Improving The Teaching And Learning Of Physics Using Contemporary Strategies In Secondary Schools

INTRODUCTION

1.1 Background to the study

Physics education forms the bedrock of scientific and technological advancement in any society. It equips learners with fundamental principles and problem-solving skills essential for understanding the natural world and driving innovation. In Nigeria, as in many developing countries, the quality of physics education at the secondary school level significantly influences students’ interest, performance, and subsequent pursuit of careers in science, technology, engineering, and mathematics (STEM) fields. However, despite its importance, the teaching and learning of physics in Nigerian secondary schools face various challenges, including outdated pedagogical methods, inadequate resources, and a lack of teacher training in modern instructional strategies.

Contemporary research underscores the necessity of adopting innovative approaches to enhance the effectiveness of physics education (Mujtaba & Reiss, 2017). This study seeks to investigate and implement contemporary strategies aimed at improving the teaching and learning of physics in Nigerian secondary schools. By integrating evidence-based practices, technology, and inquiry-based learning, this research aims to address existing deficiencies and foster a deeper understanding of physics concepts among students.

The adoption of contemporary teaching strategies holds promise for transforming physics education in Nigeria. Active learning approaches, such as flipped classrooms, problem-based learning, and peer instruction, have demonstrated positive outcomes in engaging students and promoting conceptual understanding (Deslauriers et al., 2019). Additionally, the integration of digital technologies, simulations, and virtual laboratories provides opportunities for interactive learning experiences that transcend traditional classroom boundaries (Zohar & Peled, 2008). These strategies not only cater to diverse learning styles but also cultivate critical thinking, analytical skills, and scientific inquiry—essential attributes for preparing students for the challenges of the 21st century.

Moreover, teacher professional development plays a crucial role in the successful implementation of contemporary teaching strategies. Providing educators with training and support in pedagogical approaches tailored to the Nigerian context empowers them to create dynamic learning environments conducive to student success (Akinbobola & Fetuga, 2012). By equipping teachers with the necessary skills and resources, this study aims to enhance their instructional practices and overall confidence in teaching physics.

In conclusion, the effective teaching and learning of physics in Nigerian secondary schools require a concerted effort to modernize pedagogy and support teacher professional development. Through the implementation of contemporary strategies rooted in research-based best practices, this study seeks to contribute to the advancement of physics education in Nigeria and empower students with the knowledge and skills needed to thrive in an increasingly complex world.

1.2 Statement of the Problem

Despite the pivotal role of physics education in shaping scientific literacy and fostering technological advancement, Nigerian secondary schools encounter significant challenges in effectively teaching and learning physics. These challenges hinder students’ interest, comprehension, and engagement with physics concepts, ultimately impacting their pursuit of careers in STEM fields.

One of the primary issues is the prevalence of outdated pedagogical methods in physics instruction (Mujtaba & Reiss, 2017). Traditional teaching approaches, characterized by rote memorization and passive learning, fail to stimulate students’ curiosity and critical thinking skills. Consequently, students often struggle to grasp abstract physics concepts and apply them to real-world situations.

In addition to pedagogical shortcomings, Nigerian secondary schools face resource constraints that impede effective physics education. Limited access to modern laboratory equipment, textbooks, and instructional materials hinders hands-on learning experiences essential for conceptual understanding (Deslauriers et al., 2019). Moreover, inadequate infrastructure and technology infrastructure hinder the integration of digital tools and simulations, which have proven effective in enhancing student engagement and comprehension (Zohar & Peled, 2008).

Furthermore, the lack of teacher training in modern instructional strategies exacerbates the challenges faced in physics education. Many educators in Nigerian secondary schools may not possess the pedagogical skills or knowledge required to implement active learning methods or incorporate technology effectively into their teaching practices (Akinbobola & Fetuga, 2012). As a result, students are deprived of opportunities for interactive learning experiences that foster critical thinking and scientific inquiry.

The combination of these factors underscores the urgent need to address the shortcomings in physics education within Nigerian secondary schools. By investigating and implementing contemporary teaching strategies tailored to the Nigerian context, this study aims to overcome existing deficiencies and enhance the quality of physics education. Through targeted interventions focused on pedagogical innovation, resource provision, and teacher professional development, this research seeks to empower students with the knowledge, skills, and enthusiasm necessary to excel in physics and pursue STEM careers, thereby contributing to Nigeria’s scientific and technological advancement.

1.3 Objective of the study

The main purpose of this study is to investigate the improving the teaching and learning of physics using contemporary strategies in Nigerian secondary schools in Nigeria. Specifically, the study will investigate the:

1. Influence of teachers’ attitude towards the use of contemporary strategies on physics teaching in secondary schools.
2. Influence of students’ attitude towards the use of contemporary strategies on physics learning in secondary schools.
3. Level of usage of contemporary strategies in teaching of physics in secondary schools.
4. Influence of self efficacy in the use of contemporary strategies on teaching and learning of physics in secondary schools.

1.4 Research Questions

The following questions will be answered to guide the focus;

1. What is the influence of teachers’ attitude towards the use of contemporary strategies in physics teaching in secondary schools?
2. What is the influence of students’ attitude towards the use of contemporary strategies on physics learning?
3. What is the level of usage of contemporary strategies in physics teaching?
4. What is the level of usage of contemporary strategies in physics learning?

1.5 Research Hypothesis

The following null hypotheses were formulated for the studies;

HO1:   There is no significant difference in the physics teachers’ attitude towards the use of contemporary strategies in teaching.

HO2:   There is no significant difference in the physics students’ attitude towards the use of contemporary strategies in learning.

1.6 Significance of the study

This research work finds relevance in the growing literature on contemporary strategies adoption and uses in education. The increasing awareness of the usefulness and relevance of contemporary strategies in the teaching-learning process as well as teachers in the actualization of mandates of educational institution put study like this on the research agenda of many countries, including Nigeria. This study would be of benefits to students, teachers, educational administrators, curriculum planners and the society as a whole.

The study will help students to understand the benefits of Technology by reducing the amount of direct instructions given to them by their teachers and enable them to get authentic information on any area of knowledge they desire. It may also help reduce students’ total dependence on teachers and enable them to work on their own.

The study will play a role in the development of students’ skills and helps students’ motivation towards learning of physics in secondary schools and also offers the opportunities for students particularly those living in the rural communities, to broaden their employment prospects.

The study will help teachers to understand the importance of contemporary strategies in physics teaching and enable them to effectively utilize and implement contemporary strategies in their pedagogical practice. It may help the educational administrators to critically monitor the activities of both students and teachers in order to ensure the implementation of contemporary strategies in physics teaching-learning process in secondary schools and to make the school system advance technologically. Since the governments are the curriculum planners, the study will enable them to understand the importance of contemporary strategies in physics teaching and learning and the need to implement it into physics curriculum and also enable them to provide the necessary facilities and equipment for Technology implementation to be possible.

Lastly, the study will help the society as a whole in the production and the development of the necessary manpower needed to survive in this information society.

1.7 Scope of the study

The study will analyze the the impact of motivation from parents on the academic achievement of secondary school students in Yaba, LGA, Lagos State. The study is limited to some selected Secondary Schools in the area. Hence, the respondents for this study will be obtained from and among secondary school students in the study area.

1.8 Limitation Of The Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

1.9   Definition Of Terms

The following terms are here by clarified as used in the study.

Technology: The application of scientific knowledge for practical purposes, especially in industry.

Technology Tools: These are the applied scientific tools used in the application of scientific knowledge.

Computer Based Training (CBT): is any course of instruction whose primary means of delivery is a computer. A CBT course (sometimes called courseware) may be delivered via a software product installed on a single computer, through a corporate or educational intranet, or over the Internet as Web-based training.

Computer: An electronic device for storing and processing data, typically in binary form, according to instructions given to it in a variable program.

Projector: An object that is used to project rays of light, especially an apparatus with a system of lenses for projecting slides or film onto a screen.

Smart White Board: Is a large interactive display that connects to a computer. A projector projects the computer’s desktop onto the board’s surface where users control the computer using a pen, finger, stylus, or other device.

Internet: The Internet is the global system of interconnected computer networks that use the Internet protocol suite (TCP/IP) to link billions of devices worldwide.

Podcast: A digital audio file made available on the Internet for downloading to a computer or portable media player, typically available as a series, new installments of which can be received by subscribers automatically.

Blog: A regularly updated website or web page, typically run by an individual or small group that is written in an informal or conversational style.

Technology Acceptance Model (TAM):  is an information systems theory that models how users come to accept and use a technology.

Professional Development: encompasses all types of facilitated learning opportunities including credentials such as academic degrees to formal coursework, conferences and informal learning opportunities situated in practice.

Self Efficacy:  one’s belief in one’s ability to succeed in specific situations or accomplish a task.

Pedagogy: the method and practice of teaching, especially as in academic subject or theoretical concept..

1.10 Organization Of The Study

This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.