Vol 6 _2_- Cont. J. Educ. Res

Continental J. Education Research 6 ((2):15 - 21, 2013 © Wilolud Journals, als, 2013 Printed rinted in Nigeria

ISSN: 2141 - 4181 http://www.wiloludjournal.com doi:10.5707/cjeducres.2013.6.2.1 doi:10.5707/cjeducres.2013.6.2.15.21

STUDENTS’ UDENTS’ CHALLENGES IN CONDUCTING EFFECTIVE PHYSICS PRACTICAL IN COLLEGES OF EDUCATION Aina, Jacob Kola Physics Department epartment College of Education (T) Lafiagi Lafiagi, Kwara State, Nigeria ABSTRACT A survey was made among physics students in a College of Education to find out students’ challenges in conducting effective physics practical. All students in year two and three in Physics Department were sampled. Results revealed that students had challenges in motivation, supervision, graph, calculations, writing report among others. This paper suggested some recommendations to overcome these challenges and improve students’ performance in physics practical. KEYWORDS: physics practical, physics education, motivation, supervision, laboratory Received forr Publication: 10 10/08/13 Corresponding Author: [email protected]

Accepted for Publication: 04/11/13 /13

INTRODUCTION Squires (2001) said students, teachers, and researchers of sciences have shown interest in students’ performance in physics sics practical. The educational objective of physics education cannot be fully realized if students’ performance in both physics theory and practical physics are not balanced (Aina, 2011). According to Oyewole (1972), laboratory work forms the foundation onn which the structure of physics is built. He said it is an essential feature of any physics course, and enables the pupil to understand the theory of physical laws, concepts and hypotheses that take on far greater meaning when they are checked by observat observation. Tyler (1977) posited that course in practical physics is designed to give students the opportunity of acquiring the necessary skill and technique in the manipulation of apparatus, and the use and understanding of the instruments employed. Students’’ performance in physics in schools across countries in Africa has been poor according to research conducted by scholars. Kola (2007) reported that student performance in physics was bad and call for investigation; Wanbugu and Changeiywo (2008) confirmed ppoor performance in physics in Kenya schools. Studies have been carried out to find out causes of such performance and results revealed various causes like teacher’s strategies (Oladejo, Olosunde,Ojebisi and Isola (2011). The opinion of Olabanji (1997) that th poor performance in Physics could be linked to students’ ability in physics practical supported by Akanbi (2003) that poor performance in physics may be due to inadequate laboratory equipment and facilities makes the present study imperative. Importance of physics practical It encourages learners, to develop the spirit of discovery as a way of acquiring knowledge of Physics. Most science concepts are learnt by student through memorisation because the concepts were not learnt through discovery method. hod. The teacher taught them by conventional method of teaching (teacher centre). But practical physics will

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Aina, Jacob Kola Kola: Continental J. Education Research 6 (2):15 - 21, 2013

eliminate or minimise this bad way of learning practical

by allowing students to learn these physics concepts through

It familiarizes learners’ rners’ with the limitation on data analysis and encourages learners’ to take caution in drawing conclusions from experimental work. It gives students the opportunity of acquiring certain basic experimental skills and techniques and encourages them th to devise and design their own experiment when assigned to a special project or investigation. Practical activities will always assist students with the basic experimental skills that would enable them carry out experiment or any other project of their own with or without assistance. It also serves as an encouragement to the student that they can carry out scientific investigation on their own in physics. It encourages the students to think clearly and independently and to use their own ingenuity and initiative in in carrying through an investigation to a successful conclusion and then preparing a report of their findings. It helps students to use their own ability and initiative to carry out an independent investigation to a logical conclusion and write their th own report unaided. It enhances understanding of Physics theory and phenomena. When practical is done it is a way of understanding theory very well. Most equations, theorem, laws and formulas in physics will not be well understood without the knowledgee of practical. Most formulas are used by students without knowing the relationship between the variables but when practical is done students will know the relationship that exists between the variables. For example ohm’s law in electricity- V=IR. Student will not know the relationship between current (I), potential difference (V) and resistance (R) unless law is investigated through practical. It brings the student in contact with physical materials and apparatus with which he can learn to produce accurate accurat and precise results. Without practical students may not have come in contact with some materials, equipment and apparatus used for accurate measurement. Most of the measurement done in theory if any will only be an estimated or approximated reading but inn practical students uses instruments like vernier calliper, micrometre screw gauge, microscope etc. that can give accurate and precise reading. Practical work aids student’s better understanding of the subject matter being taught than theory. For students student to understand physics better it is done using their ability to see, hear and touch in practical; this is better than imaginary explanation of theory. Practical work stimulates the interest of the learners in area of discoveries and scientific conclusion. conclusion Students are more interested in physics when they know that on their own they can make discoveries in physics and arrive at scientific conclusions based on their discoveries. Practical work also helps in retention of knowledge gained for a longer time tthan han theory. Students do forget easily thing they have learnt by hearing only but when learning is done through hearing, seeing and manipulation of physical materials as done in practical activities retention of knowledge is almost permanent. The major purpose pose of this study is to find out areas of physics practical students are having difficulties in their studies. The study was limited to year two and year three students only; year one students were excluded from the study because they have not written any examination involving physics experiment but only introduction to practical. METHODOLOGY The study employed descriptive survey method; all physics students of College of Education (T) Lafiagi formed the population while 87 students of this school in year two and three were purposively selected as the sampled


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population. Questionnaire containing 23 items on the conduct of physics practical was used to collect information from the students about challenges in conducting physics practical. This questionnaire was given to a senior colleague in physics department for validation. Permission was sought from the head of Physics Department of the college before administering the questionnaire to the students. Statistical analyses used were frequency count and per percentages because according to Daramola, (2006) it is used for organizing and describing the characteristics of educational variables in concise and meaningful quantifiable terms. terms For the purpose of this study the questionnaire was divided into sections as shown in Table 1-5 Analysis Table 1: Preparation for physics practical frequency

s/n

Item

1 2 3

Lack of laboratory manual Lack of practical textbook Lack of motivation

16 37 46

percentage 18.4 42.5 52.9

From Table 1, it was revealed that physic physicss students lacked motivation to do physics practical and also no sufficient practical textbooks to guide the students. Table 2: Performing the experiment frequency

s/n

item

1 2 3 4 5 6

Poor laboratory condition Poor physics apparatus Lack of good supervision Identifying physics apparatus Setting apparatus Making observation

24 27 34 17 20 19

percentage 27.9 31.0 39.0 19.5 23.0 21.8

Table 2 shows that there is no adequate supervision of physics practical and physics apparatus are not in good conditions. Most students were also having problem with setting of apparatus in the laboratory and observation during the experiment. Table 3: Recording readings of the experiment frequency

s/n

Item

1 2 3 4

Taking reading Preparing table of values Relating physics theory with physics practical Identifying sources of error and precautions

19 9 19 21

percentage 21.8 10.0 21.8 24.1

Table 3 above indicates that students are having challenge in identifying sources of error and necessary necessar precautions to be taken; taking readings and relating concepts learned in theory with practical.


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Table 4: Drawing graph s/n

Item

frequency

percentage

1 2 3 4 5

Identifying and labelling axes of the graph Plotting points on the graph Locating and joining best points Choosing of scale Interpreting graph information

17 22 18 28 28

19.5 25.3 20.7 32.2 32.2

From Table 4, choice of good scale and interpreting graphical information was a challenge for students; plotting points on the graph, locating and joining best points is another graphical problems of students according to the table. Table 5: Calculation s/n

Item

frequency

percentage

1 2 3 4

Calculation of slope and intercept Calculation of error Questions and calculation lation related to the practical Relating physics equations to graph for calculation

24 40 24 21

27.6 46.0 27.6 24.1

Table 5 reveals that student had challenge in calculation of error, slope and intercept, relating physics equations to graph and answering questions involving volving calculation about the practical. Table 6: Conclusion and report s/n

Item

frequency

percentage

1

Writing conclusion and practical report

22

25.3

Few of the students had challenge in writing conclusion and good practical report based on the experiment they have carried out in physics practical. DISCUSSION From the above analysis there emerged some facts about conducting physics practical in colleges of education that is very important to physics education in Nigeria. It was observed that students udents had difficulty in having good physics practical textbooks. Textbook is very important to students learning (Ladanu ,1991), physics practical books are scarce and the few available ones may be costly for these students. Students need good textbooks to read in preparation for practical work; these books will serve as aid when used together with practical manual. These books will assist the student to understand the theory of physical laws and concepts when read and later come to laboratory for practic practical. Motivation is very important to learning. Physics students’ must be properly motivated in their various courses especially in practical course. Practical require time and commitment therefore, if students are not well motivated by the teachers they mayy not be putting in their best in learning. According to Ormrod (2010), teachers can do many things to motivate students to learn and behave in ways that promote their long long-term term success and productivity.


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Supervision of practical is essential in guiding st students udents when they are in the laboratory for physics practical. Even with the laboratory manual students still need laboratory instructor or technologist to guide them; where this is not properly done students may find it very difficult to perform well. Laboratory oratory condition is essential to good performance in physics practical that is why Aina (2010) stressed that physics laboratory must be built following an acceptable standard. When physics laboratory is not built properly with correct facilities; learning practical in such laboratory will be hindered and it will be reflected in students’ performance. There are facilities that physics laboratory must contained and should not be compromised under any condition (Aina, 2010). Laboratory apparatus is central and very important to physics practical; where such apparatus are not adequately provided students’ performance will be affected. The analysis above agreed with the submission of Ajileye (2006) that insufficient laboratory equipment affects students’ perfo performance in science. Accuracy is very important in physics practical, however, no experiment is hundred percent perfect, and therefore knowledge of sources of error and the necessary precautions is needed. Where students are not adequately taught on how to identify these errors, precautions and how to calculate the errors their performance will be affected. There is no way we can separate physics theory from practical because, principles, laws and concepts learned in theory will be applied in practical. Aina na (2011) argued in his paper on the relationship between students’ academic performance in theory and practical physics in colleges of education that knowledge gained in theory should assist in practical. Student should be able to relate the two together for good performance in physics. Graph is very important in physics because it is the easiest and shortest way of communicating findings in physics to the world. Students in physics class should be able to plot a good graph and correctly interpret graphical graphic information. Essentially, physics students should be able to draw and label axes of the graph; be able to plot points accurately; choose good scale; identify and join best points and be able to interpret any information on the graph. Calculation is an integral part of physics and therefore physics student must be very good in calculation. Meltzer (2002) opinion that there is positive correlation between students’ mathematical skills and their exams grades in college Physics is supported by this study. Every experiment must have conclusion and report; that is why student should be able to infer correctly from all the experimental activities carried out in physics laboratory. There should be good inference showing that student understood the title of the experiment he/she performed. Physics student should know how to write practical report. CONCLUSION In view of the above findings it is obvious that physics students in the college of education under study had lots of challenges in conducting result oriented nted physics practical. This finding may seem unimportant to physics scholars because these challenges might be common among physics students in developing countries; however, there are peculiarities in countries of which Nigeria case is imperative. The greatest reatest of these challenges was lack of motivation, perhaps from their teachers. Physics practical textbooks was another area of challenge; laboratory condition; lack of proper supervision; poor laboratory apparatus; poor background in calculation were alsoo identified as areas of challenge in physics practical. Other areas include poor graphical understandings which are inability to plot points; joining of best points; choosing of scale; labelling of the axes; interpretation of graphical information; calcul calculation of slope and intercept. Students also had challengess in relating theoretical understanding of physics with practical to enable them answer questions and calculations in practical. Finally, writing conclusion and practical report was seen as a problem prob to some of these students.


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RECOMMENDATIONS In the light of the above conclusion, the following recommendations are hereby suggested: • Government should ensure good physics practical textbooks are available in school library • The existing programme wher wheree there is introduction to physics practical is good but course content should change to have a reflection of areas of students’ challenges in physics practical. Any student that fail the course should not be allowed to attend practical class • Emphasis should ld be on good grade in mathematics before admitting any student into physics class • The course content of mathematics for physics should be modified and add other areas very relevant to calculation • All schools should have a standard physics laboratory that is well equipped with modern physics equipment • All obsolete physics apparatus should be done away with in colleges and put new ones in place • Physics teachers should make sure all physics students are well taught in the area of graph • Students should be welll motivated even when they are not doing fine in practical; through this they will know they can do better ACKNOWLEDGEMENTS I am most grateful to the Dean School of Science College of Education (T) Lafiagi who took his time to validate the questionnaire used for this study. I also thank the College management for permitting me to sample students in physics department for the research; finally I appreciate all authors whose works I have cited in the study. REFERENCES Physics Teacher. Basic Concepts in Science 2, Ilorin, Nigeria: Integrity Aina, J.K. (2010). The Prospective Phy publication. Aina, J.K. (2011). Relationship between students’ academic performance in theory and practical physics in colleges of education in Kwara State, Nigeria.. (Unpublished master’s thesis) University of Ilorin, Ilorin Nigeria Ajileye , O.O (2006).Towards Effective Science Education: Issues in universal Basic Education Programme. Journal of Sports Management and Educational Research Research. 1 (2), 337-342. Akanbi A.O (2003). Trend end in Physics Education in Secondary School in Kwara State. Lafiagi Journal of Science Education. 5(1& 2), 69- 75. Akanbi, A.O (2003). An Investigation into Students’ Performance in Senior Secondary School Physics. Journal of Teacher Education Trends 1(1), 58-64. 64. Daramola S.O.(2006). Research and statistical methods in education. Students and Institutions. Ilorin, Nigeria;Bamitex

Researchers in Tertiary

Kola, A.J (2007). Uses of Instructional Materials for Teaching and Learnin Learning Physics in Edu and Patigi Local Government Areas, Nigeria. International Journal of Research in Education. 44(1&2), 74-79 Ladanu, G.A (1991). Students’ Performance in Biology Biology- Factors and remedies. Journal of Education Students’ Association, University of Ilorin. 7, 8. Meltzer, D.E. (2002). The relationship between mathematics preparation and conceptual learning gain in physics: A possible “hidden variable” in pre-test test scores scores. Publication of Department of Physics and Astronomy, Iowa State University, Ames, Iowa, USA National Commission for Colleges of Education minimum standard (3rd Ed)Kaduna, Nigeria All rights reserved This work by Wilolud Journals is licensed under a Creative Commons Attribution 3.0 Unported License

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Olabanji, S.S (1997). The Effect of Laboratory Practical on Students’ Performance in Physics. Lafiagi Journal of Education, Science and Technology. 1(1), (1), 110. Oladejo, M.A, Olosunde,G.R, Ojebisi,A.O and Isola,O.M. (2011). Instructional materials and students’ academic achievement in physics: some policy implications. European Journal of Humanities and Social Sciences, 2(1), 2 ISSN 2220-9425 Ormrod, J.E (2010, July 20). How Motivation Affects Learning and Behaviour. Behaviour htt://www.education.com/reference/article/motivation htt://www.education.com/reference/article/motivation-affects-learning-behaviour/

Retrieved

from

Oyewole, D (1972). Practical Physics for Secondary Schools Schools. Macmillan Nigeria Ibadan: Publishers Limited. Squires, G.L (2001). Practical Physics.. University of Cambridge. Tyler, F.(1977). A Laboratory Manual of Physics (5th ed). ,Bristol:J.W Arrowsmith Ltd. Wanbugu, P.W. & Changeiywo, J.M. (2008). Effect of mastery learning appr approach on Secondary school students’ physics achievement. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), (3), 293-302 293


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