This research will also serve as a resource for other academics and researchers interested in conducting additional research in this sector; if used, it will go so far as to bring new insight into the subject.
1.7 SCOPE AND RESTRICTIONS OF THE STUDY
This study will examine the infrastructure and manpower available for teaching physics in Nigerian senior secondary schools.
LIMITATION OF STUDY
Financial limitation – Inadequate funds tend to impede the researcher's efficiency in locating relevant resources, literature, or information and in collecting data (internet, questionnaire and interview).
Due to time constraints, the researcher will conduct this study alongside other academic duties. This will consequently reduce the time spent conducting research.
A SURVEY OF THE STRUCTURAL SETTINGS AND RESOURCES FOR PHYSICS TEACHING IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE