Comparative Analysis and Gender Effects of Students Academic Performance in Senior Secondary School Certificate Examination (SSCE) In Physics between Year 2013 And 2017 In Ekiti State, Nigeria. (Published)
The study examines the comparative analysis and gender effects of students academic performance in Physics of male and female students for five years of S.S.C.E result across all the local government area of Ekiti State, Nigeria. 27,376 students comprising of male= 12,927, female= 14,449 were sampled for the study. The researcher designed three research questions from the analysis of the data collected from the Ekiti State Ministry of Education, Science and Technology, Planning, Research and Statistics Department, Ado-Ekiti and it were answered descriptively. The percentage, t-test and chi-square were used to analyze the data collected and two hypotheses were generated and was tested at 0.05 level of significance. The project concluded that Students’ performance in Physics in secondary school is no gender bias. However, male students are better in performance than female students. It was recommended amongst others that Government, school management and individual should also encourage female students who performed well in Physics by given them scholarship or bursary award as it is being done in some secondary schools like Principals’ award, Teachers’ award or any other special awards.
Keywords: : Academic Performance, gender effects and secondary schools, physics
Effect of Blended Learning on Students’ Retention of Physics in Federal Colleges of Education in South East, Nigeria (Published)
The study investigated the effect of blended learning on the retention of Physics by students in Federal Colleges of Education in South East, Nigeria. Two research objectives, two research questions as well as two research hypotheses guided the study. The population of the study comprised all the 287 Physics student in the three Federal Colleges of Education in South East, Nigeria. A sample of 81 students were purposively selected for the study from two of the three colleges. The instrument for data collection was a -50 multiple choice researcher-made test entitled Researcher Made Electromagnetic Theory Achievement Test (RMETAT).Test retest method was used to ensure the reliability of the instrument. Reliability coefficients of temporal stability of 0.97 and that of internal consistency of 0.72 were determined for the instrument. Mean, standard deviation and ANCOVA were the statistical tools used for data analysis. The study found out that blended learning increased the retention of Physics by students who participated in the study. It was also found out that the retention of the Physics contents by the students were not dependent upon their gender. The researcher, therefore among other things recommended that blended learning should be made a compulsory teaching strategy for Colleges of Education and similar institutions and that compulsory periodic training and retraining of teachers in institutions of higher learning on 21st century teaching strategies such as blended learning be put in place.
Keywords: Retention, blended learning, physics
Effect of Blended Learning on Students’ Academic Performance in Physics in Federal Colleges of Education in South East, Nigeria (Published)
This study investigated the effect of blended learning on the academic performance of Physics students in Federal Colleges of Education in South East, Nigeria. Two research objectives, two research questions as well as two research hypotheses guided the study. The population of the study comprised all the 287 Physics students in the three Federal Colleges of Education in South East, Nigeria. A sample of 81 students were purposively selected for the study from two of the three colleges. The instrument for data collection was a -50 multiple choice researcher-made test entitled Researcher Made Electromagnetic Theory Achievement Test (RMETAT). Test retest method was used to ensure the reliability of the instrument. Reliability coefficients of temporal stability of 0.97 and that of internal consistency of 0.72 were determined for the instrument. Mean, standard deviation and ANCOVA were the statistical tools used for data analysis. The study found out that blended learning increased the performance of Physics students who participated in the study. It was also found out that the performances of students were not dependent on their gender. The researcher, therefore among other things recommended that blended learning should be made a compulsory teaching strategy for Colleges of Education and similar institutions and that compulsory periodic training and retraining of teachers in institutions of higher learning on 21st century teaching strategies such as blended learning be put in place.
Keywords: : Academic Performance, blended learning, physics
Application of Cognitive Diagnostic Model in Assessment of Basic Electricity Practical Skills Proficiency among Physics Education Undergraduates in Enugu State University of Science and Technology (Published)
Generalized deterministic input noisy and gate (GDINA) model is a sub-set of cognitive diagnostic model which is used for item calibration and diagnosis. The use of GDINA for measurement of skills or concepts mastery has been synonymous with multiple-choice items. This study applied the GDINA model for mastery measurement of basic hierarchical Physics practical skills. The data collected and the final skills’ matrix were analyzed using GDINA package version 1.4.2 in open source R software version 3.4.3 via R-Studio version 1.0.153. The results showed that: (i) the undergraduates exhibited a fairly good mastery of the items in the test. (ii) the skill of manipulating the voltage source needed improvement.(iii) the items in the test fit the GDINA model. It was recommended that Physics Education lecturers should spend more of their instructional time to practical in lieu of theory to further boost the undergraduates’ skill/item mastery level in Physics.
Keywords: GDINA model, calibration and diagnosis, hierarchy, physics, practical skills
Activation of Science Laboratories in Jordanian Public Schools and Its Impact on Students’ Achievement in Physics (Published)
The present study aimed to identify the effect of activating the physics labs in Jordanian public schools on the achievement of students in physics. To achieve the objectives of the study, the researcher followed the analytical descriptive method in terms of applying the study tool and data collection and analysis. For the Directorate of Education Jerash, while the sample of the study was (30) students.The study found that the effect of activating the physics labs in the Jordanian public schools on students’ achievement in the physics subject. The study also found that the lack of materials for lab work is one of the most important obstacles that prevent the use of physics labs, The researcher recommended the need to hold training courses for the physicists in particular and science teachers in general to clarify the importance of the physics lab in increasing student achievement.
Keywords: Achievement, Laboratories, physics
The Semantics in Natural Philosophy and Philosophy of Physics (Published)
The semantic content in the nomenclature natural philosophy and philosophy of physics revolve on epistemological leanings. This leaning is motivated by the growth of knowledge within the natural sciences. The yearning for specialization in specifics within the content of nature revolving around matter and energy precipitated the leap from the broad based natural philosophy to the philosophy of physics. This leap is based on the proposition that knowledge is dynamic and grows by accretion.
Keywords: Artificial, Motion, Natural, Science, physics
Students’ Mathematics And English Language Mock Examination As Predictors To School Certificate Performance In Physics. (Published)
This study was an ex-post-facto survey, which investigated students’ mathematics and English language (mock) achievement as predictors to school certificate performance in Physics, using two hundred and fifty (250) students randomly selected from public secondary schools in Rivers State. The data was analyzed using the Pearson Product Moment Correlation Coefficient and t-test inferential statistics. In order to predict the performance of students on physics based on their performances in Mock examinations on mathematics and English language, the multiple regression analysis (R2) was used. Results showed that there was a significant relationship between the performance of students in English language Mock examination and their performance in physics. There was also a significant relationship between students’ performance in mathematics mock examination and their performance in physics (SSCE). Although there exist positive dependence of performance of physics (SSCE) on their collective performances in. mock examinations on mathematics and English language, the predictor variable Y1=38. 79 EM+0.17Mm where the partial multiple regression coefficients are 38.79 and 0.17 respectively. Based on these findings, it was recommended that learners of physics should be involved in acquisition of knowledge in mathematics and English language, if their performance in physics should improve.
Keywords: English Language, Mock Examination, Performance, School Certificate, Students’ Mathematics, physics
Effect of Instructional Resources on Student’s Achievement in Physics and Chemistry in Secondary Schools in Ebonyi State, Nigeria (Published)
This study effect of instructional resources on student’s achievement in physics in secondary schools in Ebonyi State of Nigeria is a quasi-experimental design that deals with pre-test, post-test, non-equivalent, control group. Intact classes were used for the study. The participants for the study were drawn from four secondary schools in Ebonyi State. The schools were selected through simple random sampling. All the physics students of SS II in the selected sample schools were used for the study. Two schools out of the four schools were assigned to the treatment group while the remaining two were assigned to the control group. Two packages were developed by the researcher for control and treatment groups. Three research questions and three hypotheses guided the work. One instrument was used for the study, i.e. physics achievement test (PAT). Mean and standard deviations were used to answer the research questions while ANCOVA was used to test the null hypotheses. The following findings were made, physics students taught with instructional resources achieved higher and better than those taught without instructional resources. There is no gender bias in terms of students achievement in physics. Among other recommendations, both male and female students should be encouraged through counselling to see physics as one of the subjects needed for the country technological break through.
Keywords: Achievement, Instructional resources, PAT, Quasi-experimental, control group, physics
