THE ASSESSMENT ON THE IMPLEMENTATION OF SECONDARY SCHOOL PHYSICS SYLLABUS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In Nigeria, physics is taught as one of the science subject at the senior secondary school level, in order to familiarize them with the trend of modern developments which can be achieved if the physics syllabus is implemented effectively according to Ben Yunasa (2000) Therefore, objective of any level of education cannot be achieved if the planned programme for such level of education is not well implemented. Observing this, Onyeachu (2008) asserted that" no matter how well a curriculum of any subject is planned, designed and documented, implementation is important". This is because the problem of most progamme arises at the implementation stage. Recognizing this, Babalola (2004) and Mkpa (2005) remarked that it is at the implemention stage that many excellent curriculum plans and other educational policies are marred without any trace.
According to Ohuhe (2001), if curriculum is not well implemented, all effort expended in the planning is waste.Also Shaaaba (2002) submitted that the success of any curriculum depends on how it is implemented. He also added that no matter how well a syllabus is designed if there is no proper implementation the question success will be a mirage. Having known that curriculum is the vehicles through which education is attained (Offorma 2005). Several authors has noted that national policy on education was well structure and the content were adequately defined but the implementation calls for question (Babafemi 2007;Dike 2009). Therefore, the judicious implementation of
Physics syllabus contribute immensely to attaining technology advancement NPE (2004).
Concept of curriculum implementation
The term Curriculum implementation has been defined in different ways by different Scholars. Mkpa (1987) defines curriculum implementation as "the task of translating the curriculum document into the operating curriculum by the combine efforts of the students, teacher and others concerned. Garba (2004) viewed curriculum implementation as "putting the curriculum into work for the achievement of the goals for which the curriculum is designed.
Okebukola (2004) described curriculum implementation as:" the translation of the objectives of the curriculum from paper to practice." Ivowi (2004) defined curriculum implementation in a nut shell as "the translation of theory into practice or proposal into action. Onyeachu(2008) view curriculum implementation as the process of putting all that has been planned as curriculum document into practice in the class room through the combine effort of the teacher, leaner, school administrators, parent as well as interaction with physical facilities, instructional materials psychological and social environment.
Implementation issues in secondary education curriculum
There are so many implementation issues affecting educational curriculum. All these include:
1. Provision of Facilities
Facilities in the school system include; equipment, buildings furniture such as tables, chairs which enable the teacher to perform their work effectively. Etimatalor (2001) and Olokor (2006) noted that the issues of instructional facilities enhances learning experience and leads to interaction between the learning environments. The issues at stake are to what extent are these facilities provided for effective implementation of secondary education curriculum? Facilities are not provided adequately because what is found in most secondary schools in Nigeria are dilapidated buildings, leaking roofs, lack of chairs and tables for students and teacher use.
Nwachuku (2005) remarked that the public sectors of education (secondary and primary levels has witnessed stagnation and decay.
2 Overloading of the Curriculum
Curriculum overloading is one of the hallmark of ineffective policy implementation. Oduolowu (2007). Grundskola (2000), affirms that the Nigeria curriculum covers too much information, and suggest redesigning its content to remove unnecessary and irrelevant facts.
Maduewsi (UNESCO,FME,2001) in her contribution to a report about introducing a new curricula to African nations, also voices concern for an ever-expanding curriculum due to "additional and or integration of new materials [p.27]. What exacerbates the situation is that teachers are unprepared to cope with growing curricula, which means that instruction becomes ineffective, inappropriate and often inaccurate. Some authors consider the effect if text book reliance on education. In Nigeria the National education research and development council (NERDC) is responsible for curriculum development Oduolowo(2007).The council also sees to the selection and publication of textbooks, instructional guides and lesson plans for teachers.
3. Teachers’ participation in decision-making and curriculum planning
Observing the importance of involving teachers in decision-making and planning of curriculum, Obinna (2007) observe that no government policy on education can be realized if it does not first of all perceive the problem and opportunities before initiating decision-making process. Ugwu (2005) observed that the relevance of a curriculum is determined only when it is implemented .Kanno (2004) recognized the fact that the success of any curriculum, significantly, depends on the extent to which the classroom teacher is able not only to interprets the curriculum but to implement it. No wonder Ereh (2005) concluded that teacher characteristics can make or mar curriculum implementation since the responsibility of interpreting and putting the curriculum into use solely rests with the teacher. Unfortunately, these teachers are not involved in decision-making and curriculum planning. This is a very big impingement to implementation of curriculum and learning experiences.
The syllabus
The syllabus is an outline and summary of topics to be covered in an education or training course. A syllabus is often either set out by a professor or the person that controls the course quality. It may be provided in a paper form or online.
Both syllabus and curriculum are fused together and are given to students and instructor for guide through the training course or for the period of education session (Wikipedia)
Use of the syllabus in relation to physics education
1 The syllabus serve many purposes for student and teachers such as ensuring a fair and impartial understanding between the instructors and students such that there is minimal confusion on policies related to the course Slatter and Carlson(2005:5)
2 To give student an understanding of the fundamental principle of physics and their application to everyday life and technology.
3 To develop an appreciation of physics as a creative activity, using informed intuition and imagination to create an understanding of the beauty, simplicity and symmetry in nature. Adeyemo (2010)
Why do we need to assess the senior secondary school physics syllabus?
The main objectives of assessing the senior secondary school physics syllabus are itemise as follows;
1 Knowledge: Student should be able to know basic principles and how it contributes to the social historical technology advancement.
2 Understanding: The student should understand that the knowledge they have learnt and from they should be able to apply it solving day to day problems
3 Skills: The student should be able to use scientific equipment appropriately, also to be able to measure physical quantities in the appropriate S.I unit, the use of experimental data appropriately and working safely in the laboratory.
4 Competence: student should be competence and self-reliance both in relation of scientific concepts to issues in everyday life.
5 Attitudes: students should appreciate physics as a course/ subject in every of their applications.(Leaving certificate physics ordinary level syllabus(2000) NCCA'
However, physics been a crucial subject, for which the curricular have been structured. The curriculum that is now in use states it objectives as follows:
1 To provide basic literacy in physics for functional living in the society
2 To acquire basic concept and principles of physics as a preparation for further studies
3 To acquire essential scientific skills and attitude as a preparation for the technological application of physics and
4 To stimulate and enhance creativity. (Omosewo 2000).
Importantly, the classroom teacher occupy the most crucial position in the syllabus implementation Nwosu(2003). In another submission, Ohuche (1996) and Shaaba (2002) added that the classroom teacher is an important corner-stone in syllabus implementation because he/she is the main force and the last person that ensures that any curriculum is implemented according to specifications.
The following are the Operational curriculum structured for the Senior Secondary School Physics Students of classes one and two
Senior Secondary School 1: (SS1)
Introduction to physics subject analyzing the different aspect of physics
Fundamental and derived quantities and units
Position distance and time.
Motion
Speed, velocity, displacement, acceleration and equation of motion
Distance and velocity time graph
Scalar and vector quantities
work, energy and power
Density and up thrust
Elasticity
Practical exercise on the laboratory
Heat energy
Thermometers, effect of heat transfer
Evaporation, boiling and expansion
Expansivity and application of expansion
Heat transfer
Electricity charge (Gold leaf electroscope)
Current electricity.
Electric field
Electrical energy, electrical power and buying of electric current
practical exercise in the laboratory; determine of relative density
safety devices, detecting fault in electric circuit
Practical nature of matter. surface tension, effect and practical demonstration
Viscosity, friction and its application
Unit of measurement
Solar collector
Resolution of vector
Moment and equilibrium of forces and couple.
projectile
laboratory practical on moment of forces
Senior Secondary School 2: (SS2)
Newton’s law of motion
Simple harmonic motion
Machine
Gas law
Measurement of heat and energy
Production of wave -definition
Properties and characteristics of wave
Practical exercise
Light waves
Application of light waves and optical instrument
Human eye
Sound waves
Musical instrument
Musical Sound and there characteristics
practical exercise on determine of focal length
Gravitational field
Electrons
Electric cells
E.M.F and internal resistance of a cell
Molecular theory of matter
Electrolysis
Magnetism
Electromagnetism wave
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