An investigation into the attitude of secondary school students toward physics in selected secondary schools reveals varying perceptions and sentiments. While some students exhibit a keen interest and enthusiasm for the subject, viewing it as intellectually stimulating and relevant to their future careers, others may show indifference or dislike, often influenced by factors such as teaching methods, perceived difficulty, and career aspirations. This diversity in attitudes underscores the importance of identifying effective strategies to enhance engagement and foster a positive learning environment that encourages all students to appreciate the significance of physics in their academic journey and beyond.
This study aimed to explore secondary school students’ attitudes towards learning physics and how these attitudes influence their performance in internal and external examinations. It examined various aspects of their attitudes, including whether they perceive physics as difficult, their feelings during physics lessons, and their overall enjoyment of the subject. Five hypotheses were formulated for this study. The sample comprised 120 students from four secondary schools, specifically focusing on students in SS2 and SS3. The study utilized a questionnaire with 18 items, and data analysis was conducted using t-statistics.
Based on the analysis of the data and testing of the hypotheses, the study yielded the following findings:
(i) There is no significant relationship between practical work and students’ interest in physics.
(ii) There is no significant relationship between incentives in physics and students’ interest in the subject.
(iii) There is no significant difference in the performance of students who have a favorable attitude towards physics compared to those with an attitudinal bias.
(iv) There is no significant relationship between male and female performance in physics.
Consequently, the study recommends that science education should prioritize teaching methods that emphasize practical application and active learning
Title
Page
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions and Hypotheses
1.5 Significance of the Study
1.6 Delimitation of the Study
1.7 Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Definition of Education
2.3 Self Concept towards Physics
2.4 Relationship between Attitude and Motivation of Teaching of Physics
2.5 Perception of student Toward Physics
2.6 Science and the Society
2.7 Concepts of Attitude
2.8 Attitude/Interest in Learning Process
2.9 Attitude as it affects Learning
2.10 Summary of Literature Review
CHAPTER THREE: RESEARCH METHODS
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Samples and Sampling Procedures
3.5 Instrument for Data Collection
3.6 Validity of Instrument
3.7 Reliability of the Instrument
3.8 Data Collection
3.9 Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Introduction
4.2 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Implication of the Findings
5.4 Recommendations
REFERENCES
APPENDIX
Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools. (n.d.). UniTopics. https://www.unitopics.com/project/material/investigation-into-the-attitude-of-secondary-school-students-toward-physics-in-selected-secondary-schools/
“Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools.” UniTopics, https://www.unitopics.com/project/material/investigation-into-the-attitude-of-secondary-school-students-toward-physics-in-selected-secondary-schools/. Accessed 22 November 2024.
“Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools.” UniTopics, Accessed November 22, 2024. https://www.unitopics.com/project/material/investigation-into-the-attitude-of-secondary-school-students-toward-physics-in-selected-secondary-schools/
Here’s a typical structure for Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools research projects:
- The title page of Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools should include the project title, your name, institution, and date.
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- The introduction of Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools should provide the background information, outline the research problem, and state the objectives and significance of the study.
- Review existing research related to Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools, identifying gaps the study aims to fill.
- The methodology section of Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools should describe the research design, data collection methods, and analytical techniques used.
- Present the findings of the Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools research study using tables, charts, and graphs to illustrate key points.
- Interpret Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools results, discussing their implications, limitations, and potential areas for future research.
- Summarize the main findings of the Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools study and restate its significance.
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Physics, as a subject, holds a pivotal position in the academic curriculum, shaping students’ understanding of the natural world and fostering critical thinking skills. However, the attitude of secondary school students toward physics often varies, influenced by various factors ranging from teaching methods to personal interests and societal perceptions.
One significant determinant of students’ attitude towards physics is the teaching methodology employed in secondary schools. Research indicates that interactive and hands-on approaches tend to engage students more effectively than traditional lecture-based methods. When students actively participate in experiments and discussions, they develop a deeper appreciation for the subject, finding it more relevant and interesting.
Moreover, the competence and enthusiasm of physics teachers play a crucial role in shaping students’ attitudes. Teachers who are passionate about physics and skilled in communicating complex concepts can inspire curiosity and foster a positive attitude among their students. Conversely, inadequate teaching can lead to disinterest and alienation from the subject.
Furthermore, the curriculum structure and examination system also impact students’ perceptions of physics. A curriculum that emphasizes rote memorization over conceptual understanding may discourage students from developing a genuine interest in the subject. Similarly, an examination system that prioritizes test scores over practical application can undermine students’ motivation to engage deeply with physics concepts.
Beyond academic factors, students’ personal interests and career aspirations significantly influence their attitude towards physics. For students who aspire to pursue careers in science, technology, engineering, or mathematics (STEM), physics may hold particular relevance and importance. Conversely, students who do not see the practical applications of physics in their future careers may perceive it as less essential or interesting.
Moreover, societal attitudes and stereotypes about physics and STEM fields can impact students’ perceptions. Gender stereotypes, for instance, may discourage female students from pursuing physics due to perceived cultural norms or lack of female role models in the field. Addressing these societal biases and promoting inclusivity can contribute to a more positive attitude towards physics among all students.
In addition to these factors, extracurricular activities and exposure to real-world applications of physics can enhance students’ interest and engagement. Participating in science fairs, field trips to laboratories, or guest lectures by professionals in the field can provide students with tangible examples of how physics concepts are applied in practice, making the subject more tangible and relevant.
In conclusion, while the attitude of secondary school students toward physics is influenced by a complex interplay of factors, including teaching methodologies, teacher competence, curriculum structure, personal interests, societal perceptions, and extracurricular experiences. By addressing these factors and promoting a more engaging and inclusive learning environment, educators can foster a positive attitude towards physics among secondary school students, nurturing their curiosity and enthusiasm for the subject