Department of Science and Technology Education

Permanent URI for this community

https://ir.unilag.edu.ng/handle/123456789/3562

Browse

Browsing Department of Science and Technology Education by Author "Adeyemo, S.A."

Now showing 1 - 9 of 9
  • Item
    Open Access
    Attitude, Passion and Potential of Secondary School Physics Students towards their Future Career in Lagos Island
    (Faculty of Education, Chukwuemeka Odumegwu Ojukwu university, 2018) Adeyemo, S.A.; Babajide, V.F.T.; Nyoho, G.; Arikewuyo, Y.O.
    Students’ future careers are dependent on attitude, passion and potential. Usually, the secondary school serves as a basis for future educational and career choice attainment. The school is an essential and integral part of the society, needed for optimal achievement of individuals in the society. To this end, the aims and aspirations of any society as well as her members are achievable through schooling. Thus, it is imperative that students’ attitude, passion and potential are properly aligned to reflect the future engagements and activities they are required to perform, so as to be properly fine-tuned into pre-requisite topics in the curriculum. This study investigated the attitude, passion and potential of Physics students on choice of future careers. A sample of 10 senior secondary schools were randomly selected from Lagos Island and 16 physics students were randomly selected from each of the schools. Five research questions guided the study. 4-point Likert scale of 10 items validated questionnaire and achievement test were used in collecting the data. A 40 multiple choice Physics test was also used in measuring the potential of the Physics students while the questionnaire measured the students’ attitude and passion. The data was analyzed using descriptive and inferential statistics; frequency, percentages, mean, and Pearson Product Moment Correlation coefficient. The result showed that students identified engineering and medicine as their future career choices, they have positive attitude, low passion, and high potential, but a negative correlation was observed between their attitude and potential. The researchers recommend that students should be provided with the opportunity to pick future engagement, when this happens, students’ passion will be arouse, and curiosity will be awakened.
  • Item
    Open Access
    Combating the Menace of Students’ Low enrolment in Physics Education in South West University in Nigeria
    (College of science and Information Technology Tai Solarin University of Education, 2013-11) Adeyemo, S.A.; Babajide, V.F.T.
    The study investigated the factors responsible for low enrolment of Physics students into the Faculty of Education Southwest Universities in Nigeria as well as solutions to combat such menace. 148 100level students were randomly selected from two randomly selected Federal Universities in south west Nigeria. Five research questions guided the study and seven hypotheses were also tested at .05 level of significance. A 43 item questionnaire of cronbach alpha (r=.71) was designed by researchers to obtain respondents responses on 9 factors. Data collected were analysed using one way ANOVA and Multiple Regression. Results showed that all the 9 factors investigated accounted for low enrolment of students in Physics Education. Also, inadequate laboratory equipment was the most potent of all the factors. Solutions were proffered based on the factors.
  • Item
    Open Access
    Effect of Computer Simulated Instruction on Achievement of Senior Secondary School Students in Physics
    (Department of Science Education, Modibbo Adama University of Technology, 2016-06) Babajide, V.F.T.; Adeyemo, S.A.; Olajuwon, O.O.
    This study investigated the relative effect of computer simulated instruction on Achievement of students in Physics using type of school and gender as moderator variables. Simple random sampling technique was used to select 60 students from both private and public senior secondary schools in Lagos Mainland Local Government Area and Ojo Local Government Area respectively. The study adopted a pre-test post-test control group quasi-experimental research design. A validated Physics Achievement Test (r=0.78) was used for data collection. The study lasted for six weeks. The data collected were analysed using one way ANOVA and t-test. The results showed a significant effect of computer simulated instruction on students' achievement in physics, and a significant main effect of school type. However, gender had no effect on performance varied on simulated instruction on students' achievement in physics. The study also established that computer simulated instruction enhanced senior secondary school students in physics; performance varied on account of school type and gender had no effect on performance. The use of computer simulated instruction was recommended for the teaching of physics so as to improve performance in physics at the senior secondary school level.
  • Item
    Open Access
    Effects of Mastery Learning Approach on Students’ Achievement in Physics
    (2014-02-02) Adeyemo, S.A.; Babajide, V.F.T.
    This study investigated the effect of Mastery Learning Approach (MLA) on students’ achievement in Physics. Using stratified random sampling, a total of 160 Senior Secondary school II Physics students from four selected Senior Secondary Schools in Bariga and Somolu Local Government Areas of Lagos State was used for the study. Two research questions and hypotheses were formulated and tested respectively. The study was a non-randomized pre-test post-test control group design .Students in the experimental groups was exposed to MLA teaching method while those in the control groups were exposed to the Conventional Teaching Method (CTM). The instruments used in the study were Physics Achievement Test (PAT) to measure students' achievement and a questionnaire on 4-point scale was used to measure their attitudes towards Physics. The instrument were pilot tested;r value for PAT=0.7 using split half method and r=0.83 for questionnaire using Cronbach Alpha. T-test, Pearson Correlation and Analysis of Variance (ANOVA) were used in analyzing the data. The result showed that students exposed to MLA performed better than those taught using CTM. Also students with positive attitudes towards Physics performed better than those with negative attitudes towards Physics. Consequently, it is recommended that MLA should be encouraged in schools for improved students’ achievement and positive attitude towards physics.
  • Item
    Open Access
    An Investigation into the Influence of Using Puzzles in the Teaching of Physics on Senior Secondary School Students’ Achievement in Selected Topics
    (2013) Adeyemo, S.A.; Babajide, V.F.T.; Amusa, J.O.; Adeyemo, O.
    This study is to find out the influence of using puzzle in the teaching of Physics on Senior Secondary School Students’ achievement in selected topics. The sample consists of one hundred and twenty (120) Physics students, selected randomly from fur secondary schools in Mushin local government, Lagos State. The instrument used for collecting data were two achievement tests a pre test and a post test on puzzles on the topics simple machine, work, energy and power. Data collected were analyzed using frequency counts, simple percentage, pair t-test, t-test and Pearson’s correlation co-efficient. Results showed that most students understand the scientific concepts more when taught with puzzle method and it also enhances students comprehension in scientific skills and attitudes. Recommendations were then made, based on the research outcomes of the study.
  • Item
    Open Access
    Lagos Metropolis Secondary School Students’ Attitude and Interest as Correlates of Achievement in Physics
    (School of Technology and Science Education, Modibbo Adama University, 2018-10) Babajide, V.F.T.; Adeyemo, S.A.; Ediale, O.M.
    This study investigated the Lagos state secondary school students’ attitude and interest as correlates of achievement in physics. Validated students’ attitude and interest questionnaire with reliability coefficient r = 0.75 as well as physics achievement test with reliability coefficient r = 0.78 were used to collect data. Four research questions guided the study. Data collected were analyzed using Pearson Product Moment Correlation Coefficient, and Descriptive Statistics; mean, mean gain and standard deviation. Recommendations were made based on the results obtained. The study found that there is a positive relationship between students’ attitude toward physics and achievement in physics. A negative relationship was obtained between students’ interest and achievement in physics. There was no difference between attitude and interest of male and female students in physics. It was recommended that government should give out scholarships to students to increase their interest in learning physics at secondary schools. Similarly, practicing physics teachers at the secondary school level should adopt classroom strategies that will develop and maintain students’ positive attitude towards physics.
  • Item
    Open Access
    Physics Education
    (2015-07) Adeyemo, S.A.; Babajide, V.F.T.; Morris, Y.
    Education is the best process to achieving any form of transformation. The economy of any nation primarily depends on the level of scientific and technological development of such nation through the process of education. Physics has being identified as a core subject for scientific and technological advancement. Nigerian students run away from this subject as a result of poor performance due to poor method of instruction which is predominantly on teacher's activities at the expense of students' interactions in the classroom. This of course hinders Nigerian students from constructing their own knowledge that will lead to the discovery of new technologies to solve problems of energy and power and boost the economy rather than depending on foreign technologies. The study compares student achievement in four different classroom interaction patterns in the teaching and learning of Physics in secondary schools in Lagos State. A pretest, posttest non randomized control group quasi-experimental design was adopted. Purposive sampling was used to obtain a sample of 211 SSII students of intact classes from four co-educational secondary schools. A validated Physics Achievement Test (PAT) of reliability coefficient r= 0.73 was used. Three hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using ANCOVA. Results showed a significant main effect of treatment and gender on achievement of students in physics. Also, students exposed to teacher-student interaction obtained the highest mean score of 44.00, followed by those exposed to group work/projects and supervised by the teacher (Mean=37.60), the entire classroom interaction group has a mean of 35.92 while the student taught by a fellow student scored the lowest (Mean=32.92). Researchers recommended that varied forms of classroom interaction patterns should be adopted for teaching physics for a transformative economy in Nigeria.
  • Item
    Open Access
    Physics Education as a Tool for Cultural Preservation
    (2016) Babajide, V.F.T.; Adeyemo, S.A.
    The traditional beliefs and cultural practices of any nation are expected to align with the content of the school Curriculum such that the knowledge gained in such schools will be in conformity with the socio - cultural norms and beliefs. Superstitions and myths hold by African societies are in conflict with some basic principles of physics instead of principles of physics preserving cultures. The study investigates the opinion of pre-service physics teachers on Physics Education as a tool for cultural preservation. A sample of 185 pre-service physics teachers were randomly selected from a population of 300 pre-service physics teachers in the University of Lagos and Lagos state University. 5-Points Likert scale of 20 item validated questionnaire whose reliability coefficient r=0.62 was used in collecting data. Seven research questions guided the study. Data collected were analyzed using a descriptive and inferential statistics; mean, standard deviation and independent t-test. Results showed that pre-service physics teachers have positive opinion on physics education as a tool for cultural preservation. The researchers recommend that this positive opinion should be made practical in classroom teaching to relate concepts in physics to cultural values and aspirations.
  • Item
    Open Access
    The Relationship among Teachers’ Problem Solving Abilities, Students’ Learning Styles and Students’ Academic Achievement in physics
    (2013) Adeyemo, S.A.; Babajide, V.F.T.; Amusa, J.O.
    This research work examined the relationship among teachers’ abilities, students’ learning styles and students’ achievement in physics. A total of one hundred and fifty (150) randomly selected senior secondary school 11 (SS11) physics students and ten (10) physics teachers from five (5) selected schools in Lagos Mainland Local government area of Lagos State served as the subjects of this study. The simple survey design was adopted for this study. Data were gathered with the research instruments which included a learning style questionnaire administered to the selected students and a questionnaire on teachers’ expertise which was administered to the selected teachers. Data was analyzed using simple regression analysis, statistical package for social science (SPSS) such as mean, percentage, t-test and analysis of variance (ANOVA). The outcome of the findings from the study include the following 1. The relationship between teachers’ problem solving abilities and students academic achievement in physics is positive and significant 2. The relationship between students’ learning styles and their academic achievement in physics is positive and significant. 3. The main and combined effect of teachers’ problem solving abilities, students’ learning styles on students’ academic performance in physics are positive and significant. Based on these findings, it was concluded that teachers’ problem solving abilities and students’ learning styles have significant effects on the students’ achievement in physics.