TITLE PAGE

IMPACT OF LABORATORY RESOURCE UTILIZATION ON THE

PERFORMANCE OF PHYSICS IN SOME SELECTED SECONDARY
SCHOOLS IN GWALE LOCAL GOVERNMENT AREA, KANO STATE

BY

MA’ARUF ALIYU 34354

RAMATU ALIYU 37177

UZAIRU YA’U 34298

A PROJECT SUBMITTED TO THE DEPARTMENT OF PHYSICS,

JIGAWA STATE COLLEGE OF EDUACTION GUMEL IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
NIGERIA CERTIFICATE IN EDUCATION (NCE)

November, 2019
 DECLARATION

We are hereby declaring that this project titled “Impact of laboratory resources utilization on
the performance of physics in some selected secondary schools in Gwale Local Government
Area”. Was compiled by us and that it is a product of our research work. To the best of our
knowledge, it has not been presented in anywhere for the award of any Certificate in any
form, until now. All quotations are indicated and sources of information are acknowledged.
 APPROVAL PAGE

I hereby certify that this research work was carried out under my supervision in the
Department of Physics in partial fulfillment of the award of Nigeria certificate in Education.

___________________________ _____________________

Malam Zakariyya Dahiru Date

SUPERVISOR

_________________________ ______________________
Date
HEAD OF THE DEPARTMENT

____________________________ _____________________
External Examiner Date

ACKNOWLEDGEMENT

Our gratitude to Almighty Allah who made it possible for us to see the end of this program
for his protection, provisions, mercies and goodness towards us throughout this period, we

say His name will be forever praise.

First and foremost, our sincere acknowledgement and appreciation goes to our able

indefatigable supervisor Malam Zakariyya Dahiru for his kindness and encouragement

towards our project and also for his selfless effort for coaching and putting us through, his

advice and criticism. May Allah (SWT) guide and assist him in all his endeavours (Ameen).

Our appreciation also goes to the following people H.O.D physics department and all the
lecturers in the department of physics and school of science in General.
Our special appreciation also to our brothers, sisters, friends and colleagues who contributed
tirelessly throughout our stay in Jigawa State College of Education Gumel, may Allah reward
them abundantly Ameen.

To our beloved parents, we recognized and we’re still recognizing your effort and support in

our academic pursuit. May Allah (SWT) continue to keep you all alive to enjoy the fruit of

your labour, Ameen.

DEDICATION

We dedicated this work to Almighty Allah.

 ABSTRACT
This study was conducted on “Impact of laboratory resources utilization on the performance
in physics in some selected secondary schools in Gwale Local Government Area of Kano
State. The instrument for data collection was the questionnaire. Quantitative data were
processed and analysed using frequency and percentage. The findings revealed that prisms,
lense holder, voltmeters, clamp stand, Micrometer screw gauge, mirror, meter rules, springs
and thermometers are the major resources used at the laboratories. The tables were analysed,
recorded and conclusions as well as recommendations were made. The concludes that Most
practical lessons were either ignored or not properly organized to perform an experiment, the
available apparatus are usually in favor of past examinations not syllabus, teachers were
unable to complete the syllabus due to heavy workload and some extent inadequate resources
as well as inadequate trained teachers to conduct the practical session. The study
recommends that Practical lessons should be properly organized to perform an experiment,
the available apparatus and chemicals should be purchase and utilize accordingly based on
the syllabus, and teachers should be able to complete the syllabus despite the heavy workload
and some extent inadequate resources among others. The suggestions for further research
were made. The study was meant to determine strategies in improving performance in
physics.
 CHAPTER ONE

1.1 Introduction

Science is the tap root upon which the bulk of present day technological breakthrough is

built. All over the world, nations including Nigeria are striving hard to develop

technologically and scientifically, since the world is turning scientific and all the proper

functioning of lives depend greatly on science. Ogunleye (2000) observed that science is a

dynamic human activity concern with understanding the working of our world. Owolabi

(2004) defined science as an integral part of human society. Its impact is felt in every sphere

of human life, so much that it is intricately linked with a nation’s development. Science as a

field of study is divided into other discipline such as Physics, Chemistry and Biology. Physics

as one of the branches of science is one of the science subjects in the secondary school

curriculum, like other subjects, it performs some vital roles which help in the achievement of

some national goals. In fact, physics is the basic science subject that deals with those

fundamental questions on the structure of matter and interaction of elementary constituents of

nature that are susceptible to experimental investigation and theoretically inquiry.

Physics as one of the science subject has remained one of the most difficult subject in the

school curriculum (NERDC, 2004). A study by Owolabi (2004) revealed that the performance

of Nigeria student in ordinary level Physics was generally poor, which he attributed to many
factors including teaching strategy; it was consider as an important factor. Jegede et al. (1992)

reported factors responsible for student general poor performance in Physics as; poor

laboratory facilities, inability of the physics teacher to put across ideas clearly to the students

and inadequate numbers of learning facilities in school as against consistent increase in the

number of students. Physics as a science subject is activity oriented and the suggested method

for teaching it which is guided discovery method is resource base (NTI, 2007). This suggests

that the mastery of physics concepts cannot be fully achieved without the use of the

laboratory. The teaching of physics without learning materials (laboratory equipment), will

certainly result to poor performance in the subject.

Physics is the bedrock of science and technology because many of the tools on which the

scientific and technological advancement depends are the direct products of Physics. Physics

is therefore a core subject in science and technology since it studies the essence of natural

phenomena and helps people understand the rapidly technological changing society

(Zhaoyao, 2002). Also, the knowledge of Physics had led to sustainable development in the

area of industrialization for improvement of materials useful to the wellbeing of human race.

Furthermore, Physics education enables the learners to acquire problem-solving and decision-

making skills that pave way for critical thinking and inquiry that could help them to respond

to widespread and radical changes in all facets of life.

1.2 Statement of the problem

Despite the importance of Physics to the scientific and technological development of our

nation, understanding of the subject had dwindled over the years and performance of the

enrolled students had not been encouraging. Ho and Boo (2007) discussed that in many
countries, there has been a decline in the number of students wishing to continue with

physics. Ali (1990), Okebukola (1997), Nneji (1998), Ogunleye (2000) and Umeh (2002)

were all of the opinion that students’ performances in the science subjects were poor. Also,

previous study had shown that students who hold negative stereotype images of scientists,

science and technology in society are easily discouraged from pursuing scientific disciplines

and usually performed poorly in science subjects (Changeiywo, 2000). This situation does not

favour Nigeria’s move towards developing a scientific and technological nation. Furthermore,

students shun sciences particularly Physics when given an option and this especially applies

to girls (Aduda, 2003). This implies that given a choice, a student would rather drop Physics

in favour of other science subjects. Improving the learning of Physics and achievement in it

requires a lot of input from the teachers because the role of the teacher in the classroom is

important. The teaching approach that a teacher adopts and the available materials he/she

teaches with are factors that may affect students’ achievement (Mills, 1991). Therefore, the

use of appropriate teaching equipment and teaching method is critical to the successful

teaching and learning of Physics.

There are still much to be done in the area of effective utilization of available teaching

equipment. Therefore, this study aimed at finding out the available and utilized Physics

laboratory equipment and its effect on the students’ achievements in Physics.

Using adequate and suitable laboratory equipment to teach Physics in secondary schools will

help to improve the academic achievement of learners.

But unfortunately, the extent to which students and teachers utilize physics laboratory

resources is not clearly known. Generally, students manage to access and use the relevant and
well organized resources. However, very little is known about physics resources utilization in

secondary schools. Thus, it is important to investigate the impact of resources utilization on

the academic performance of physics in some selected secondary school in Gwale Local

Government Area.

1.3 Objective of the Study

The specific objectives of the study were to:

I. To determine the availability of the required resources for teaching physics in

secondary schools in Gwale Local Government Area.

II. To find out the extent of utilization of the available resources to enhance

performance in physics in the study area.

III. To determine current status for effective utilization of resources in teaching

physics in the schools under study.

IV. To determine strategies in improving performance in physics in secondary schools

in Gwale Local Government Area.

1.4 Research Questions

The following research questions were raised to guide the study:

i. Are there adequate human and physical resources for teaching in Gwale LGA?

ii. Do schools effectively utilize available resources in teaching physics in secondary

schools in Gwale LGA?

What is the current status of resource utilization in the schools under study?

iii. What strategies can be used to improve performance in physics in the study area?

1.5 Significance of the Study

The study would establish whether effective utilization of resources determined the

performance in physics. The level of confidence by students to handle apparatus alone

without being assisted and got required results.

The study would provide information to policy makers and relevant stakeholders on the need

to avail resources for the improvement of performance in physics. The relevance of

practical’s to daily life in terms of technological changes.

The findings of this study would also contribute to the improvement on the use of resources

to enhance good performance in physics. The motivation to be hands on students’ in learning

the concepts. The teachers would most likely be motivated to use practical effectively to

teach physics. The study would also hope to add on the existing literature in the field of

physics as well as to serve as a guide for further research.

1.6 Scope and limitations of the study

i) The locale of study is Gwale Local Government Area since it was a familiar area of study

for the researcher making it suitable for the researcher to mobilize the resources.

ii) The study covered only public schools, and they benefited from Government funding in

the study area.

iii) The study did not cover parents and board members because they were not always

available in schools.

Limitations Expected in this study include:-

i) Financial constrains for movement by the researcher. Expensive means of transport due to

inflated fuel prices, costs of research materials to be used, and accommodation as well as

meals.

1.7 Operational definition of terms

Impact: The realization of the cause as a result of action.

Resource Utilization: How the resources are used to get good results.

School resources: Class size, textbooks, library and laboratory facilities

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

In the course of this research a lot of literature had been consulted to support and give solid

background to the topic under the study. It reviews literature from books, journals articles,

conference proceeding, thesis and dissertations etc.

The review is organized under the following sub-headings:

2.2 Availability of Laboratory Equipment and Facilities for Teaching Physics

2.3 Utilization of Resources

2.4 Effectiveness of Human Resource in Teaching Physics

2.5 Strategies for improving performance in physics

2.2 Availability of Laboratory Equipment and Facilities for Teaching Physics

Resources according to Njeri (1990) enhance interest, comprehension, retention and

concreteness to any learning situation. Learning takes place more effectively when

appropriate resources fitting the curriculum are used. The resources required for teaching

physics are standardized and expensive but improvisation is allowed to make students

understand the concepts properly. Improvisation is allowed to make students understand the

concepts in physics clearly. This is student centered learning process which is practical

oriented. Learning resources enables students to understand better through the use of more

than one sense. Research by Douglass (1964) shows that instructional activities involving a
multisensory approach are superior to those directed towards a single sense. Uses of

resources therefore provide appropriate introduction and learning of new and complex

concepts. They also help in motivating the students to learning thus increasing their

participation and concentration. The use of instructional sources would make discovered facts

glued firmly to the memory of students. Sovaury (1958) also added that a well-planned and

imaginative use of visual aids in lessons should supplement inadequacy of books as well as

students interest by giving them something practical to see and do, and at the same time

helping to train them to think things out themselves.

On the relationship between educational resources and students’ academic performance

(Idiagbe 2004) concludes that teacher’s qualification and adequate facilities were

determinants of assessing academic performance of students in secondary schools.

Hence availability or non-availability of facilities in schools affects the academic

performance of students. This is in agreement with Nwangwu (1997) who believed that

teaching and learning activities, which result in effective teaching and improved academic

performance. The school climate is determined by the resources such as laboratories, libraries

with equipment and facilities which the teachers and students use and which influences

attitude in teaching and learning. Uncondusive environment create stress on teachers and

students thus resulting in negative attitude and poor performance by students. Facilities which

are below approved standards could also lead to producing wrong results and dilute the

quality of teaching and learning producing poor academic performance (Uwhereka 2005).

The school environment affects academic performance of students. Facilities such as

laboratory equipment and apparatus as well as textbooks and other teaching aids are
ingredients for effective teaching and learning (Olutola 2000). For a good educational policy

in planning to guarantee quality outputs, it must be services optimally with appropriate

trained and motivated teaching staff adequately supplied with necessary facilities and

equipment.

According to Maeke (2003), poor learning resources and facilities have been classified under

the causes of dropout rate and withdrawal. Bakhda (2004) points out those available facilities

should be adapted and utilized to suit the school curriculum and good performance.

The improvisation needs a well-trained human resource (teachers) of physics who lead the

students clearly in the cause of the lessons without misleading them to understand the basic

concepts in physics. The challenge is that such trained manpower is limited and

understanding is the major problem in the teaching of physics.

Secondly lack of apparatus and textbooks make it difficult in the teaching of the subject.

Thirdly lack of laboratories where experiments can be done and the apparatus can be kept

safely.

Modern instructional systems (campus-based as well as distance) include a diverse array of

resources for intrapersonal dialogue (individual study) such as self-instruction texts and

multi-faceted Web-based instructional system. In addition, there are various resources for

interpersonal dialogue (instructor-student, student-student) such as face to face meetings, e-

mail, telephones and websites for both synchronous and asynchronous interaction.(Gorsky &

Caspi,2005;Gorsky,Caspi & Chajut,2007). Physics education refers both to the methods

currently used to teach physics and to areas of Pedagogical research that seeks to prove those

methods. Historically physics has been taught at the high school and college level primarily
by the lecture method together with laboratory exercise aimed at verifying concepts taught in

the lectures. These concepts are better understood when lectures are accompanied by

qualified personnel, apparatus with demonstrations, hands on experiments and questions that

require students to ponder what will happen in an experiment and why students who

participate in active learning for example with hands on experiments learn through self-

discovery.

Physics education in America is taught in high schools colleges and graduate schools

(Physics educ Sept 2010 Wikipedia; the free encyclopaedia)

Good performance in high school physics depends on many things: the teacher, course

content, availability of apparatus for laboratory experiments, a clear philosophy and workable

plan for meeting students‟ needs, serious dedication to learning goals and adequate financial

support. Resources vital in providing education never seem enough to satisfy both private and

social demand that education holds various studies have not only identified resource

problems but also come up with suggestions and ways in which some of the resource

problems can be solved. Sifuna and Kiragu (1988) as cited by Olel (2000) in studies related

to contemporary issues in education, discuss the major problem in secondary education as

poor distribution of teachers. There is critical shortage of mathematics and science teachers in

some schools.

2.3 Utilization of Resources

According to Onyango (2001) resource allocation to teachers and students should follow the

laid down procedure since the resources are to be utilized for their benefit. There should be

regular stock taking and updating of the inventory. Available resources should be known and
conditions under which they can be utilized should also be spelt out to avoid unnecessary

damages.

Physics is an experimental science, theoretical and experimental high degree of integration of

scientific precision. In the current experiment in teaching is based on classical physics,

modern physics as the basic content in order to teach the basic ideas and methods of physics

processes in order to cultivate innovative thinking and practical ability of students as the goal.

With the continuous Development of science and Technology and social needs of the

continuous improvement of the experimental teaching program the limited practice time is far

from being able to meet the needs of students in practical skills. Shen Yuan-hua. Fudan

University press (2004).

The utmost significance in studying how best education resources can be utilized is in the

endeavour not only for schools to be efficient but also in the process allowing for higher

enrolment of students and provide greater opportunities for all.

World Bank (1990) as cited by Olel (2000) studies show that the three main challenges of

educational development are improving access to learning, improving effectiveness of

education and training systems and mobilizing the resources for both.

2.4 Effectiveness of Human Resource in Teaching Physics

This is an area where by the physics teachers need to prepare properly in lesson planning and

teaching the subject with relevant examples and experiments. The laboratory technicians need

to prepare the experiment which produce results. In some cases experiments fail which lead

to the belief that physics is very hard. Direct involvement of the students in doing practical

with the help of the physics teachers and laboratory technicians help in the promotion of
understanding of the basic concepts in the physics as subject. With proper improvisation and

availability of the apparatus will highly motivate the students to like the subject and perform

better in the final examinations when properly guided throughout.

The role of teacher however is the most important without a well-educated strong motivated,

skilled, well-supported teacher the arch of excellent in high school physics collapses. The

teacher is the keystone of quality. Education research has continued to show that our effective

teacher is the single most important factor of student learning (Darling-Hammond, 2000;

Marzano,2007). Marzano characterizes an effective teacher as one who matches the strategies

to the students. In its efforts to promote creativity and innovations in the way physics is

taught at university, UNESCO supports teacher upgrading and innovative approaches in

developing countries. Active learning in physics, developed over the last decade has been

demonstrated in the United States and other developed countries to enhance students

understanding of basic physics concepts. In this model, students are guided to construct their

knowledge of physics concepts by direct observations of the physical world. Use is made of a

learning cycle including predictions, small group discussions, observations and comparisons

of observed results with predictions. In this way, students become aware of the differences

between the beliefs that they bring into the introductory physics classroom, and the actual

physical laws that govern the physical world. The focus of the active learning in optics and

photonics project begun in 2003 is on one of the experimental physics areas that have been

found to be relevant and adaptable to research and educational conditions in many developing

countries. Optics has been termed an “enabling science“ as it is believed to be the basic of

many modern advances in high technology (Education and training of optics and photonics
2005 Minella Alarcon, UNESCO).

2.5 Strategies for improving performance in physics

The effective teaching of physics includes using strategies to promote constructivist learning,

conceptual understanding of physics topics and to develop skills and methods for students to

understand the process of scientific inquiry. These leading strategies include the use of

cooperative learning, technology tools and activities performed. In order to collect, analyses

and report data. The needs to understand the use of formative and summative assessments and

techniques to create a learning environment where students share the responsibility for their

own learning. American Association of Physics teachers (Role booklet 2011).

A successful physics teacher remains in close touch with classroom/laboratory realities.

 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter discusses the method and the strategy to be used in conducting the study. The

chapter however covers the following headings;

3.2 Research methodology

3.3 Research design

3.4 Population of the study

3.5 Sampling size and sampling techniques

3.6 Instrument for data collection

3.7 Method of data collection

3.8 Method of data analysis

3.2 Research Methodology

The researchers adopt quantitative research methodology for the study. According to Creasy,

(2006) Quantitative research methodology is the systematic, empirical investigation of social

phenomenon via statistical, mathematical or computational techniques to analyze data

collected from the respondents. Quantitative research methodology relies mostly on

numerical data unlike the qualitative research methodology that relies on narrative data

(Kamba, 2009).
3.3 Research Design

Research design is the plan on which the various activities in a research work can be based.

Akuezuilo and Agu (2003) stated that “research design is the plan for research project which

provides guidelines that direct the researcher towards solving the research problem and may

vary depending on the nature of the problem being studied”. This research uses survey

research design for the study because of its efficacy in finding out the meaning and obtaining

accurate result of the present research situation (Mohammed, 2006).

According to Denscombe (2008: 27) survey methods are easily associated with large scale

research covering many people and events. Osuola (2005) also noted that survey research

studies both large and small populations and by selecting and studying samples chosen from

the population, it helps to discover the relative incidence distribution and interrelations of

variables.

3.4 Population of the Study

A population is the complete set of individuals, objects and measurements from which a

sample is draw (Bello, 2009). The population of the study comprises of the physics teachers

and students of some selected senior secondary schools in Gwale Local Government Area.

Table 3.4.1 Research population

S/N School Population

1. Government Girls Secondary School Gwale 644

2 Government Arabic College Gwale ‘Yan Alewa 1218

3 Government Secondary School Goron Dutse, Gwale 1172

4 Government Secondary School, Gwale Kano City 1389

5 Prison Staff Secondary School, Goron Dutse 746

6 Total 5169

Sources: Preliminary Study, 2019

3.5 Sample size and Sampling Technique

A sample is a small amount or proportion of a total, selected to represent the total population

(Abdul-maliq: 2006). According to Krejcie and Morgan (1970) theory of determining sample

size, population of size (N) will be represented by the sample size (S) because we are dealing

with a large population therefore, using Krejcie and Morgan table of determining sample size

from a given population (5169), a total of three hundred and fifty seven (370) students in

selected secondary schools in Gwale Local government will be selected for this study. The

subject will be randomly within the secondary schools in the local government area. So also

out of 41 teachers, 19 teachers were randomly selected to participate in the study. Sampling

technique used for the purpose of this research study is simple random sampling, where every

user of the student has equal chance of being sampled.

3.6 Research Instruments

Data collection instruments refer to the tools researchers use to gather data. In this study,
information was collected by using questionnaire. The questionnaire acts as the measured tool
in the research. A questionnaire is a list of questions relating to the aims of study and research
questions and or hypothesis to verify, which the respondent is required to respond by
indicating his/her view.

Questionnaire has been considered as the heart of a survey operation (Kothari, 2009). It is

targeted to obtain information on a number of questions in it. The structured or open-ended

questionnaire is the type of questionnaire that is adopted. Structured or open-ended

questionnaire is the one that provide alternative responses by the researcher for the

respondents to freely choose. Structured or open-ended questionnaire is easy to use, demand

less time administer, facilitate data analysis and estimation of validity and reliability of the

instrument.

The questionnaire was divided into two sections; the first section was aimed at gathering the

demographic information of the respondents. The second section addressed various themes in

the background and objectives of the study. Questionnaire tends to be more objective and

detailed in data collection process. The questionnaire was used because it enables respondents

to be free in responding to questions asked. It also provides the researcher easy accumulation

of data analysis.

3.7 Method of data collection

In order to achieve the aim of this study, the questionnaires were distributed to the selected

schools in the local government area under study. The questionnaires were administered by

the researchers in person to ensure that the respondents received and complete them in good

time. Out of the 370, questionnaires distributed to the respondents, 361 questionnaires were

duly completed and returned to the researchers for analysis.

3.8 Method of Data Analysis

The entire usable questionnaire was collected and processed according to respondent’s

grouping. The data was first collected and then corded after which information relevant to the
study was extracted and analyzed using table frequency and valid percentages.
 CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

4.1 Result and discussion

The presentation of data based on the responses gotten from the questionnaires

distributed and collected from teachers and students at senior secondary schools in Gwale

Local Government area, of Kano State.

The responses were tabulated, analyses accordingly, the table contained the responses,

frequencies and percentage of the responded based on four research questions formulated in

chapter one

TEACHERS DATA

Gender

Based on findings, it was discovered that 100% of Physics teachers in the study area are

male.

Table 4:1:1 Marital Status

Response Frequencies Percentage
Single 8 42.1%
Married 11 57.9%
Total 19 100
Source: field survey, 2019
Table 4.1.1 above shows that (11) 57.9% of physics teachers are married and (8) 42.1% were
single.
Table 4.1.2: Ages of the respondents
Ages(in years) Frequencies Percentage
24-30 5 26.32
31-37 6 31.58
38-44 4 21.05
45-51 3 15.79
52-58 1 5.26
Total 19 100
Source: field survey, 2019
Table 4.1.2 above shows that 31.58% of physics teachers are between the age of 31-37 years,

also 26.32% are from 24-30 years and another 21.05% their ages ranges from 38-44 years,

also another 15.79% are within the age of 45-51 years and the remaining 5.26% are between

the age of 52-58 years old which they are strong enough to teach physics subject practical

very well.

Table 4.1.3: Educational qualification

Response Frequencies Percentage
B.sc Ed 9 47.37
B.sc 3 15.79
N.C.E 2 10.53
HND 4 21.05
ND 1 5.26
Total 19 100
Source: field survey, 2019
Table 4.1.3 above shows 47.37% of physics teachers in the study area are B.sc holders, this

indicate that they are qualified to utilize physics science subject resources with practical, also

21.05% are HND holders, 15.79% are B.sc holders and another 10.53% are N.C.E holders

and the last 5.26% are ND holders and therefore they are not qualified to teach at senior

secondary school because the minimum qualification to teach in secondary school level is

B.sc Ed physics.

Table 4.2.4 How long have you been in teaching physics?

Response Frequencies Percentage
Less than 1 year 5 26.31
2-5 years 8 42.11
Above 5 years 6 31.58
Total 19 100
Source: field survey, 2019
Table 4.1.1 above shows that 42.11% of physics teachers have been teaching for 2-5 years,
and 31.58% were engaged in teaching physics for above 5 years, while 26.31% representing

5 were teaching the subject for less than a year.

Table 4.1.5: are you involved in marking physics?

Response Frequencies Percentage
Yes 11 57.89
No 8 42.11
Total 19 100
Source: field survey, 2019
Table 4.1.5 above shows that 57.89% of the teachers responded they are involved in marking

physics, while 42.11% are not involved.

Table 4.1.6 Do you have laboratory in your school?

Response Frequencies Percentage
Yes 10 52.63
No 9 47.37
Total 19 100
Source: field survey, 2019
Table 4.1.6 above shows that 52.63% of physics teachers indicated there is laboratory in their

schools while 47.37% of the teachers are on the opinion that there is no laboratory in their

school.

Table 4.1.7 what type of physics lab resource do you use in your school?

Multiple responses

Option response Percentage

Thermometers 9 47.37%
Metre rules 5 25.3%
Springs 9 47.37%
Voltmeter 10 52.6%
Rheostats 11 57.9%
Lens pins 7 36.8%
Clamp stand 10 52.6%
Prisms 15 78.9%
Micrometer Screw gauge 8 42.1%
Burners/heaters 8 42.1%
Mirror 10 52.6%
Total 174 535.6%
The table above shows that 15 representing 78.9% of the teachers responded that they use

prisms in their lab, 52.6% representing 10 responded to voltmeter, Mirror and clamp stand

respectably, again 9 (47.37%) responded to thermometers and springs, also 8(42.1%) respond

to Mircometres screw guage and Burner/heaters, 7(36.8%) respond to lens pins, again 11

(57.9%) respond to Rheostats and the last which is the least is meter rules with 5 (25.3%).

STUDENTS DATA

Response Rate

A total of three hundred and seventy (370) questionnaires were distributed to the respondents
at their various locations. Out of this, 361 were completed and returned.
Personal information
Table 4.2.1: Gender
Response Frequencies Percentage
Male 221 61.22
Female 140 38.78
Total 361 100
Source: field survey, 2019
Table 4.2.1 above it was discovered that 61.22% of physics students are male, while 38.78%

are females.

Table 4.2.2: Ages

Response Frequencies Percentage
15-16 years 140 38.78%
17-18 years 160 44.32%
19-20 years 61 16.90%
Total 361 100%
Source: field survey, 2019
Table 4.2.2 above shows that 44.32% of the students are between the age 17-18 years,

followed by 38.78% range from 15-16 years and another 16.90% are between the ages of 19-
20 years which are the minority.

Table 4.2.3 what type of physics laboratory resource do you have and use in your school?
Multiple responses
Option Response Percentage
Thermometers 19 5.3%
Metre rules 98 27.1%
Springs 54 14.10%
Voltmeter 100 27.7%
Rheostats 56 15.5%
Lens pins 80 22.2%
Clamp stand 200 55.4%
Prisms 230 63.7%
Micrometer Screw gauge 200 55.4%
Burners/heaters 180 49.9%
Mirror 88 24.4%
Total 1305 100%
The table above shows that 230 representing 63.7% of the students responded that they use

prisms in their lab, 27.7% representing 100 responded to voltmeter, 24.4% representing 88

respond to Mirror and 200(55.4%) to clamp stand respectably, again 19 (5.3%) responded to

thermometers and 54 representing 14.10 to springs, also 200(55.4%) respond to Mircometres

screw guage and 180(49.9%) Burner/heaters, 80(22.2%) respond to lens pins, again 56

(15.5%) respond to Rheostats and meter rules with 98 (27.1%).

Table 4.2.4 How frequently do you do experiments in the lab?

Response Frequencies Percentage
Once in a week 100 27.70%
Once in a month 170 47.09%
Twice in a month 91 25.21%
Total 361 100%
Source: field survey, 2019
Table 4.2.4 above shows that 47.09% of the students’ response to once in a week, 27.70%

responded to once in a month and 25.21% said that they do experiments twice in a month
which are the minority.

Table 4.2.5 Do you do Practical Exams in your school?

Response Frequencies Percentage
Yes 290 80.33%
No 71 19.67%
Total 361 100%
Source: field survey, 2019
Table 4.2.5 above shows 80.33% of the students agreed that they do practical exams in their
skul while19.67% respond that they are not doing any practical exam in their school. From
the information obtain in the table above majority of the students indicated that they do
practical exams in their school which is very helpful.
Table 4.2.6: if yes in the table 4.2.5 above do the teachers include practical marks in your final physics
grade?
Response Frequencies Percentage
Yes 285 78.95%
No 76 21.05%
Total 361 100%
Source: field survey, 2019
Table 4.2.6 above shows that 78.95% of the students respond that the teachers include the
practical marks in the grade which has influence on their academic performance while
21.05% of the students responded that the teachers are not including it in the final grade. It
was observed from that the above information obtain that including physics practical marks
in students final grade had a great influence in improving students’ academic performance.
Table 4.2.7: Is the physics practical play any role for motivating you in physics?
Response Frequencies Percentage
Yes 297 82.27%
No 64 17.73%
Total 361 100%
Source: field survey, 2019
Table 4.2.7 above shows 82.27% of the students respond that the physics practical play an
important role in motivating them and improving their academic performance while 17.73%
of the respondents indicated it does not play any significant role in motivating them as well as
improving their academic performance.
Table 4.2.8 when doing practical in physics, is it through?

Response Frequencies Percentage

Demonstration 185 51.25
Self-practical 76 21.05
Group practical 100 27.70
Total 361 100
Source: field survey, 2019
Table 4.1.16 above shows that 51.25% physics practical was through demonstration, 27.70%
responded that it is through group practical and another 21.05% indicated that they are doing
it through self-practical.
Table 4.2.9 Do you have a lab Technician in your school?
Response Frequencies Percentage
Yes 180 49.86%
No 181 50.14%
Total 361 100
Source: field survey, 2019
Table 4.2.13 above shows that 49.86% of the students responded that they lab technicians,
while 50.14% responded that they do not have any lab technicians in their laboratory.
Table 4.2.10 If yes to the above does he/she prepare the required apparatus for physics Experiment

adequately before the practical lesson?

Response Frequencies Percentage

Yes 180 49.86%
No 181 50.14%
Total 361 100
Source: field survey, 2019
Table 4.2.10 above shows that 49.86% of the students responded Yes, while 50.14%
responded No respectively.
Table 4.2.11 During your physics practical lesson, is your physics teacher available to
instruct you adequately?
Response Frequencies Percentage
Yes 299 82.83
No 62 17.17
Total 361 100
Source: field survey, 2019
Table 4.2.11 above shows that 82.83% of the students responded to yes, while 17.17%
responded no. From the information elicit above it was discovered that the physics teachers
are available to instruct them during practical lesson.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 Introduction

This chapter presents a summary of the study, conclusions and Recommendations. The

chapter further gives suggestions for further studies.

5.1 Summary of the Study

Chapter one covers the general background and the overview of the study, statement of the

research problem, research questions and objectives, significance of the study, scope and

limitations of the study as well as operational definition of key terms.

Chapter two presents a review of relevant literature on the research topic. Issues on which the

literature is reviewed include: availability of laboratory equipment and facilities for teaching

physics, utilization of resources, and effectiveness of human resource in teaching physics as

well as strategies for improving performance in physics

Chapter three presents the research methodology, the research design and procedures used in

carrying out the research work.

Chapter Four is the second to the last chapter of the study which provides the data

presentation and analysis of the findings of the study.

Chapter five is the last chapter of the study where summary of the findings; conclusion and

recommendations from the study are presented. The recommendations are solely based on the

research findings.

5.3 Conclusions

Based on the study findings, the researcher concludes that:

1. Most practical lessons were either ignored or not properly organized to perform an
experiment.

2. The available apparatus are usually in favor of past examinations not syllabus.

3. Teachers were unable to complete the syllabus due to heavy workload and some extent

inadequate resources.

5. Due to price fluctuations in the market, the quality of the apparatus bought for practical

were compromised and were not durable or could not produce accurate results for the

experiments.

6. There are inadequate well trained physics teachers in the schools under study.

5.4 Recommendations:

This study has identified the current status of the extent of utilization of the human and

physical resources in secondary schools. Based on the research findings, the following

recommendations were made:

- Practical lessons should by properly organize to perform an experiment.

- The available apparatus and chemicals should be purchase and utilize accordingly

based on the syllabus.

- Teachers should be able to complete the syllabus despite the heavy workload and

some extent inadequate resources.

- The government should employ better qualified trained teachers that will discharge

the expected duties.

- In order to meet and cater for the needs of the schools the government should sponsor

more teachers to seminars and workshops. This will motivate the teachers and inject

professionalism, more critical capacity building at all levels and serious planning in

the implementation of the curriculum thus improved.

 - The quality assurance and standards department should employ more and train staff

on how to monitor all the facilities in all secondary schools and advice as well as

report to ministry headquarters.

Suggestions for Further Research:

 A similar study needs to be carried out in private secondary schools to investigate the

extent of effective utilization of resources.

 This study was conducted only in Gwale Local Government Area. Future research

should be carried out in other area.

 Due to rapid technological changes globally research should be conducted to update

the existing resources to relevant requirements for industrial development to meet

vision 2030 goals.

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APPENDIX
PHYSICS TEACHER’S QUESTIONNAIRE
SECTION A: DEMOGRAPHIC INFORMATION
Tick in where appropriate in the box
1. Gender:
i. Male [ ]
ii. Female [ ]
2. Marital Status
a. Single [ ]
 b. Married [ ]
2. Age:
i. 24-30 years [ ]
ii. 31-37 years [ ]
iii. 38-44 years [ ]
iv. 45-51 years [ ]
v. 52-58 years [ ]
3. Professional Qualification:

a. Diploma [ ]
b. N.C.E [ ]
c. BSC [ ]
d. BSC (ED) [ ]
e. Masters [ ]

SECTION B: RESEARCH QUESTIONS

4. How long have you been a teacher:

a) Less than 1 year [ ]
b) 2-5 years [ ]
c) Above 5 years [ ]
5. Are you involved in marking physics?
i. Yes [ ]
ii. No [ ]
SECTION C: Resource Availability and Utilization
1. Do you have a laboratory in your school?
i. Yes [ ]
ii. No [ ]

What type of resources do you use in your laboratory?

Tick appropriately the use of the apparatus/Textbooks/ bellow as it applies to your school
Apparatus
Burners/heaters
Prisms
Glass Blocks
Mirror
Micrometer Screw gauge
Springs
Metre rules
Thermometers
Lens holder
Switches
Voltmeters
Rheostats
Calorimeters
Clamp Stands
Lenses
Text Books
Masses
Pins

STUDENTS QUESTIONNAIRE
SECTION A: TICK IN WHERE APPROPRIATE IN THE BOX
1. Gender
a) Male [ ]
b) Female [ ]
2. Age
i) 15-16 years [ ]
ii) 17-18 years [ ]
iii) 19-20 years [ ]
SECTION B: RESEARCH QUESTIONs
1) Tick (√) appropriate availability and use of the following apparatus in your school
Apparatus
Burners/heaters
Prisms
Glass Blocks
Mirror
Micrometer Screw gauge
Springs
Metre rules
Thermometers
Lens holder
Switches
Voltmeters
Rheostats
Calorimeters
Clamp Stands
Lenses
Text Books
Masses
Pins

2. How frequently do you do experiments in the lab?

i) Once a week [ ]
ii) Once a month [ ]
iii) Once a term [ ]
3. Do you do Practical Exams in your school?
Yes [ ] No [ ]
4. If yes do the teachers include practical marks in your final physics grade?
Yes [ ] No [ ]
5. Is Physics practical any role for motivating you in physics?
Yes [ ] No [ ]
6. When doing practical in physics, is it through
i. Demonstration [ ]
ii. Group practical [ ]
iii. Self-practical [ ]
7. Do you have a lab Technician in your school?
Yes [ ] No [ ]
8. If yes does he/she prepare the required apparatus for physics Experiment adequately
before the practical lesson?
Yes [ ] No [ ]
9. During your physics practical lesson, is your physics teacher available to instruct you
adequately?
Yes [ ] No [ ]