CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
Science as a field of study has made it possible for man to know more about the universe. The effective teaching of science subjects can lead to the attainment of scientific and technological greatness (Adesoji & Olatunbosun, 2008). Science teachers are very crucial in the translation of science educational objectives into practice. Science education provides a more eective preparation for citizenship and in order to achieve this, qualified and experienced science teachers who are well aware of global demands of science teaching with a view to engendering scientific and technological values in learners are required. There has been much concern about the apparent fall in the standard of science education at the secondary school level in Nigeria. For instance, Madu (2012) and Okebukola (2015) working separately, have lamented on the decline in the standard of science teaching in Nigeria. Nwagbo (2014) identified a number of factors obstructing students’ understanding and achievement in the science subjects and among these factors was the use of inappropriate, noneective teaching methodology. Abimbola (2013) stated that the performance level for individual science subjects did not show any significant rise for a twenty-year period between 1991 and 2011, except occasionally for chemistry and physics. The persistent poor performance in science subjects at School Certificate level has given rise to an assumption that most science teachers in secondary schools in Nigeria probably do not make use of varied forms of teaching strategies to be able to cope with some specific difficulties associated with the teaching and learning of science by both the teachers and the students respectively (Achor, 2010; Umoren & Ogong, 2012).
Nwosu (2012) submitted that most science teachers do not possess the prerequisite knowledge needed for activity based learning and as a result, the most prevalent method of teaching has been the ‘talk and chalk’ (lecture) method. Ajaja (2013) identified the ‘method adopted for teaching and learning science’(p.1) as one of the factors contributing to this low interest in science and hence expressed the need for a search for alternative instructional strategies that could stimulate students’ interest and enhance their achievement. The use of various innovative teaching strategies is borne out of the fact that there are different topics to be taught and skills intended to be developed. Many innovative strategies have been developed by educators with a view to involving learners more in the teaching learning process. This is considered very important and there is the need get these strategies into the classrooms (Slavin, 2015; Leikin & Zaslavsky, 2010). For this to be done successfully there is need for teachers not only to be aware of these strategies, but also to learn how to use these strategies appropriately in the classroom. A teacher who is not aware of a variety of such strategies can neither attempt to use them in the first place nor use them appropriately.
1.2. STATEMENT OF PROBLEM
Physics being a fundamental science course has found numerous applications in all other sciences and hence its principle constitutes the bedrock of development in the science and technology of nations. Achieving proficiency in physics is, therefore, a national concern. However, developing countries including Nigeria suffer from persistent power failure, insufficient food, inadequate medical care and portable water supply as well as un-conducive living and working environment that indicate the low level of scientific and technological development. The major aim of physics teaching and learning is to promote the understanding of the concepts being taught with a view to applying knowledge of such understanding to real life situations. Hence, will eective implementation of teaching and learning enhance the transfer of knowledge of students in what content they have learned to new contexts in physics? The problem of the present study is to investigate the strategies for eective implementation of teaching and learning of physics in senior secondary schools.
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