CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Science has become such an indispensable tool that no nation, developed, undeveloped or developing, wishing to progress in the socio-economic sphere will afford to relegate its learning in schools. The role of science in this modern era of technology cannot be over emphasized. According to Olorundare (2011), the role of science in the development of modern societies is evident especially in the face of modern technological innovations. In other words, development of any nation is dependent on the advancement and application of science and technology (Ogunlaye & Fasakin, 2011; Awodun, Oni & Aladejana 2014). This however cannot strive fully without the knowledge and understanding of the theories and principles of physics and their applications to real life situations. Physics is a natural science subject. According to Ojediran, Oludipe and Ehindero (2014), physics is the study of matter and natural events, through empirical observations and quantitative measurement. Thus, for speedy national development with respect to science and technology, basic concepts and principles of physics are absolutely necessary. However, despite the above expectations in the study of physics as an essential science subject that promotes better living, Guzel (2004) found that there is an alarming decline in physics academic achievement and physics has been a difficult subject for students from secondary school to the higher institution. Sakiyo and Sofeme (2008) also report that students’ academic performance in physics has been low in both internal and external examinations. In the light of this, Owolabi (2009) asserts that the rate of failure in physics at the senior secondary school internal and external examination is alarming and the reduction in the number of students offering the subject over the years call for concern.

Evidence from the West African Exanimation Council (WAEC) Chief Examiner’s reports of students’ performance in Physics show that 685,669 candidates enrolled for the examination in the subject in May/June 2014 and recorded a raw mean of 16.00 and a standard deviation of 08.77 while in May/June 2015 a raw mean of 19.00 and a standard deviation of 09.90 was recorded for 658,393 candidates that enrolled for the same examination. This shows a dismal performance in physics which therefore calls for urgent attention on how to improve students’ academic achievement in the subject. Many factors have been adduced for poor achievement of students in physics among which are psychosocial variables. But literature is yet to show explicitly how much of students achievement in physics can be predicted by psychosocial factors singly and or jointly. Psychosocial factors are those that possess both psychological and sociological features (John, 2009). Such factors can promote an individual’s psychological development and interaction with the social environment. These factors include; students’ motivation, self-efficacy, peer group pressure, locus of control, attitude, interest, and anxiety among others.

 Locus of control is an individual’s belief regarding the causes of his or her experiences and the factors to which that person attributes success or failure (Anderson, Hattie & Hamilton, 2005). This can either be internal or external. If a person has an internal locus of control, that person attributes success to his or her own effort and abilities (Adedeji, Adeyinka & Adeniyi, 2009). A person with an external locus of control on the other hand, will be less likely to make the effort to learn since he or she attributes his or her success to luck or fate. In relation to achievement, students’ locus of control whether internal or external is thought of as more likely to influence their attitudes towards the learning of any given subject like physics (Thelma cited in Adedeji, Adeyinka & Adeniyi, 2009). Report by Coleman and Deleire (2000) indicate that locus of control indeed strongly influence academic achievement and decision to graduate from high school. Anderson, Hattie and Hamilton (2005) used a novel multidimensional locus of control instrument to investigate the relationship between locus of control and academic achievement in three different types of school and found that locus of control influences academic achievement. Though this evidence shows how locus of control influences achievement, it is still a concern to know the amount of variation in physics achievement that is accountable for by their locus of control. It is also noteworthy that attribution of failure to internal or external locus of controls may cause anxiety in students which can mar their academic achievement.

1. STATEMENT OF THE PROBLEM

The factors affecting academic achievement in science especially in physics has continued to be a major concern to educational authorities in Nigeria and other education stake holders. The trend achievement has been more pronounced in rural areas such as Calabar South L.G.A in Cross River State. The academic achievement has led to low mean grade for most candidates and thus jeopardize their chances for upward social mobility. At the national level the academic achievement s has led to low uptake of career in science and technology in an effort to reverse the trend, various measures are adopted targeting students, teachers and the overall teaching and learning environment. Despite these measures, the academic achievement in Physics in Calabar South, Cross River State continues with lower mean than the national averages being recorded year after year.

Rosemary Sang, Catherine, L. Sole, Christian Pirk and Mbogo (2014), attacked the problem with inadequate supply of teaching and learning resources such as chemicals, charts, apparatus, models, local specimens, laboratories, text books and libraries led to poor achievement in physics.

The continued poor achievement in physics may be attributed to a number of factors including student’s attitude towards physics, student’s resources for learning, student’s inter-personal relationship and student’s regularity to class. However, it is not clear which of the factors are responsible for the poor achievement of physics in Calabar South local government area of Cross River State. The study therefore sought to investigate whether such factors are responsible for secondary school student’s academic performance in physics in Calabar South L.G.A.

1. AIMS AND OBJECTIVES OF THE STUDY

This study basically aim at finding out the socio-psychological factors influencing secondary school student’s academic performance in physics in Calabar South.

The specific objectives of the study will be:

1. The relationship between student’s attitude towards physics
2. The relationship between student’s resources for learning.
3. The relationship between student’s inter-personal relationship.
4. The relationship between student’s regularity to class.

1. RESEARCH QUESTIONS

Arising from the research objectives, the following research questions will be presented and address in the study:

1. What is relationship between student’s attitudes towards physics?
2. What is the relationship between student’s resources for learning?
3. What is the relationship between student’s inter-personal relationships?
4. What is the relationship between student’s regularity to class?

1. RESEARCH HYPOTHESIS

H0 there is no significant relationship between socio-psychological factors and students academic performance.

H1 there is significant relationship between socio-psychological factors and students academic performance.

1. SIGNIFICANCE OF THE STUDY

The study will be helpful to the following people. The study will increase the teachers level of awareness and understanding of the factors associated with academic achievement of secondary school students in chemistry

Government need empirical data on factors associated with poor academic achievement of secondary school students in chemistry to facilitate policies and programs in curtailing the problem.

Curriculum planners and educational administrator need empirical data on the overall achievement of secondary school students in chemistry to facilitate proper curriculum policies and programmes and effective recording of data.

The study may also improve students directly in their study habit in physics.

The study helps parents to give adequate sense of motivation to students as this inspire them to pay special attention to the learning of chemistry. It will also encourage parents to be more involved in the school Electronic copy available at: work of their ward by providing them with all the necessary materials needed to encourage them.

1. SCOPE OF THE STUDY

The study is limited to both public and private secondary schools in Calabar South Local Government Area. The study is concerned only with factors associated with poor academic achievement of secondary school students in physics.

1. LIMITATION OF THE STUDY

TIME CONSTRAINTS: One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

FINANCIAL CONSTRAINTS: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project.

1. DEFINITION OF TERMS

Achievement

 This is achievement of students measured by the school through test and national examination. The process of determining student’s achievement through tests, projects and examinations.

Curriculum

 All the experience learners goes through in a learning institution. The experience includes time-table content (Subject) and Co-curricular activities. Learning environment: all the surrounding and conditions under which students study.

Peer group pressure

 The power to influence another person’ beliefs, character or actions of the person of the same age.

 Science

 A vast body of connected knowledge of theories, concepts and facts developed by scientists through scientific methods. Poor achievement: a score of below 50% obtained in chemistry by students in WAEC level

Regularity

 It is the quality of being stable and predictable or state of being regular. Student’s attitude: it is the inner disposition of the students which causes him/her to react favourable to the teacher or the person or objects in school.

Students’ Academic Performance

 Academic performance is often defined in terms of examination performance (Cambridge University Report, 2003). Is also defined “as student academic performance in school” (Chen, 2007). Evidence from the previous studies indicated that students’ academic performance can be evaluated through different ways (Ganyaupfu, 2013). This is due to the fact that every society has its own criteria or factors of measuring student academic performance like Pakistan use CGPA, GPA and students test result in academic performance measurement, Malaysia used CGPA (Ali et al., 2009). United States used CGPA (Nonis & Wright 2003). In Nigeria too students are been evaluated by using CGPA to determine their academic performance (Umar et al., 2010). Moreover most of the researchers around the globe uses Grade Point Average (GPA) to evaluate student academic performance (Galiher, 2006; Darling, 2005). In this study, students’ academic performance refers to actual cumulative grade point average (CGPA) of NCE, 111 students’ of Potiskum College of education, Nigeria.

Physics

Science that deals with the structure of matter and the interactions between the fundamental constituents of the observable universe. In the broadest sense, physics (from the Greek physikos) is concerned with all aspects of nature on both the macroscopic and submicroscopic levels. Its scope of study encompasses not only the behaviour of objects under the action of given forces but also the nature and origin of gravitational, electromagnetic, and nuclear force fields. Its ultimate objective is the formulation of a few comprehensive principles that bring together and explain all such disparate phenomena.