School Environment and Some Psycho-Social Determinant of Secondary School Students’ Outcomes in Physics in Ibadan

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SCHOOL ENVIRONMENT AND SOME PSYCHO-SOCIAL DETERMINANT OF SECONDARY SCHOOL STUDENTS’ OUTCOMES IN PHYSICS IN IBADAN CHAPTER ONE

1.0 BACKGROUND TO THE STUDY

Physics plays a pertinent role as a result of its widespread application in all areas of life and in the field of success, technology, industry and mines. Odunko (2002) is of the opinion that science, technology and science education plays a dominant role in the developmental efforts of nations the world over. Olatoye (2002) assessed that the potential science output of Nigerian Secondary Schools, and found that only 10% of the candidates who entered Physics in Senior Secondary School Examination had appropriate grades which could qualify them to register for any science and technology based course. Bajah (1999) is also of the opinion that the Nigerian society is aware of the importance and tremendous applications of scientific knowledge, which has Physics as its language and it is common knowledge that without science, there is no technology and without Physics, there is no science which forms the basis for technological innovations. So, Physics is seen as the bedrock or foundation of technological advancements. It is the key to technology and entrance to technological findings. Because of the key importance of Physics, Adeyegbe (2005) regarded it as a single unified discipline of great power and elegance, which provides an essential element in the intellectual and cultural development of individual. Happenings in the world today are based on the principles, laws and theories of Physics. Also, Physics is the source on which living and non-living things perform their tasks and responds to the earthly phenomenal. Every characteristic of living things are made easy with Physics. The infrastructural facilities of the world today such as good roads, electricity, comfortable housing and good shelter, even the means of mobility from one form to another are based on Physics. The world is now a global sphere and the collections of information are made easy and at the tap of the finger. Anyakoha (2007) submitted that all other disciplines have their source in Physics. Physics is the language we speak and which everybody on planet earth even beyond, understands. Afolabi (2002). In spite of this realization of the pride of place of Physics among the science subjects and science courses, it is confirmed that students’ interest and outcomes in Physics have continued to decline in Nigeria (Adeyegbe 2005; Afolabi, 2002; Adesokan, 2002). Despite the dislike and fear of Physics, the use of modern science and technology in Nigerian and other nations of the world for the development of an egalitarian and self-reliant society compel Physicians and Physics educators to attach an increasing degree of importance to the teaching and learning of Physics. Abe (1995) & Okegbile (1996) expressed the view that enrolment in science courses in Nigerian Higher Institutions depends on the level of the students success in the Senior Secondary Physics since a credit level pass in SSCE in Physics is required for admission in science and technology programmes but it appears that the subject is presenting problems to all students at all levels especially in Oyo State.

1.1 PROBLEMS OF PHYSICS EDUCATION IN NIGERIA

Adeyela(2000) and Bajah (1999) were concerned over attaining higher quality and excellence in schools. They stated that there has been an increasing emphasis on variables, both in students and in the social context that are predictive of academic outcome, but in the actual achievement, yet it is expected that the environment in which students find themselves shapes a lot of what they do as well as lends positively or negatively to their academic outcome. There is therefore need to study relationships between the school environment and the students’ outcome, especially in Physics. If there is need for good students’...
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