AN IDENTIFICATION OF FACTORS AFFECTING THE EFFECTIVE TEACHING OF PHYSICS PRACTICAL IN OVIA SOUTH WEST LOCAL GOVERNMENT AREA OF EDO STATE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

Man was able to progress to a high degree of civilization through the careful study of the causes of natural phenomena. These studies led to the accumulation of a large body of information, which is embodied in quantitative laws and theories, which in turn led to further discoveries. From these scientific discoveries, the inventive mind of man developed the machine and industrial processes which are in direct proportion to the degree of civilization. The study of science cannot thus be complete without experiment work, but if we recall some few years back, we would see that physics has always been taught in most of our secondary schools, as a body of theoretical knowledge and little or no attempt has been made to approach the teaching and learning of physics in a practically oriented way.

According to Searl (1972) “As far as science is concerned, experimentation is always exploratory or perhaps it would be more accurate to say information seeking. Experiments are undertaken to obtain new knowledge, to confirm predictions and to test the validity of assertion of others. Since course, materials, equipment, laboratory facilities and appropriate experiments are necessary for the effective teaching of physics practicals and learning of physics as a whole; one is not astonished to find students within Ovia South West Local Government Area records low percentage passes than others in the Senior Secondary School Certificate Examination in physics. Judging from these facts, it could be stated that science laboratory and experiments are success determinants in the school physics practicals and therefore the importance of laboratory equipment cannot be over emphasized.

1.2 STATEMENT OF PROBLEM

The effective teaching of physics practicals in secondary schools in Ovia South West Local Government Area is the concern of this study. This problem is looked at from various perspectives, which are; 1. Are there laboratories in these secondary schools? 2. Do these laboratories have adequate facilities for the effective teaching of physics practicals? 3. Are there qualified and trained teachers to mange the laboratory? 4. Are the students exposed to any form of practical? 5. Do the students show positive attitude as these been motivated towards physics practicals?