Download this complete Project material titled: Problems Encountered by Teachers and Students in the Teaching and Learning of Physics in Jos. with abstract, chapters 1-5, and references. Preview Abstract and Chapter One below.

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With reference to secondary schools in Jos, the study looks at the challenges and potential for teaching and learning physics at the secondary school level. The study was conducted using a survey method, and out of 65 members of the academic staff at secondary schools in Jos, 35 participated in the study. For the study, a questionnaire with a five-point Likert scale that was prepared by the researchers was employed. Mean scores and frequencies were used to analyze the data in accordance with the research questions. The findings of the research indicate that the standard lecture mode of instruction needs to be modified and improved if physics is to be taught and learned. Additionally, the traditional lecture method, lecture-demonstration technique, and cooperative group teaching technique are the teaching methods applicable in the teaching and learning of physics in secondary school. The problem militating against teaching and learning Physics in seco is the negative attitude of students at the secondary school level toward learning Physics, which affects their ability to learn the subject.




1.1 Background of The Study

Despite the benefits that students stand to gain from learning Physics, the attitude towards the subject in secondary schools in Nigeria is unsatisfactory. Most students blatantly chose to study other subjects in lieu of physics, despite the false impression that the subject is difficult to assimilate (Okoh, 2017). The degree to which students are interested in learning physics is significantly influenced by their attitude toward the subject. As a result, Cupdag (2019) asserted that students’ attitudes toward a certain subject show their degree of learning, which makes them more eager to learn than those who have a negative attitude towards it. In this regard, Cheng (2014) showed that students’ evaluations of their learning in physics were unfavorable, in line with their perception that physics is difficult to learn and that learning it is a chore. Due to the poor impression of students as learners, this has an adverse effect on how the subject is taught.

Furthermore, Edward (2016) claims that studies in a related field that assessed students’ perceptions about the nature of learning physics and appraisal of instructional strategies that would support students’ development of more optimistic attitudes and expert-like beliefs; It was shown that even if understanding physics will help students, their perception of the topic as being difficult cannot be easily changed, which has an impact on how the subject is taught in secondary schools in Nigeria. Torres (2017) asserted that the emphasis on scientific education today has shifted away from teaching science as a body of accepted information and toward teaching science as a human activity. Science education has, in large part, encouraged students to accept scientific knowledge without inquiry, memorize current ideas, and provide alternate explanations rather than educating them to think critically and independently. As a result, Physics as a dynamic branch of science is challenging to describe. As a result, when learning Physics, this subject should instead be taught as a dynamic branch of science that should provide questions and explanations on how the world functions rather than as a series of formulas to be memorized and applied only for “cultural” purposes (Jense, 2015). In light of this, the researchers believe that the “problems and prospects of teaching and learning of physics at the secondary school level” are a topic that merits further research.


1.2 Statement of The Problem

Numerous studies demonstrate that students perform poorly in physics; this is linked to the idea that physics is difficult to learn, which causes students to have a negative attitude toward the subject. Physics is taught by teachers as a body of formulas to be remembered and applied purely for educational purposes, as opposed to teaching pupils how to think critically and independently rather than accepting such knowledge without inquiry. Planners and decision-makers in Nigeria’s education system now take this issue seriously. As a result, the topic of this study is thought to be an empirical issue that merits further exploration.


1.3  Purpose of the Study

The main purpose of this study is to find out the problems affecting the process of teaching and learning Physics and the prospects in Secondary schools in Jos of Plateau state. Specifically, the study sought to:

  1. find out instructional material problems affecting the teaching and learning Physics in Secondary schools
  2. determine teacher-related problems affecting the teaching and learning Physics in Secondary schools
  3. ascertain time-related problems affecting the teaching and learning Physics in Secondary schools and finally
  4. find out the prospects in minimize these

1.4 Research Questions

  1. What are the instructional material related problems affecting the teaching and learning Physics in Secondary schools in Plateau state?
  2. What are the teacher-related problems affecting the teaching and learning Physics in Secondary schools in Plateau state?
  3. What are the time-related problems affecting the teaching and learning Physics in Plateau state?
  4. What are the prospects of minimizing these problems affecting the teaching and learning Physics in Plateau state?


1.5  Significance of the study

Many people find the current study to be very relevant. Teachers, students, curriculum designers, parents, and other stakeholders in education will all benefit from this study’s conclusions.

The study’s conclusions will help teachers become better teachers. They will be made aware of the significance of finding efficient strategies to communicate with various learner types and conduct multiple assessments of student comprehension. Teachers of physics will recognize the value of continuing their own education in order to improve their subject-matter proficiency. The training might focus on improving the bond between educators and learners. Teachers might improve as advisors, subject matter experts, and coaches as a result, which would make education more relevant (Eyibe, 2017).

Students will have a greater understanding of the value of technology as well as the information and skills necessary to thrive in a sophisticated, technologically advanced knowledge-based economy as a result of the study’s findings. Students will be better equipped to learn and readily hone their analytical and problem-solving abilities if they are aware of the difficulties associated with teaching and learning physics. Additionally, conduct experiments, observe phenomena, and view outcomes graphically to facilitate understanding. Additionally, the results will benefit students who are using project-based learning and technological tools. With these, there will be less behavioral issues in the classroom as pupils are more likely to remain focused and involved.

This research would be useful to curriculum developers like the Nigerian Educational Research and Development Council (NERDC).


1.6  Scope of the Study

The issues influencing the teaching and learning of physics in the public secondary schools in Plateau state are the focus of this study. The study looked into problems with instruction, time management, and teachers. It also concentrated on potential solutions for the issues plaguing the teaching and learning of physics in secondary schools in Plateau state.


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Disclaimer: This PDF Material Content is Developed by the copyright owner to Serve as a RESEARCH GUIDE for Students to Conduct Academic Research.

You are allowed to use the original PDF Research Material Guide you will receive in the following ways:

1. As a source for additional understanding of the project topic.

2. As a source for ideas for you own academic research work (if properly referenced).

3. For PROPER paraphrasing ( see your school definition of plagiarism and acceptable paraphrase).

4. Direct citing ( if referenced properly).

Thank you so much for your respect for the authors copyright.

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