The study assessed instructional strategies employed by Physics teachers and students academic achievement in Secondary schools in Rivers State. The study in specific terms, assessed the instructional strategies employed by physics teachers, determine the level of use of instructional strategies in the teaching of Physics and determine the difference in the academic achievement of those taught with frequently used instructional strategies in Rivers State. The population of the study consisted of all practicing Physics teachers and students in Rivers State. The sample size of the study was 28 Physics teaachers selected from 18 science teaching schools in Rivers State and 140 science students from 4 schools whose teachers indicated usage of any of the frequently used instructional strategies. A structured questionnaire and Physic Achievement Test (PAT) was used to collect data from Physics teachers and students respectively. Frequency, Mean and standard deviation was used to analyze the gathered data, while z-test was used to test hypotheses at 0.05 level of significance. In the study, among the traditional instructional strategies, it was found that lecture method, demonstration method, laboratory method and problem solving method of teaching are the most frequently used strategies employed by Physics teachers in Rivers State. However, when the students who were taught Physic by these most frequently used strategies were tested, it was found that students who were frequently taught Physics with demonstration method achieved more that those taught with lecture method. Similarly, students taught with problem solving methods achieved more than those who were frequently taught with laboratory strategy. It was recommended that Physics teachers should employ instructional strategies that will actively engage students in the lesson.

The work investigated the effects of practical Physics knowledge on academic achievement in Physics as a school subject. The research was carried out at Pankshin Local Government Area of Plateau State, Nigeria and the design employed was the pure experimental design. Sixty (60) Senior Secondary School (SSS) II students from three (3) Secondary Schools in Pankshin Local Government Area of Plateau State, Nigeria were tested using a 20-item Physics Achievement Test (PhysAT) whose reliability was 0.70. The t-test statistic was used to test the hypotheses formulated for the study. The analyses revealed that students exposed to practical Physics knowledge achieved higher in Physics (X = 61.5) than students who were not exposed to practical Physics knowledge (X = 50.5). Furthermore, there was no significant difference in the mean PhysAT scores of male (X = 62.33) and female (X = 59.33) students exposed to practical Physics knowledge.

Education is a key development pillar in the Kenya vision 2030 hence teaching approaches used by teachers should promote learners' academic achievement. The study aimed to establish the relationship between teaching methods and student performance in physics in public secondary schools. The study was based on the Theory of Pragmatism by John Dewey (1938). The study adopted correlational design with mixed approaches where both qualitative and quantitative data were concurrently analyzed and triangulated. Target population comprised principals, physics teachers and physics students in public secondary schools. Student sample was determined using Krejcie and Morgan (1990) at 95% confidence level. Purposive sampling was used for the principals and physics teachers. Piloting of instruments was done in 10% of the schools. Validity was assessed through expert judgment and from the results of the pilot study. Cronbach alpha reliability coefficient was computed to assess the internal consistency of the instruments. The test yielded an overall reliability coefficient, ɤ=0.79 based on standardized items. Data collection instruments comprised questionnaire, interview guide and document analysis. Data was analyzed descriptively and inferentially. The study established positive correlations between teaching methods and student performance. Furthermore, statistically significant difference was observed in the mean academic performance of learners taught using different methods. The study recommended that teachers use participatory methods of teaching to ensure that learners take control of their own learning and determine their academic achievement. The information obtained from the study would be of great importance to students, teachers, school management, policy makers and researchers doing research on a similar field.

The purpose of this study was to experimentally determine the effect of innovative method of teaching on the academic performance of senior secondary school physics students in Akamkpa Local Government Area of Cross River State, putting into consideration variables such as peer tutoring, problem-based learning, discovery learning and cooperative methods. Four research questions were articulated and four hypotheses were formulated to guide the study. The study employed a quasi-experimental research design. The population for the study was 6,203 senior secondary two (SSII) students in 19 secondary schools in Akamkpa Local Government Area for the 2016/2017 session. Out of 19 secondary schools, purposive random sampling technique was employed to select six schools. In each of the school selected, an intact class of the students were used. One hundred and twenty (120) students in the six intact classes constitute the sample for the study. The instrument for data collection was a 50-item ...

This study was aimed at investigating the effect of teacher's perception and students' perception of physics classroom learning environment and how it affects their achievement in physics. In order to achieve the objectives of this study, a questionnaire was administered to two hundred and fifty (250) senior secondary school (SSS II) students selected randomly. The data collected were analysed using mean, standard deviation simple percentage analysis of variance (ANOVA). Major outcomes of this study include the following: (a) There exist a significant difference in students' perception of physics classroom learning environment and their academic achievement. (b) There exist a significant difference in teachers' perception of physics classroom learning environment and students' academic achievement. (c) The students' perception and teachers' perception of physics classroom learning environment have an effect on students' academic achievement. Based on these result necessary recommendation were made and it was concluded that students' perception and teachers' perception of physics classroom learning environment play an important roles in students academic achievement. The study indicated that student's perception and teachers' perception of classroom learning environment has an effect on the students' academic achievement. INTRODUCTION Physics is the study of matter and energy and how they affect each other. It is also referred to as the study of natural phenomena in its fundamental state. However, the perception of both teachers and students in physics classroom learning environment influence the achievement of students in physics education. According to Harry et al (1969), physics has always been considered a practical subject, yet physics practical work has rarely been allocated more than 15% marks in an examination. Physics is the basis of technology and for effective living in the modern age of science and technology, it is essential that every child should be given the opportunity to acquire at least basic knowledge and the concept of physics as a science. More over in recognition of this fact, the federal government of Nigeria introduced a new system of education in the country known as the 6-3-3-4 system (FME, 1981). The first six year is the primary school education where the child learns to read/write and adapt to its environment. The junior secondary school education involves three years of training which enable the child to apply creative thinking and the use of materials especially around his/her environment which basically applies to the practical approach of science. The senior secondary, which is also three years of training, involves development of the scientific skills learnt in the JSS (junior secondary school) level, while the four years of university education relate to the adaptation of the skills learnt. It is these skills that the individual applies in his daily life to enable him fit into the society. The fact that a lot of factors are responsible for students' underachievement in physics is not new to researchers but amongst those factors could be teachers and students perception of physics classroom learning environment. Recent studies indicate that there is a substantial impact of the classroom learning environment on students' achievement in physics learning. For example, Jegede (1995) and Brown

The study investigated the Effects of Physics Practical on Secondary School Students’ Attitude and Performance in Bauchi Educational Zone, Nigeria. In a bid to achieve the objectives of the study four research questions were raised and five hypotheses were postulated. The study adopted quasi-experimental research design. Specifically, the pre-test posttest control group design. The study population consisted of ten thousand two hundred and eighty SSII physics students. The sample of the study was made up of one hundred and Forty SSII physics students. Stratified random sampling technique was used for the study. The research instruments used for the study were Physics Students Laboratory Practical Performance Test (PSLPPT) and Physics Students Laboratory Attitude Rating Scale (PSLARS). The reliability of the instruments was determined using Cronbach alpha coefficient. The reliabilities stood at 0.76 for PSLPPT and 0.98 for PSLARS. Data were analysed using descriptive and inferential ...

This paper examines the teaching strategies commonly employed by physics teachers in the classroom. Particularly, the study utilized mixed methods involving questionnaires, tests, classroom observations and structured interviews to explore the common teaching strategies used by teachers and the effects of these strategies both on the enrollment and attainment of students in physics. Teachers and students in eight senior secondary schools were purposively selected for the study. Findings from the study show that teachers and students were at variance as to the most commonly used teaching strategy by teachers in the teaching and learning of physics and that whereas teachers reported the use of demonstration, more students reported that elements of demonstration were 'never' used by teachers than those who reported otherwise. The study also shows that the teaching strategy adopted by physics teachers directly influences the enrolment and attainment of students in the subject. The study recommends that government and relevant stakeholders should ensure the adequate provision of well-equipped laboratories and that science teacher training institutions promote trainee-teachers skill and knowledge in improvisation and resourcing of science materials for the effective teaching and learning of physics in secondary schools.

Physics is an aspect of science that is essential for the scientific development of any nation, but the performance of students in the subject remains a concern for physics educators. Observational learning is one way of enhancing performance. This study investigates the effects of this type of learning as reinforcement to enhance Nigerian students’ performance in physics. The investigation adopted the pre-test post-test randomized control group quasi-experimental design involving 89 senior school students randomly selected from two schools in Ondo, Nigeria. The instrument, the Physics Achievement Test in Energy Quantization (PATEQ), consisting of 19 multiple choice questions, was used to obtain the data. PATEQ was validated by three science education experts and a reliability coefficient of 0.72 was achieved through Kuder-Richardson Formula 21. The experimental and control groups were taught energy quantization using observational and conventional teaching methods respectively. The...

This study was carried out in Colleges of Education Kwara state in Nigeria to examine how students are performing in Physics. The participants comprises of 105 Physics students drawn from Physics/Chemistry, Physics/Computer Science, Physics/Integrated Science and Physics/ Mathematics combinations. This was a random sampling within four Colleges of Education. The instrument used was three years examination scores of these students. These scores represent what each student scored percent for three years of their studies. The finding of the analysis done using descriptive statistics and T- test reveals significant differences between students’ performances in Physics theory and practical; between female Physics theory and practical and also between male Physics theory and practical. The general performance of students in Physics was just average which is not good enough for prospective teachers. Recommendations were suggested at the end of the study.