ACADEMIC ACHIEVEMENT OF PHYSICS EDUCATION STUDENTS IN TWO NIGERIAN UNIVERSITIES

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1 ACADEMIC ACHIEVEMENT OF PHYSICS EDUCATION STUDENTS IN TWO NIGERIAN UNIVERSITIES Alachi Sunday, A.B. Owadara, C.O. Nwosu, and.c. Njoku Department of Physics, Alvan Ikoku Federal College of Education, Owerri and C.M. Nwokoma Department of Basic Science, Alvan Ikoku Federal College of Education, Owerri Abstract The objective of this study was to find out factors affecting the academic achievement of physics education students in Benue State University and University of Agriculture, Makurdi. The study sought answers to four research questions. The research was carried out using a sample size of 108 students of the department of curriculum and teaching, faculty of education, Benue State University and the department of Science Education, College of Agricultural Science Education, University of Agriculture, Makurdi. A questionnaire was used for data collection. A simple percentage and chi-square were used for the analysis of the data collected. Two hypotheses relevant to the research questions were tested. Several teacher, student s, parental and institutional factors were found to affect students achievement. These factors include cultism among students, lack of interest in teaching by teachers, inadequate finance from parents and poor study habits and lack of laboratory and library facilities, Recommendations were made towards overcoming the negative effect of these factors. Keywords: Factors, academic, achievement, physics education Introduction The increasing investment in education demands accountability and improvement in the quality of education to satisfy the aspiration of the system especially in science (Ameh, 2006). One reason for this has been the general outcry about the poor performance of physics Education students in Nigeria universities (Alachi, Owadara & Iwu 2016). It has been the outcry of parent, government, students themselves and the society that institution management should improve on the results of their students. Science Education and technology are said to be the foundation for national development. It is through science education that the country can occupy its rightful place among the community of nations (Alifa & jude, 2001). It has been observed also by Ada (2014), that today s science is tomorrow solution to tomorrows problem too. This clearly explains why in Nigeria there has been increase in national interest toward improving teaching and learning of science education at all levels physics education inclusive. The falling standard of education is drastically eating the nation s pride (Nwosu, 2008). The society apparently seems dissatisfied with the performance of the school system. Critics such as Alachi (2008) agrees that since the present day school are not able to fulfill the society s expectation as the early school did, the unfulfilment signified a fall in the standard of education which manifest in poor performance in examination. Other critics who include Ekoja (2002), Ogbole (2006), and Oche (2007) observed a more negative attitude of students and teachers toward their work. Some people claimed that the standard of education had not fallen. Furthermore, Ekoja, (2002) claimed that in the cognitive domain, the school has actually made a lot of progress, but that the observed drop in the psychomotor and affective domain reflects the trend in the society. Also, Udoh(2012) itemized a number of the positive performance of students as inadequate teacher, lack of instructional facilities, inadequate funds and inefficient utilization of the available funds, payment of late salaries and non-payment of allowances. Again, Oludipe, (2013), explained some factors that affect students performance as government factors, teacher factors and parental factors. Parental factors are the parent related factors that affect student s performance; such factors include poor provision, broken homes and the nature of home discipline. Students also contribute to the factors affecting their performance. Such factors include lack of commitment to their study which reflects in lateness to class and so on. The situation in physics education is not different. The study of physics education is aimed at providing sound knowledgeable citizenship that would live and 31

2 function positively and contribute toward nation building that is preparation for useful living within the society in accordance with the National Policy on Education (Federal Republic of Nigeria, 2013). It is therefore necessary to monitor students achievement at the university level, so that any factors having negative effect on such performance could be diagnosed and eliminated to ensure the production of the right caliber of physics teacher. Statement of the problem The academic achievement of physics education students in the degree programmed of Benue State University and University of Agriculture Makurdi has been a matter of concern to the parents, teachers, administration, students and the general public. Whenever a semester ends and at the end of session examination results are pasted, one observed that most of the students from 100 to 400 levels would have several carryovers. As a result, many of the students spend more than the minimum years to complete the course of study. In the light of this observation, it is necessary to find out what factors affect students achievement in physics education. Such a study is timely. Hence, this study was designed to address the issue by seeking to investigate the factors that affect students achievement on the degree programme, so that appropriate recommendations may be made to overcome them. The purpose of the study was to investigate the factors that affect academic achievement of physics education students in Benue State University and University of Agriculture Makurdi. Specifically, the study investigated: the factors that affect academic achievement of physics education students and the extent to which Benue State University and University of Agriculture students perform in their academics. Research design The research design was a survey type of descriptive research design aimed at finding out the factors affecting the academic achievement of physics education students in Benue State University and University of Agriculture Makurdi. The researcher considered this design fit as it concerned finding out through survey the response of a sample of students on what they considered to be the factors affecting their academic achievement. Area of the study The area covered was Benue State University and University of Agriculture Makurdi where physics education students of the department of curriculum and teaching, faculty of Education, Benue State University and department of science education of college of Agriculture and science education, University of Agriculture Makurdi were used for the study. Population of the study The population for this study is195 physics education students of the department of curriculum and teaching, Benue State University and the department of Science Education, University of Agriculture Makurdi. 128 students from university of Agriculture and 67 students from Benue State University, which form the population of 195 students. Sample and sampling technique The sample size for this study is 108 students which were selected randomly from 200, 300 and 400 levels students of physics education from Benue State University and University of Agriculture Makurdi. Instrument A questionnaire was used for this study. The questionnaire was constructed in such a way to get response which would help to answer the questions for this study. A descriptive and likert scale type of questionnaire was used. Section A provide information on the respondent. In section B a five point likert scale type of questionnaire was used. All statement have five possible responses for which the respondents were expected to choose by ticking that which was most applicable in their own view. The response are Strongly Agreed (SA) 4, Agreed (A) 3, Disagreed (D) 2 and Strongly Disagreed (SD) 1. The scale therefore presented a number of both positive and negative statements and question regarding the respondents. In section C there was provision for the respondent to list additional existing factors which had not been covered. The last section D of the questionnaire requested to suggest solutions. Instructional procedure The researcher reached each student across the selected level and administered the questionnaire copies with the help of the course representative. Respondents were instructed on how to complete the questionnaire and to return it early so as to avoid 32

3 being forgotten or misplaced. The questionnaires were collected by the researcher himself. Statistical analysis of the study was based on frequency count and percentage. Also chi-square (X 2 ) was employ to test the hypotheses. The percentage response was determined by simply adding the total number of the respondents who agreed, disagreed over each factor on the questionnaire. This sum was express as a percentage of all responses given to the factor. In other words, the analysis of each factor was based on percentage response to that described as follow: For ease of analysis the four- point likert scale of strongly agreed, agreed, disagreed and strongly disagreed was collapsed into 3 point scale of agreed, undecided and disagreed during the scoring process. The score value are SD = 4, A = 3, D = 2 and SD = 1. So responses of strongly agreed and agree were scored as Agreed and strongly disagreed and disagreed were scored as Disagreed. The general opinion of the students to a factor was then based on the responses with the highest percentage. That is to say that the decision about each factor was made using simple majority as cut off point. % response = total number of respondent of a factor/ total number of all response given to that factor X 100% Results Research question 1:To what extent do students related factors affect their academic achievement? Table 1: Response of student on the students related factor S/N Item description Agreed Disagreed Total 1. Students activity like cultism may affect learning 91.5% 8.5% 2 Students choice of course e.g B.sc or B.sc Ed affect learning 72.9% 27.1% 3 Student poor study habit affect learning 93.5% 6.5% 4 student fail to schedule their time wisely 89.8% 10.2% 5 Poor academic background of students to study science affect 94.1% 5.9% learning 6 Student do not take their continuous assessment seriously 68.4% 31.6% 7 Lack of appropriate book affect student achievement 93.5% 6.5% Total Mean

4 Findings % is of the view that student activities like cultism may affect learning while 8.5% disagreed with that view % believe that student s choice of course e.g B.Sc or B.Sc Ed affect learning while 27.1% disagreed that students choice of course affect learning % agreed that student poor study habit affect learning and 6.5% disagreed that student poor study habit affect learning % agreed that students fail to schedule their time wisely and 5.9% disagreed that statement. 5. Item 5 and 7 show that 94.1% and 93.5% agree that poor academic background to study science at secondary school and the lack of appropriate books affect student achievement while 5.9% and 6.5% disagreed the statement respectively. Research question 2: Do teacher related factors affect students achievement Table 2: Teacher related factors and the response of respondent S/N Item description Agreed Disagreed Total 1 Most lecturers in the faculty of science do not posses professional teaching 77.3% 22.7% qualification 2 Physics lecturers often show lack of interest in their education students 89% 11% 3 lecturers teach physics in abstract term 78.9% 21.1% 4 lecturers and students relationship is very poor 89.6% 10.4% 5 lecturers are not concerned about the quality of student they produce 82% 18% Total Mean Findings % agreed that most lecturer in the faculty of science do not posses professional teaching qualification and 22.7% disagreed % of students believe that physics lecturers often show lack of interest in their 34 education student while 11% disagree with that believes % agreed that the relationship between lecturers and students is very poor and 10.4% disagreed that the relationship is very poor. 4. Item 3 and 5 show that 78.9% of physics lecturers teach in abstract term and 82% of

5 lecturers are not concerned about the quality of students they produce. Research Question 3: Is students academic achievement affected by parental related factors? Table 3: Response of students concerning parental related factors S/N Item description Agreed Disagreed Total 1 Parent financial status affect student learning 90.8% 9.2% 2 Nature of home discipline affect student academically 84.4% 15.6% 3 parent imposed career affect academic achievement of student 86.4% 13.6% 4 Inability of parent to provide Relevant textbooks affect achievement 82.5% 17.5% Total Mean Findings 1. Item 1 shows that 90.8% agreed while 9.2% disagreed % agreed that the nature of home discipline affect student academically while 15.6% disagreed that statement. 3. In item 3 and 4 show that parent imposed career and inability to provide relevant textbook affect achievement. Research question 4: Do institutional factors affect the achievement of students? Table 4: Response of students concerning institutional related factors S/N Item description Agreed Disagreed Total 1 The laboratory is well equipped for teaching and learning physics 50.5% 49.5% 2 The library provides the necessary text books and adequate for students 57.7% 42.3% to read when given assignment 3 The number of class room are enough for students lecture and prep 38.3% 61.7% 4 Excessive course load by institution affect learning 78.2% 21.8% 5 My institution provide enough counseling services for students in 41.5% 58.5% 35

6 physics education Total Mean Findings % agreed that the laboratory is well equipped for teaching and learning of physics and 49.5% disagreed that the laboratory is well equipped % agreed that the library provide the necessary text book while 42.3% disagreed % agreed that the class room are enough for convenient lecture and prep and 61.7% disagreed that statement. 4. Item 4 and 5 shows that high percentage agreed that excessive course load affect learning and 61.7% disagreed that institution provide enough counseling services for students. Test of hypotheses The hypotheses used in this study are tested and interpreted using the chi square. X 2 = (0 e) 2 / e Where o = observed frequency of value e = expected frequency or value = summation X 2 = value of the chi square Hypothesis one: Students academic achievement is not contingent upon teachers and students related factors. Table 5: Mean of the Teachers and Students Related Factors Factors Agreed Disagreed Total Teacher related factors Student related factors Total Table 6: rearranging it in a form of chi square O e (O e) (O e) 2 ( O e) 2 /e X 2 = , N =

7 If the contingency coefficient ( c) = Where X 2 is the results of chi square N is the total number of observed value in the contingent table C = = C = Calculated value = 0.054, if df = (r-1)(c-1) = (2-1)(2-1) =1 Based on the result of table at 0.05 significant level of df of 1 = C 2 Critical = X 2 Cal X 2 Crit Since the calculated value is less than the critical value (i.e 0.054<3.841), we do not reject the hypothesis. It means that student academic achievement is contingent upon teachers and students related factors. Hypothesis two: Students academic achievement is not contigent upon parental and institutional factors. Table 7: Mean of the parental and institutional Related Factors Factors Agreed Disagreed Total Parental related factors Institutional related factors Total Table 8: Rearranging it in a form of chi square O e (O e) (O e) 2 ( O e) 2 /e X 2 = 55,151, N = If the contingency coefficient ( c) = 37

8 Where X 2 is the results of chi square N is the total number of observed value in the contingent table C = = C = 0.32 Calculated value = 0.32, if df = (r-1)(c-1) = (2-1)(2-1) =1 Based on the result of table at 0.05 significant level of df of 1 = C 2 Critical = X 2 Cal X 2 Crit 38

9 Since the calculated is less than the critical value (i.e 0.32<3.841) then we do notthe hypothesis. It mean that students academic achievement is not contingent upon parental and institutional related factors. Discussion of results Hypothesis one: students academic achievement is not contingent upon teachers and students related factors. This was tested and found not rejected. This was because from the result obtained the coefficient value of the calculated chi square is less than the critical value ( X 2 cal < X 2 crit) which mean that the hypothesis is not rejected and students academic achievement is contingent upon teachers and students related factors. Also, the result obtained in the research question show that students believe that lecturers in the faculty of science do not posses professional teaching qualification and teachers show lack of interest in their education students. Students of higher percentage agreed that lecturers and students relationship is very poor and that lectures are not concerned about the quality of students they produce which affect the academic performance of students. This result agree with Oludipe (2013) who assert the attitude of some teachers to their job level much to be desired. However, reflect in the poor attendance of lecturers to school, reluctance to participate in co-curricular activities, inadequate preparation of lessons, teaching without relevant material or instructional aids and poor relationship with students. Also in the research question on students related factors, it was believe that 91.5% agree that students activities like cultism affect learning and that poor study habit affect performance believe of 93.5%. Also, students believe that poor academic background to study science at secondary school affect their achievement and lack of appropriate text books affect performance. This results agree with Oche (2007) who asserts that low level of commitment to their academic. He agreed that students become less interested in their studies and involve themselves in social ills or unlawful act. Also Ogbole (2003) identified poor study habits as a factor affecting the achievement of students and failure to plan their timely wisely affect their achievement. All these could be contributory factors to students poor academic achievement. This means that lectures should show positive interest to their job and their students and also teach physics using relevant materials or instructional aids like picture, chart, diagram which will enhance the teaching and learning of physics better. Finally, students should improve their attitude toward their studies and should develop interest in activities that are of positive values and learn to take their academic work more serious than any other activities in school. All these will improve the academic achievement of students. Hypothesis two: Students academic achievement is contingent upon parental and institutional related factors This hypothesis was tested and found not rejected. This was because from the result obtained, the coefficient value of the calculated chi square is less than the critical value ie ( X 2 cal < X 2 crit) which mean that the hypotheses is not rejected and it mean that students academic achievement is contingent upon parental and institutional related factors. The results obtain in the research question on parental related factors shows that students believe parent financial state and the nature of home discipline affect students academically and that parent imposed career choice and inability to provide relevant test books affect achievement. This results agree with Ameh (2006) and Alachi (2008) who asserts that poor provision, broken homes, nature of home discipline affect academic achievement. Conclusion The purpose of this investigation was to find out the Factors Affecting Academic Achievement of Physics Education Students in Benue State University and University of Agriculture Makurdi. In order to obtain information, some research questions were formulated to guide the study. Based on the research questions of this study, two hypotheses were formulated and tested. The study was carried out among 200, 300 and 400, level students of the department of curriculum and teaching, faculty of education Benue State university and department of science education of college of agricultural and science education, university of Agriculture Markurdi. 39

10 The researcher uses questionnaire for data collection. The data collected were analyzed using simple percentage. One hundred and eight (108) questionnaire were administered which one hundred and two (102) were retrieved and analyzed. The major finding was that several teachers, students, parents and institution factors were identified as factors affecting student achievement. Some of these factors are 1. Physics lecturers often show lack of interest in their physics education student. 2. Lecturers are not concerned about the quality of students they produce. 3. Lecturer and student relationship is very poor. 4. Students activity like cultism affects academic performance. 5. Poor study habit affects achievement. 6. Inability of parents to provide relevant text books affects student performance. 7. Excessive course load by institution affect learning. 8. Lack of enough classroom and prep affect learning. Based on the result of the data analysis using the chi square (x 2 ), it was found that the hypothesis were not rejected. This means that student academic achievement is not contingent upon teachers and students related factors and students academic achievement is not contingent upon parental and institutional related factors. Recommendations Based on the findings, the following recommendations are made. 1. Good teaching must be encouraged among lecturers in science in Benue State University and University of Agriculture to foster students spontaneous interest and high performance. 2. Physics education students time table in Benue State University and University of Agriculture Makurdi should be organized in a way that their science courses and educational courses do not clash. 3. Study facilities in the library and ;laboratory should be improved upon so as to increase the interest of students in using the facilities. 4. Federal and state ministry of education should ensure that science subject like physics, chemistry, biology and mathematics are well thought in senior secondary school by employing well trained teachers who can handle such subjects very well so as to enable physics education students to have good background to study science course in the university. References Ada, N (2014). Curriculum and instruction: An introduction to general methods and principles of teaching with practical application to classroom: Aboki Publishers Alachi, S, Owadara, A.B & Iwu,A (2016). Effect of project-based learning on students achievement in physics. Journal of research in National Development. 14(1) Ameh, I.J (2006). Effect of motivation on Teacher and students performance in public school in Makurdi. Unpublished Ph.D thesis, Benue State University, Makurdi. Ekoja, A.A (2002). The psychology of drug and drug abuse education. Aboki Publishers. Federal Republic of Nigeria (2013). National Policy on Education, 6 th edition, Lagos: Government press. Information Handbook of the department of curriculum and teaching Benue State University publication. Information Handbook of the department of science education, University of Agriculture, 2008 publication Oludipe,B.D.(2013). Predicting student achievement in physics using academic self concept and locus of control scale scores. International Journal of Social Science and Education 2( 2) Udoh,A.O.(2012). Students conceptual difficulties in wave aspect of physics in urban and rural secondary school in Anambra state. Journal of Research in Educatio1(1)