The study investigates teachers and students perceptions of problem of effective teaching and learning of physics in junior secondary school in Ikere Local Government Area of Ekiti State. Three research questions were formulated for the study. The study employed descriptive research design. The population for the study comprised of all junior secondary school in Ikere Local Government Area of Ekiti State. The researcher employed descriptive statistic by the used of frequency statistical table and simple percentage to analyze the demographic data collected. The research however identified some of the challenges facing adequate teaching and learning of physics in junior secondary schools. Findings of the study unveiled that students and teachers have minimal attitude towards the teaching and learning of physics.
Background to the Study
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 (2009), 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 Junior 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. Brown Arguaye (201o), have strongly argued that teachers and students perception of the learning environment are very important on the achievement of students in physics and that the knowing the students’ perception will help the teacher in shaping their students’ class perception and relatively their achievement in physics.
Over the years, a number of research projects on classroom learning environment have been carried out. Examples are the Harvard project and Physics of Walberg project. The interest in the study of learning environment has become more prominent since it has been evident that learning outcomes and students’ attitude towards learning were closely linked to the classroom environment. Classroom learning environment refers to a setting or space where teachers and learners interact with each other and us variety of tools and information resources with each other and use variety of tools and information resources in their pursuit of learning activities (Wilson 2016). The nature of classroom environment and psycho-social interaction can make a difference in how the students’ learning and achieve their goals (Roth and Lucus 2012). On the other hand, perception refers the way one think about something and ones’ idea of what it is like, also it is an ability to understand the true nature of a subject especially as it affects our environment. However both teachers and students perception physics classroom learning environment in different ways hence, learning is a process which produces series of changes in behaviour or it is more or less a change in behaviour that result from activities, training or observation. It is a change in behaviour that confirms learning.
Statement of the problem
Over the years, the problem of under achievement of science students in physics has been a general problem. For example, many researchers in Nigeria have conducted series of research to actually find out what could be responsible for the problem. Factors such as lack of adequate laboratory equipment, ineffectiveness and lack of teaching proficiency of teachers, lack of qualified teachers and school factors have been identified as major causes of underachievement of science students in physics. Despite all these efforts, the poor performances of students still exist. However, little emphasis has been laid on the effect of teachers’ perception of physics classroom learning environment and students’ perception of physics classroom, learning environment. This henceforth justifies the need for the study of the effect of teachers’ perception and students’ perception of problems of effective teaching and learning of physics in Junior Secondary School in Ikere Local Government Area of Ekiti State.
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