CHAPTER ONE

INTRODUCTION

Background of the Study

Science has been of great importance internationally for sustainable and socio-

economic development as well as for technological advancement of nations. Knowledge

of science and technology is therefore a requirement for all countries and needed by all

people globally due to numerous challenges that are facing them. These challenges

include emergences of new drug resistant diseases, effects of genetic experimentation and

engineering, ecological imodern technology, dangers of nuclear war and explosions and

global warming among others (Oluwasegun, 2015). This had resulted to rapid changes

taking place in medicine, industry, communication, and agriculture. Science as an agent

of development plays an important role in bringing about these changes through

technological advancement, national wealth enhancement, health improvement and

industrialization, this is why scientific and technological breakthrough is usually the goal

of any developing nation like Nigeria.

Science stands out to be the most important discipline among other disciplines. In

this modern world, we practice science every day. According to Alina (2017) Science is a

systematic and logical approach to discovering how things in the universe work. Science

is also the body of knowledge accumulated through the discoveries about all the things in

the universe. Such may include things like the discovery of irregularities and their effects

in nature, knowledge of human actions on things, events and the consequence of such

action and understanding derived from control of diverse phenomena in nature

 According to Lyndsay (2021), Science is defined as the observation,

identification, experimental investigation and theoretical explanation of natural

phenomena; Science is also a system of acquiring knowledge based on the scientific

process or method (observation, experimentation, predictions, generalization, inferences,

drawing conclusion and so on) in other to organize a body of knowledge gained through

research.

There are many branches of science. Science is studied at all level of education, nursery,

primary to secondary and tertiary level. Science is taught as integrated science, science is

taught as chemistry, physics, biology and so on. In tertiary institution, science is taught as

various branches which include: microbiology, botany, zoology, biochemistry, taxonomy,

nuclear physics, thermal physics, solid state physics and lots more.

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 (Adebisi, 2014). The principles of Physics have been widely used for

various economic, scientific and technological advancement such as in information

technology, which has reduced the world into a global village through the use of satellites

and computers. 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.

 Physics generates the fundamental knowledge needed for the future technological

advances that will continue to drive the economic engine of the world. Physics

contributes to the technological infrastructure and provides trained personnel needed to

take advantage of scientific advances and discoveries.

Despite this importance of physics to the society at large, students’ achievement

in the subject at secondary school level has been poor. In Nigeria, there has been a

recurring unacceptable attainment of students’ achievement in physics. Record of

students’ performance at senior school certificate examination (SSCE) in physics

conducted by West African Examination council (WAEC). According to Ugwuanyi and

Adinfusi (2021) shows that 2015 and 2017, (except 2016) less than 50% of the students

who enrolled for physics obtained credit (C) level pass and above to secure admission

into university in other to pursue courses that require physics. The researcher stressed that

the failure rate continued from 2018, 2019 and 2020 (42.9%, 47.1% and 46.2%

respectively. In general, this cannot be considered an acceptable achievement as many

have lamented that achievement of Nigeria physics students has been generally not good.

The student’s poor academic achievement in physics has been attributed to many factors.

These includes school factors, teachers’ factors, students’ factor like self-efficacy, locust

of control, laboratory facilities,inadequate teaching method, general inequality and more.

Many researchers argue that female students are less interested than male students in

physics and that student interest in physics decreases with age (Renninger, Kensey,

Stevens, & Lehman, 2015). One reason for this difference is that female students see

themselves as having fewer opportunities to engage in science and science careers than

boys (Aschbacher., Li, E., & Roth, 2010). Another reason is that in science and
engineering there are fewer female role models than male ones. Lack of female role

models affects not only female student identity but also their possible identity as a

scientist (Settles, Jellison, & Pratt, 2009). As a consequence of these experiences and

influences, male and female students differ regarding, which scientific topics are of

interest to them. For example, technological contexts are of less interest to female

students than to male students, while personal contexts such as health and societal ones

seem more or equally interesting to females compared to males (Osborne et al., 2003).

The reasons for gender differences in physics are multifaceted.

Teaching method can operationally be defined as an organized procedure for sharing

knowledge. According to Anene (2011), teaching method is any pedagogical strategy

designed and adopted by teacher to facilitate teaching on the teacher’s part and learning

on the learner’s part. Teaching methods can also be defined as procedures with more or

less defined steps which tend to promote overall teaching strategies. The main purpose of

teaching is the transfer of knowledge from the teacher otherwise known as instructor to

the students otherwise known as the learner.

The method of teaching often adopted by Physics teachers in Nkanu west local

Government area is lecture method. the lecture method is very useful in teaching large

classes, which is a very common feature in most public schools in Nigeria (Neboh, 2009).

Also, Okeke (2011) stated that most science teachers use lecture method because it is the

easiest to deliver instructions. The method allows the teacher to have full control of the

lessons in the classroom and it allow for dissemination of large information at given

period. Ebiye (2011) posited that in applying lecture method, the teacher does most of the

talking during the lesson, giving new ideas, expressing an option, explaining various
points, occasionally writing on the board and making use of instructional materials. It is a

one-way traffic because the teachers give ideas while the students receive them. The

conventional teaching method has some major flaws despite its advantages and this might

be one of the causes of poor achievement in Physics (Neboh, 2009). According to Neboh,

(2009) the lecture method has failed in the recognition of the uniqueness of the discovery

and inquiry-based nature of Physics and the learner individuality. It does not facilitate the

development of reasoning skills, manipulative skills and exploitative skills in the

students’ thus, leading to poor achievement. one of the consequences of employing

lecture method is that it does not captivate students’ interest. Based on these facts, the

researcher is of the view that when physics teachers utilize appropriate teaching

strategies, which are student-centred and activity-oriented, the physics concepts would be

easily understood by the students. There are many student-centred and activity-oriented

teaching strategies, but this study focused on using Scientific argumentation skill in

problem solving.

Now Learning science is not only students obtaining knowledge about their

environment but also grasping the scientific way of learning, suggesting claims about a

problem, persuading the other party, and being able to argue as to defend the claims they

have joined through scientific research to make them clear (Skoumios, 2021). Hence,

science generally improves not through agreements but through objections, conflicts, and

arguments. Also, since understanding the relation between a claim and evidence is

understanding a claim and the truth, it helps develop scientific skills (Erduran, Simon, &

Osborne, 2019). It seems reasonable to conclude that students learn the basic skills better

if they are considered an important object of instruction and if proven teaching methods
are used (Ebenezer & Haggerty, 2018). Learners could acquire scientific process skills by

teachers creating constructivist learning environments and employing instructional

strategies in science education (Önal, 2015, 2018; Scherz, Bialer, & Eylon, 2020). In

scientific process, it is necessary to determine more than one point of view and idea,

develop proper solutions, and back these solutions up with data and evidence. If we want

students to understand scientific process and applications, we should add arguments,

conflicts, and heuristic rules based on scientists’ interpretations to the results of

experimental details rather than only pronouncing them (Nussbaum & Sinatra, 2022). At

this point, scientific argumentation has emerged as an important technique. Also

scientific argumentation is a process of using evidence and defending a point of view, it

is related to scientific process skills.

For instance there is unsolved argument in Physics content known as Classical Physics

and Modern Physics, this content in physics has been not be clear to some physics

student, because some believed that Classical Physics give good detail in explaining

Quantum mechanics, while some students believed that Modern physics have the best

explanation of Quantum mechanics, therefore it will clearly stated if this physics content

are in scientific arguments between students, in order for them to give their own opinion

about this particular physics content.

Scientific argumentation requires scientists to support their claims (either for or

against a particular idea or explanation) with evidence that has been gathered through

observation or experimentation and then to use logic and reason to justify why that

evidence supports their claims. The use of scientific argumentation in teaching is of great

importance as it makes the students’ engagement more effective in the teaching and
learning process, as it helps develop their ideas because they come to know themselves

rather than presenting them in ready-made templates (Ratcliffe and Grace, 2013).

Teaching individuals how to engage in discussions and use scientific evidence in these

discussions is an important issue for the future of decision-making, especially when the

students are faced with controversial issues (Ratcliffe and Grace, 2017). Therefore,

science should play a critical role in developing future citizens with such skills (McNeill

et al., 2016). Uncertainty in argument created productive moments for students to

collaborate in dialogue and direct their understanding of natural phenomena toward more

cohere. Argumentation has cognitive values in science education; for example, when

considering cognitive perspective, argumentation contains the reasoning of individuals

and in classes where arguments take place and students express their thoughts.

Expressing thoughts in this way helps students change direction from their inner

psychological area (mind) and rhetorical arguments to their outer psychological area

(classroom) and dialogic arguments. In science education, practicing the teaching

approach that provides a student-centered learning environment ensures students’

cognitive skills as well as skills of reasoning and examination; and it supports scientific

process skills, reasoning and questioning skills, and improves scientific epistemology,

Conceptual understanding and Problem Solving skills which will enable the students to

solve and face his daily challenges and impact positively to society as a wholes

Among the important skills of the 21st century collaboration and problem

solving are important skills that must be mastered, because both skills can be

fostered and developed through a problem-solving approach in science or called

teaching through problem solving . Nowdays, humans naturally solve problems in their
life to fulfil various necessity. According problem solving is practiced in schools as

well , because one of its main goals is to train students to solve problems, both problems

in the school context and problems in daily life. Therefore, in identifying problem

situations, assessing possible implications, and finding solutions to avoid various

consequences or at least reduce their impact on the environment, it is very important

to solve. Problem solving is the initial knowledge of people who are given a

conditioning and a process to overcome obstacles that must be overcome not only

including cognitive aspects but also motivational and emotional aspects . The

typical phase according to prior research which are used to solve problems, among

others, the discovery of problematic situations, the resolution process in which the

subject can change the situation/object under study to meet the required objectives,

verification of the methods found . Problem solving is described as a result of

resume of activity such us knowing problem, interpreting problem, figuring out problem,

choosing the appropriate strategy, applying the process and strategy skill, and

making written and acceptable answers. Based on the opinion of the researchers above,

the essence of problem solving is a person's activity to be able to solve problems

appropriately and acceptable through certain conditioning strategies . The Ability of a

student to solve some certain problem he or she is facing which may be the problem from

academic sectors, economic sector and social sector has been supported from knowledge

he or she has gained through developing Scientific argumentation skill and also having

scientific thinking process skill too.

Statement of the Problem

The important of knowledge of Physics to National development is very paramount

which every citizens of the nation have to put their mind and effort to see that physics

subject are treated well in our various schools in our societies. Since we can develop

Problem Solving Ability Skill through Having Scientific argumentation Skill, but some

students especially physics students failed to have those skills and are not good in arguing

, this may result from poor teaching experience of the teachers and students low

personality and esteem. When a student have poor scientific argumentation skills will

make the student to have poor knowledge about physics subject and this will the student

to have poor academic achievements. Whenever people are facing their daily life

challenge and solving our problem in a way that is accepted and educative may has

influenced by Effective use of Scientific Argumentation in Solving problems among

Secondary School Physics students in Nkanu west LGA of Enugu State .

Purpose of the Study

The purpose of the study is to determine the effect of scientific argumentation on

Secondary school Physics students'problem Solving ability in Nkanu west LGA of Enugu

State, specifically the aimed to :

1. Determine the effect of scientific argumentation instruction on problem - solving skills

among physics student in Nkanu West Local Government Area

2. Determine the effect of scientific argumentation instruction on male and female

physics student's problem - solving skill in Nkanu West Local Government Area.