AN INVESTIGATION OF MISAPPREHENSION SECONDARY SCHOOL STUDENTS HAVE TOWARDS PHYSICS SUBJECT IN NIGER STATE

AN INVESTIGATION OF MISAPPREHENSION SECONDARY SCHOOL STUDENTS HAVE TOWARDS PHYSICS SUBJECT IN NIGER STATE

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF THE STUDY

The primary concepts that serve as the foundation for and unite the many subjects covered in the SSS physics curriculum are motion and energy. Throughout, the emphasis is on how relevant the topics being discussed are to society in terms of their applicability. Only themes that can be directly derived from the concepts, as well as the sub-concepts of each concept, were considered for inclusion in the list. The curriculum strategy is, in general, to deal with the subjects under a unifying idea in a generic manner, offer some detail in the applications to promote relevance, and use profuse illustration to help students better grasp. According to research findings on how people Learn physics, students arrive in their first physics class with preconceived notions about the universe that differ from widely held scientific beliefs. This first piece of common sense will be used to describe a misunderstanding. According to a McDermott (2019) study, it was discovered that it is difficult for students to modify their original common sense. This is because the students’ beliefs are based on years of accumulated personal experience. It may be difficult to change students’ initial perspectives. It is critical that they incorporate new information into their existing knowledge framework. The efficacy of introductory physics instruction is critical for improving student attitudes toward understanding of physics. The scientific method. Improving students’ quantitative problem solving abilities, improving students’ laboratory skills, improving students’ understanding of physics concepts, and improving students’ reasoning skills are all examples of how this can be accomplished. In many cases, intuitive concepts or previously established conceptual frameworks cannot be directly compared to scientific explanations of physical occurrences. Our ultimate goal will be to understand how people learn physics and to develop more efficient methods of teaching physics. Electromagnetism and electricity are two of the most difficult physics subjects to teach. Due to the abstract and intangible nature of the subject matter, which makes it difficult to conceptualize, students frequently struggle when attempting to comprehend the concepts of electricity and magnetism.

There are numerous intricate mathematical connections involved. The study of electricity and magnetism is considered an essential component of the physics curriculum at all three levels of education—primary, secondary, and tertiary. In contrast to mechanics, the understanding of students in the fields of electricity and magnetism has not been studied as thoroughly. Several studies have found that using scientific models such as conceptual conflicts and analogies, new instructional strategies for changing students’ perceptions of electricity and magnetism can be devised (Driver et al.2015).

Over the last 20 years, research in the field of physics education has revealed that students have a number of preconceived notions about the behavior of physical systems even before they begin their studies in physics. . In many cases, these concepts, also known as alternative conceptions or common sense science, differ from the scientific consensus. Other studies have found it difficult to persuade students to abandon their original points of view. The development and widespread use of the Force Concept Inventory (FCI) conceptual exam on certain fundamental kinematics and Newton’s three laws has drawn the attention of many physics educators to the question of the efficacy of traditional teaching. Many physics professors are interested in assessing their students’ understanding of electric and magnetic fields. The task of building the FCI, on the other hand, is very different from the task of building an instrument to evaluate the notions. that students have concerning electricity and magnetism. Because a central tenet of constructivist learning theory states that “students come to the learning environment with preconceptions formed during their interactions within the physical and social environment, and those preconceptions affect learning,” the topic of students’ scientific preconceptions has piqued the interest of science teachers for more than three decades (Pfundt and Duit, 2016). The primary focus of research is on people’s preconceived notions that, in particular, conflict with scientific information and cause difficulties in the learning process. For these types of assumptions, the concept of a misperception was used in this study. The findings of the research led to some important discoveries about the primary characteristics.

of misunderstandings. The table below summarizes these findings (Driver and Bell, 2018; Driver, 2018; Mutimucuio, 2019; Widodo et al., 2012; Tyler, 2015).

• Misconceptions held by students from various cultural backgrounds, religious beliefs, and linguistic backgrounds are typically similar.

• Misconceptions can become deeply embedded in students’ brains, making it difficult for them to change their beliefs.

Common language, cultural practices, and religious beliefs can all contribute to the formation of misunderstandings.

• Misconceptions in the process of understanding scientific findings may be analogous to explanations developed by previous scientists.

Misconceptions may emerge after completing a formal education. Several researchers reached the same conclusions on the subject during the course of the investigation.

Misconceptions about simple electric circuits among students. The following are the most frequently observed outcomes:

• The concepts of current, energy, and potential difference are not distinguished as distinct entities, but rather are interchanged.

• The circuit’s components make use of the available current.

• The current flows from the positive pole of the battery to the bulb, where it is used to light it. The second wire connected between the negative pole and the bulb has no effect on this process.

• Current must first emerge from both poles of the battery and then collide within the bulb itself in order to ignite the bulb.

• The current flows in the same direction across all of the

lines of the parallel circuits.

Objects with a positive charge have accumulated protons rather than being devoid of electrons, and thus have a positive charge.

• The brightness of a bulb in a series-connected circuit will be affected by a change that occurs before the bulb, but not by a change that occurs anywhere in the circuit after the bulb.

• Batteries provide constant current.

The above-mentioned misconceptions were found to be widespread in research conducted with students of various ages and nationalities from around the world. Shipstone et al. (2018) published an important paper in which they discovered that students in five European countries have similar misconceptions about basic electricity.

circuits. The misunderstanding that “current is spent by circuit components,” as described above, is documented in virtually all electrical circuit research. Students may occasionally have misunderstandings due to the use of terminology that is more commonly used in everyday life (Gilbert et al, 2018).

The methods that teachers use in the classroom to teach and assess their students’ understanding of physics are a major contributor to the widespread misunderstandings that exist among Nigerian senior secondary school students. There is a strong correlation between the methods used by teachers to teach and assess their students’ understanding of physics and the widespread misconceptions that exist.

1.2 DEFINITION OF THE PROBLEM

The widespread prevalence of incorrect physics understandings One of the most significant challenges confronting the education system today is in senior high schools. Students consistently perform poorly on physics exams, particularly those administered by the West African Secondary School Certificate Examination (WASSCE) and the recently implemented National Examination Council Examination (NECO). To reduce the number of students who have incorrect physics beliefs and to improve students’ academic performance in senior secondary schools, innovative and efficient new methods of teaching and learning physics must be developed (Gilbert et al, 2018). Students in senior secondary schools have the potential to achieve higher levels of academic success if they are taught using proven methods that are taken into account. physics. The

The study aims to identify the effects of these methods on students’ academic performance as well as the extent to which the methods can modify or change students’ academic performance in physics.

1.3 THE STUDY’S OBJECTIVE

The study’s overarching goal is to investigate secondary school students’ apprehension about learning physics in Niger state. The details are as follows:

i. To investigate the source of secondary school students’ apprehension about physics.

ii. To investigate the impact of secondary school students’ apprehension about physics on their academic performance.

iii. To determine whether teachers’ experiences influence secondary school students’ apprehension about physics.

iv. To suggest strategies for increasing secondary school students’ interest in the subject of physics.

1.4 QUESTION FOR RESEARCH:

The following study questions have been prepared:

i. What is the source of secondary school students’ apprehension about the subject of physics?

ii. What effect does secondary school students’ fear of physics have on their academic performance?

iii. Does teachers’ experience influence secondary school students’ apprehension about physics?

iv. What strategies can be used to increase secondary school students’ interest in the subject of physics?

1.5 THE IMPORTANCE OF THE STUDY

The significance of this study cannot be overstated or understated. For starters, this research contributes to the body of general knowledge and existing research on the subject. Second, this study emphasizes the critical importance of thoroughly investigating senior secondary school students’ scientific misconceptions (physics).

This will not only help to reduce general misconceptions in senior secondary school, but it will also enhance and improve student knowledge and skills in science (physics) and related subjects. Furthermore, this study emphasizes the importance of enacting national policies to support the training of specialized and qualified teachers in the field of science development in Nigeria. This will further strengthen and improve the nation’s standing in terms of scientific development in the global world, as well as increase the adoption of scientific applications in all aspects of life, including social, political, and economic aspects.

1.6 STUDY OBJECTIVES

The study will look into the reasons for secondary school students’ apprehension about physics. The research will also discover

The impact of secondary school students’ apprehension about physics on their academic performance. The study will also look into whether teachers’ experiences influence secondary school students’ apprehension about physics. Finally, the study will recommend strategies for increasing secondary school students’ interest in physics. As a result, this study will be limited to Delta State.

1.7 THE STUDY’S LIMITATIONS

The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in sourcing relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire, and interview), which is why the researcher chose a moderate sample size. Furthermore, the researcher will

Participate in this research while also doing other academic work. As a result, the time spent researching will be reduced.

1.8 DESCRIPTION OF TERMINOLOGIES

Misapprehension: an incorrect view or opinion based on faulty thinking or understanding.

Learning is a process that involves synthesizing different types of information and involves acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences.