Teaching aids improvisation in the training and understanding of physics in secondary schools

Abstract

The focus of this examine was on how to make use of improvised local resources as training aids for powerful training and understanding of physics.

The examine was carried out in Ilorin West Community Governing administration Space of Kwara Point out. thirteen secondary schools presenting physics at WAEC level was applied. thirteen physics lecturers and 39 physics learners were applied. Two sets of questionnaire, a person for learners and a person for the lecturers were sent out to these schools. Just about every established of questionnaire include 10 products. Frequency rely and percentages were applied to analyze the returned questionnaires.

The examine exposed that lecturers are not working with improvised resources often in their training. The examine suggests that lecturers are to be enthusiastic to use local resources that are commonly out there all-around them and also allow learners to take component in improvisation.

                        

INTRODUCTION

     Physics is a essentials science subject working with fundamental constituent of the universe, the pressure they actual on a person an additional, and the result generated by these forces. Aiyelabegan (2003) writes that physics is derived from Greek term which means mother nature. Thus physics should really be a science dedicated to the examine of make any difference in relation to energy. In accordance to Abdullahi(1982),physics is the examine of the partnership concerning make any difference and energy.

     Aiyelabegan (2003) noticed that physics is a science subject in which learners usually complete inadequately in senior school certification evaluation.

     The incorrect notion of some people today about the abstractness of physics should really be corrected. Physics is not abstract if taught with the proper resources and process. Our surroundings is wealthy with resources to be applied if properly harness. This is the explanation why we will need to use correct training aids and improvise resources in which they are not commonly out there in outlets. In the view of Daniel (2001) lecturers will need to be exposed to the manufacturing of instructional and understanding resources working with out there means and most specially in this age of facts technology. Kola (20007), explained improvised physics equipment should really be applied as suitable plastic containers in position of glasswares or breakable products at the before phase of learners participation in physics class.

    A lot of of the devices we use in training physics can be improvised. There are discarded resources like milk tins, damaged plastic, and some woods that can be applied for improvisation. Abdullahi(1982), explained improvised devices and resources like bamboo microscope help science training. Abimbola (1999) wrote that the main goal of working with instructional resources in training and understanding system is to make training extra powerful and aid understanding. He additional explained it would quantity to wasteful work out if a teacher decides to use resources that are not commonly out there. Some may perhaps be out there but as well high-priced for the school to find the money for, for that reason the teacher requirements to improvise.

    1 key goal of improvisation is to allow learners to take component in the system. In accordance to Adeniran (2006) when learner participates in improvisation of instructional resources they are exposed to creativity, innovation and curiosity, all of which are fundamental to training and understanding of science.

    A lot of science lecturers do not see improvisation as nearly anything to discuss about or labour for.This is simply since equipments are commonly out there in the market for training and understanding. Improvisation is extremely significant to training and understanding of science. In accordance to Fatubarin(2001), improvisation in science training is explained as an significant challenge in science Education which has captivated a ton of contributions from science lecturers.

    Tutorial resources or training aids is extremely significant in training and understanding science if adequately applied. In accordance to Adegbija and Fakomogbon (2006), instructional media or resources can be applied by lecturers to conquer sound elements, such as misconception, referent confusion and daydreaming. Odili (1990) talked over the great importance of training help in the training of science.

Analysis Queries

    The subsequent analysis queries were elevated to guideline the examine.

1. Do teacher often use-training aids in their physics lesson?

2. Are effects obtained from the use of improvised resources reliable?

3. Do learners obtain extra with the use of improvised resources when compared to the completely ready produced types?

4. Do improvised resources aids training and understanding of physics successfully?

5. Do improvised resources require extra cash and time?

Procedure

     A study process was applied for this analysis. The specific population was secondary schools in Ilorin West Community Governing administration Space of Kwara Point out. The samples of the examine were drawn from schools that are supplying physics at senior secondary level. Thirteen schools were applied all together. These schools comprise the two blended and single schools. Two sets of questionnaire were geared up for physics lecturers and learners. Just about every questionnaire contained 10 products personally administered in the schools to gather knowledge by the researcher.

    Data gathered were analyzed working with frequency counts and share. The result is presented in table down below to remedy the analysis queries elevated for the examine. Thirteen physics lecturers and thirty-nine physics learners were applied in all.

Success AND Discussion

    Analysis problem 1: Do physics lecturers often use training aids in their lesson?

Merchandise

Responses

No of lecturers

  %

No of learners

         %

1

Sure

thirteen

          one hundred

           35

                 89.7

No

          

            4

                 10.3

2

Sure

No

six

7

          forty six.2

         53.8

           eighteen

           21

                 46.2

                  53.8

                   

    From the table it can be noticed that physics lecturers are working with training aids in their lesson but not often.

    Analysis problem 2: Are effects obtained from improvised resources reliable or not?

Merchandise

Responses

No of lecturers

%

No of learners

%

7

Sure

No

six

7

forty six.2

53.8

    The responses of the lecturers showed that effects obtained from the applied of improvised substance in training physics are not reliable. This may well be due to lack of precision in measurement.

    Analysis problem 3: Do learners obtain extra with the use of improvised resources when compared to the readymade types?

Merchandise

Responses

No of lecturers

       %

No of learners

                 %

six

Sure

No

9

4

      sixty nine.2

     thirty.8

          thirty

           9

                 seventy nine.9

                  23.1

    It is noticed that learners enjoy or obtain extra when improvised resources are applied for training physics. Students’ participation in the system of improvisation may perhaps aid in gaining extra and make the lesson fascinating.

    Analysis problem 4: Do improvised resources help the powerful training and understanding of physics?

 

Merchandise

Responses

No of lecturers

%

No of learners

%

 

9

Sure

No

   28

   eleven

71.8

28.2

10

Sure

No

eleven

2

eighty four.six

fifteen.4

   –

   –

4

Sure

No

  28

  eleven

71.8

28.2

5

Sure

No

  29

  10

seventy four.4

twenty five.six

             

    It can be inferred from the table that improvised resources aids teacher in his training and also aid learners to find out physics extra successfully.

Analysis problem 5: Do working with improvised resources require extra cash and time?

Merchandise

Responses

No of lecturers

%

No of learners

%

 

 

5

Sure

No

2

eleven

fifteen.4

eighty four.six

       –

       –

8

Sure

No

     17

      22

43.six

56.4

eleven

Sure

No

4

9

thirty.8

sixty nine.2

       –

       –

    It was noticed that the use of improvised resources does not price extra cash neither does it take in extra time in training.

CONCLUDING REMARKS

    Physics, a key science subject working with the fundamental constituents of the universe, the forces they exert on a person an additional and the effects generated by these forces, is perceived by numerous as an abstract course due to the way it is taught. From the current examine it is exposed that teacher uses training aids and even improvised them but not often. To make this course real and get rid of the notion of its abstractness lecturers will need to hire various types of training aids that charm to the students’ various senses. This is in consonance with Moronfola (1983), to meet up with particular person distinctions in the class the teacher must hire various types of aids that charm to different senses.

    Improvisation of resources is not to substitute the real equipment and that is why most of these improvised resources are not reliable when it arrives to measurement in physics. They are just for demonstration and their calculated quantities should really not be based on.

    Our surroundings is wealthy with resources that can be applied for improvisation and because learners obtain extra when such improvised resources are applied, the teacher should really endeavor to contain the learners. Assignment could be offered to assemble models and other valuable training aids.

    When the teacher uses improvised resources, it assists his or her lesson and learners also find out extra. Students will understand extra when they labored with resources they can manipulate by them selves and this will make them pay out extra attention than when they are working with objects that are totally international to them.

    It is extremely appealing to note that, improvised resources does not take in cash neither a lot time. This suggests it is extremely affordable and for that reason all lecturers should really find out how to make and use them.

    Based mostly on the result of this examine, the subsequent tips are hence advised:

    Physics lecturers at all level should really be working with training aids to instruct all concepts as a lot as achievable,

    Improvisation should really form component of physics lesson as the price of shopping for physics equipment is extremely significant with the current nationwide financial system,

    Physics lecturers should really not substitute the real equipment with the improvised types in which measurement requirements to be accomplished since most of these measurements are not reliable for precision and accuracy,

    Physics learners should really be often offered assignment on how to harness their surroundings for the goal of understanding physics.

    School administrators should really assure physics lecturers usually use training aids and when important they should really make the lecturers to improvise.

                               

                                          REFERENCES.

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