EFFECTS OF A CONSTRUCTED SIMPLE HARMONIC MOTION ON

STUDENTS’ ATTITUDE AND ACHIEVEMENT IN SENIOR SECONDARY

SCHOOL PHYSICS IN JOS SOUTH LGA, PLATEAU STATE

BY

JACK DUNG BITRUS

UJ/2016/ED/0121

A PROJECT SUBMITED TO THE DEPARTMENT OF SCIENCE AND

TECHNOLOGY EDUCATION UNIVERSITY OF JOS, IN FULFILMENT OF
THE REQUIREMENT FOR THE AWARD OF DEGREE OF BACHELOR OF
SCIENCE IN EDUCATION (BSc PHYSICS EDUCATION)

DECEMBER, 2022

1
 APPROVAL

This research work has been approved for the award of Bachelor of Science Degree

in Education (B. Sc. Ed) in the department of Science and Technology University of

Jos, Plateau State, Nigeria

……………………………

……………………………….

PROF. MANKILIK MANGUT DATE

PROJECT SUPERVISOR

………………………………. …………………………….

DR. L. A KEWEST DATE

HEAD OF DEPARTMENT

………………………………… ……………………………..

PROF. JOSEPH MAINA DATE

DEAN FACULTY OF EDUCATION

…………………………………… …………………………..

2
 EXTERNAL EXERMINER DATE

DECLARATION

I hereby declare that this piece of work has been written and compiled mainly

by me under the supervision and guidance of Prof. Mankilik Mangut of the

department of Science and Technology, University of Jos, Nigeria. Writers whose

book/research work have been used and referred to in the case of this project work

have been duly acknowledged.

…………………………………

………………………….

JACK DUNG BITRUS DATE

UJ/2016/ED/0121

3
 DEDICATION

I dedicate this project to God Almighty for protection and guidance

throughout the period of my studies.

I am also dedicating this piece of work to my mum MRS HANNATU B.C

JACK she stood by me all my university days, also dedicating this project to my
company ELAN LAUNDRY WORLD AND BOUTIQUE ACCESSORIES it has
been the backbone for funds.

4
 ACKNOWLEDGEMENT

My appreciation goes specifically to my project supervisor Prof. Mangut

Mankilik who is more of a father to me, gave me the necessary advice, suggestions

and encouragements throughout the period of this work. I am for sure grateful.

My special thanks go to the following amiable people for their immeasurable

support given to me during the course of this study; My mum Mrs Hannatu B.C Jack,

Mr David Davou, my siblings(Dachollom, Yop, Kate, Lois, Vivian, Clinton) for

making this piece of work a success in one way or the other.

My topmost appreciation goes to ELAN LAUNDRY WORLD AND

BOUTIQUE ACCESSORIES been the engine room for finances.

My warm regards goes to my lecturers and my level coordinator, Mr Ejiga, my

special thanks to my friends Godswill Wetle Yusuf, Joshua Baba in one way or the

other made this work a reality.

I wish to acknowledge all my colleagues in Physics Education for their

understanding during the course of our study in campus.

To all others too numerous to mention here who either through materials,

moral or spiritual support contributed to the successful completion of this project, I

wish them abundant blessings of God.

5
 TABLE OF CONTENTS

PAGE

TITLE -------------------------------------------------------------------------------

APPROVAL……………………………………………………………….

DECLARATION………………………………………………………….

DEDICATION…………………………………………………………….

ACKNOWLEGEMENT……………………………………………...........

TABLE OF CONTENTS………………………………………………….

LIST OF TABLE -------------------------------------------------------------------

ABSTRACT………………………………………………………………..

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY………………………………….

1.2 STATEMENT OF THE PROBLEM………………………………...

1.3 AIM AND OBJECTIVES…………………………………………….

1.4 RESEARCH QUESTION…………………………………………….

1.5 RESEARCH HYPOTHESIS…………………………………………

1.6 SIGNIFICANCE OF THE STUDY………………………………….

1.7 DELIMITATIONS OF THE STUDY………………………………..

1.8 DEFINITION OF TERMS…………………………………………..

CHAPTER TWO

REVIEW OF RELATED LITERATURE

6
2.1 NATURE OF PHYSICS CURRICULUM…………………………...

2.2 PHYSICS EDUCATION IN NIGERIA ……………………………...

2.3 PROBLEMS OF PHYSICS EDUCATION IN NIGERIA…………..

1. Curriculum Content……………………………………………………....

2. Teaching Method………………………………………………………….

3 Teachers’ Quality………………………………………………………….

4. Students’ Attitude towards physics………………………………………

5. Students’ ignorance of the relationship b/w physics and environment…

6. Teaching Materials…………………………………………………………

2.4 IMPORTANCE OF SIMPLE HARMONIC MOTION………………...

2.4.1 Students’ Attitude towards the concept of SHM………………………

2.4.2 Challenges faced in the teaching and learning of practical physics (SHM)

2.5 METHODS OF TEACHING PRACTICAL PHYSICS…………………….

2.6 SUMMARY OF LITERATURE REVIEW………………………………….

CHAPTER THREE

METHODS AND PROCEDURE

3.1 RESERCH DESIGN………………………………………………………….

3.2 POPULATION AND SAMPLE……………………………………………...

3.2.1 POPULATION ------------------

3.2.2 Sample……………………………………………………………………….

3.3 SAMPLING TECHNIQUES………………………………………………....

3.4 INSTRUMENT FOR DATA COLLECTION………………………………

3.4.1 Description of instrument…………………………………………………..

3.4.2 Procedure for development of instruments--------

3.5 VALIDITYAND RELIABILITY OF THE INSTRUMENT……………….

7
3.5.1 Validity……………………………………………………………………….

3.5.2 Reliability…………………………………………………………………….

3.6 PROCEDURE FOR DATA COLLECTION………………………………...

3.7 METHOD OF DATA ANALYSIS………………………………………….

CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 RESULTS……………………………………………………………………

4.2 DISCUSSION………………………………………………………………..

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 SUMMARY OF THE STUDY……………………………………………...

5.2 CONCLUSIONS……………………………………………………………..

5.3 RECOMMENDATIONS……………………………………………………

5.4 SUGGESTIONS FOR FURTHER RESEARCH………………………….

5.5 LIMITATIONS OF THE STUDY………………………………………….

REFERENCES…………………………………………………………..

APPENDICES ………………………………………………………………

LIST OF TABLES

TABLE PAGE

1.

2. ETC.

8
 ABSTRACT

The study investigated the effect of a constructed simple pendulum on students’

attitude and Achievement in senior secondary schools in Jos South LGA Plateau
State. The study employed a pre-test, post-test quasi-experimental research design
using gender as moderator variables. A sample size of one hundred students studying
physics were purposively selected from five (5) senior secondary schools ( two
private and two public) in Jos North ,plateau state from a population of 2,811

9
students. Two validated research instrument Physics Achievement Test (PAT, r =
0.84) and Students Motivation Questionnaire (SMQ, r= 0.74) were used for data
collection. The study lasted for two weeks: in which the experimental and control
groups were pre-tested after which the experimental group were exposed to simple
pendulum concepts in the laboratory while the control groups where exposed to
physics concepts without the of the laboratory strategy teaching. Three research
questions guided the study and two hypotheses were tested at 0.05 level of
significance. Data collected were analyzed using the mean and standard deviation for
the research question and t-test of independent sample for the hypotheses to determine
the potential of each group. The study reveals that: male and female students perform
better when exposed to the practical approach of teaching the concept of a simple
pendulum in contrast to the conventional theoretical approach, students are highly
motivated when the practical strategy is used in teaching physics concepts. Based on
the findings from this study, the following recommendations were made: Physics
teachers should therefore incorporate laboratory strategy teaching method into the
teaching-learning process since it develops students’ scientific and practical skills,
physics teachers should be critical in understanding students learning and academic
performance in physics

10
 CHAPTER ONE
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Physics is one of the physical science subjects that explains the nature of matter

and energy and how both interact with each other. This energy can take the form of

motion, light, electricity, radiation and gravity. Physics deals with matter on scales

ranging from sub-atomic particles (that is, the particles that make up the atom and the

particles that make up those particles) to stars and even entire galaxies. It is also the

study of natural phenomena in its fundamental state which is based mostly on

empirical observation and quantitative measurements. As an empirical science,

physics utilizes the scientific method to formulate and test hypotheses that are based

on observation of the natural world. More broadly, physics is the general analysis of

nature, conducted in order to understand how the universe behaves. In a nutshell,

physics is a science that studies the laws of nature (Adeyemo, 2011; Walsh, 2012;

Macmillan & Eray, 2015).

Physics is a very crucial subject in the Nigerian school curriculum because of

its potential to enhance the study and acquisition of relevant technology necessary for

sustainable human development and environmental management. The technological

culture of the citizens of any nation cannot be firmly rooted without physics. For

instance, in information and communications technology, which has reduced the

world into a global village through the use of satellites and computers, the application

of physics principles and laws has been very useful. The technological inventions

such as radios and satellite communication, televisions, which use the Cathode Ray

Oscilloscope (C.R.O), radar, which uses radio waves to monitor the position and

movement of aircrafts, remote sensing techniques, modern receivers and detectors,

11
electrical generators used in power stations, cellular phones, scanning machines,

camera and many others are modern technologies that require the knowledge,

acquisition and application of physics principles (Ogunleye & Babajide, 2011).

In the field of medicine, Physics as a science subject contributes immensely in

improving the quality of lives by providing the basic understanding necessary for

developing new instrumentation and techniques for medical applications such as

Computer Tomography (CT), Magnetic Resonance Imaging (MRI), ultrasonic

imaging, Positron Emission Tomography (PET), and laser surgery, to mention just a

few. For instance particle accelerators are now being used to treat cancerous tumors.

Medical doctors nowadays employ non-invasive techniques or machines such as

electro-cardiograph (electrical signal from the heart), electrooculography (electrical

signal from the eye) and electro-encephalography (electrical signal from the brain), to

obtain information about a patient’s health without subjecting the patient to undue

pain of surgery (Macmillan & Eray, 2015; Omaga, Baba, & Bala, 2015). All these

techniques require the sound knowledge and acquisition of physics concepts and

principles.

However, despite the numerous applications of Physics as a technology for

human and national development, many students step aside from choosing it as one of

their science subjects at senior secondary level. The few that are offering it do so for

its utility value in the choice of career in physics related profession such as

engineering, medicine, geology, nursing, pharmacy and others. This attitude of

students towards physics is one of the causes of their low performance in the subject

in standardized examinations. Other reasons for students’ poor performance in

physics have been attributed to many factors among others such as the nature of

physics itself (abstract and mathematics interface), lack of qualified teachers, poor

12
learning environment, unavailability of learning materials, teaching strategy adopted

by the teachers (Ariyo, 2011; Usman, 2013; Fasanya, 2015, Hassan & Mankilik,

2015).

The significant role of physics in scientific and technological development of

all nations has prompted Nigerian government and other organizations such as

Science Teachers Association of Nigeria (STAN), SHELL, NNPC, CHEVRON,

among others to take bold steps in improving science and technology in schools.

These efforts of the government include among others, the launching of two space

satellites systems namely, the NIGERSAT and NIGCOMSAT for weather

observation and telecommunication respectively in 2011; establishment of new

federal universities of technology to promote and develop scientific and technological

research in Nigeria; 60:40 science to humanity admission to improve students

enrolment into science related courses in tertiary institutions; establishment of science

and technology museum through the ministry of science and technology for skill

acquisition of young people.

Therefore, in complementing the Nigerian government efforts, there is need

for further researches into more effective methods of teaching and learning of physics

which will be geared towards enhancing students understanding and performance in

the subject. If the Nigerian government is putting efforts to improve science and

technology by establishing universities of technology, Polytechnics or Monotechnics

and Technical Schools, but they would be manpower are not properly taught for

deeper understanding of physics concepts, then all these efforts will amount to

nothing.

13
 A simple pendulum is a weight suspended from a pivot so that it can swing

freely. When a pendulum is displaced sideways from its resting, equilibrium position,

it is subject to a restoring force due to gravity that will accelerate it back toward the

equilibrium position. When released, the restoring force acting on the pendulum's

mass causes it to oscillate about the equilibrium position, swinging back and forth.

The time for one complete cycle, a left swing and a right swing, is called the period.

The period depends on the length of the pendulum and also to a slight degree on the

amplitude, the width of the pendulum's swing.

The method of teaching and learning of physics concepts (Simple Harmonic

Motion) adopted by physics teachers in Nigerian secondary schools has been

inappropriate particularly in Jos South LGA Plateau State. The teaching method

employed by a teacher has a direct bearing on students understanding of the concept

of simple harmonic motion. These challenges have culminated in the lack of interest

in physics and poor performance in external examinations such as the West African

only Examination Council (WAEC) and National Examination Council (NECO)

(Oladejo, Olosunde, Ojebisi, & Isola, 2011). For example, in 2019 SSCE

examination, report from the Zonal Education office of the study area indicated that

out of 2604 candidates that sat for SSCE physics examination, 29% (approximately

755.16.) obtained credit pass in physics. In addition to this, the report of WAEC Chief

Examiner, 2019 indicated that most students found questions on simple harmonic

motion both in practical and theory which made it difficult to tackle. If this trend of

failure and lack of interest in physics (SHM) continues, definitely, Nigeria will

certainly have problem of human resources for her technological breakthrough and

the vision 2020. Therefore, the present study intends to find out if the use of a

14
constructed simple harmonic motion will enhance students’ achievement in the

concept.

In order for students to properly understand the simple harmonic motion

concepts and principles, and to complement the Nigerian government effort, there is

need for a change in the teaching strategies that would promote and facilitate

students’ interest and performance in simple harmonic motion. This can be achieved

through an activity based classroom, laboratory and instruction that emphasizes the

theoretical and practical learning of the concept of SHM, teaching is focused on

students participation, creativity, and critical thinking. Therefore, for physics to

perform its function properly, instructional strategies in physics must be centered on

active learning through which students become active participants in the learning

process.

Practical learning is a mode of learning in which students of different levels

of ability physically and actively involves in an experiment. It is an interaction

pattern where students work in subgroups. Members of each subgroup work towards

mutual goals and complete class assignments and exercise together. Each student’s

performance is based on the group collective efforts. This type of instruction

encourages teachers to use alternative assessment techniques which reduce the

emphasis on competitive examinations (Oloyede, Adebowale& Ojo, 2012).

The attitude of students is likely to play a significant role in any satisfactory

explanation of variable level of performance shown by students in their school

subjects. Majority of students in secondary schools in Nigeria perceived physics as a

difficult subject. They classified the three core science subjects’ biology, chemistry

and physics into level of difficulty, taking biology as the easiest, followed by

15
chemistry and physics being the most difficult. The impression cuts across gender.

The cause of students negative attitude towards physics include among others; fear of

mathematical calculation, poor method of teaching, students un-readiness to study.

Therefore, understanding students’ perception will help the physics teachers in

shaping their students class perception and relatively their achievement in physics

(Adeyemo, 2011, Jegede & Adebayo, 2013).

However, research reports show that contrary to the demands of the new

science curricula in Nigeria, science teachers still decide to split science instructions

into theory and practical (Njoku, 2014). The practical work is never attended to until

the final few weeks to public examinations. According to Ekpo (2017) any effort to

separate science into practical and theory lesson amount to perpetuating a dichotomy

which is anti-thesis of true science. Reports show that such attempts have resulted in

most schools in Nigeria shifting practical work until the second term of the final year.

The results have been students’ persistent poor achievement in physics in particular

and science in general. Onwioduokit (2013) pointed out that students’ performance in

physics in senior certificate examination from 2002 – 2020 hence always been below

average.

Many reasons has been adduced for the observed low level performance in

senior secondary school examination by physics students, this include among others

students attitude towards physics (Kaya & Boyuk, 2011). Poor thinking and learning

environment and lack of modern equipments Adegoke (2011)and poor teaching

methods adopted by many physics teachers in explaining a concept (Bassey, 2013).

However, the federal government of Nigeria through National Policy on

Education (2014) emphasized practical based and child-centered learning, as opposed

to theoretical aspect of teaching that students simply obtain information from teacher

16
without building their engagement level with the subject being taught. The approach

is least practical and more theoretical and memorizing (Teo & Wong, 2012). It does

not apply practical-based learning to encourage students to learn real life problems

based on the applied knowledge since the teacher controls transmission and sharing of

knowledge, the teacher may attempt to maximize the delivery of information while

minimizing time and effort. As a result, both interest and understanding of students

may get lost. To address such shortfalls, Zakaria, Chin & David (2015) specified that

teaching should not merely focus on dispensing rules, definitions and procedures for

student to memorize, but should also actively engage students as primary participant.

A pendulum is a weight suspended from a pivot so that it can swing freely.

When a pendulum is displaced sideways from its resting, equilibrium position, it is

subject to a restoring force due to gravity that will accelerate it back toward the

equilibrium position. When released, the restoring force acting on the pendulum's

mass causes it to oscillate about the equilibrium position, swinging back and forth.

The time for one complete cycle, a left swing and a right swing, is called the period.

The period depends on the length of the pendulum and also to a slight degree on the

amplitude, the width of the pendulum's swing.

From the first scientific investigations of the pendulum around 1602 by Galileo

Galilei, the regular motion of pendulums was used for timekeeping, and was the

world's most accurate timekeeping technology until the 1930s. The pendulum clock

invented by Christiaan Huygens in 1658 became the world's standard timekeeper,

used in homes and offices for 270 years, and achieved accuracy of about one second

per year before it was superseded as a time standard by the quartz clock in the 1930s.

Pendulums are also used in scientific instruments such as accelerometers and

seismometers. Historically they were used as gravimeters to measure the acceleration

17
of gravity in geo-physical surveys, and even as a standard of length. The word

"pendulum" is new Latin, from the Latin pendulum, meaning 'hanging'

1.2 STATEMENT OF THE PROBLEM

The poor performance of students in SHM concept, despite its relevance in

science and technology, has become a source of concern to all stakeholders. Reasons

for such poor performance as revealed by studies conducted in Nigeria include among

others, teachers teaching strategy, deficiency in the teachers pedagogical knowledge,

learners interaction and their attitude towards physics in general, lack of teaching

facilities and poor learning environment ( Adeyemo, 2011; Oladejo, Olosunde,

Ojebisi & Isola, 2011; Kola, 2013).The teaching strategy is considered the most

important factor. Therefore, there is need to improve academic performance of

students in physics especially in the SHM concept, and this could be done through

changing the teachers’ method of teaching simple harmonic motion concept by using

the practical teaching method that is central to successful learning in physics

(Agommuoh, 2015). Physics, the core of technology education and industrialization,

demands effective utilization of scientific competence and principles.

SHM is crucial in the formation of the quartz clocks and watches, musical

instrument, car shock Absorbers, Bungee jumping, Diving board, the process of

hearing, metronome, Earthquake-proof buildings etc. Because of its wide applications

in industry and many other disciplines, it is therefore necessary that every student is

given an opportunity to acquire its concepts, laws, principles and skills.

Unfortunately, the method of teaching and learning of SHM particularly in Jos South

LGA Plateau State has been inappropriate with challenges which prevent many

students from understanding the concept, and account for failure of few that do enroll

in WAEC and NECO physics examinations. For example the analysis of SSCE results

18
from 2012 to 2020 in many schools in Jos South LGA indicated poor performance in

SHM as a topic. Therefore, considering the quest for technological development and

actualization of Nigerian’s vision 2020, this picture of simple harmonic motion

teaching and learning in Nigerian secondary schools particularly in Jos South LGA

may hinder Nigeria to attain her goal in the year 2030.

Practical, Cooperative and competitive learning approaches actively involve

learners in the teaching and learning processes thereby promoting more learning and

higher academic performance than traditional teacher – centered approach. Studies

have confirmed that the use of practical and theoretical learning approach improves

academic performance of students in simple harmonic motion concepts. Therefore,

the study intends to investigate the effects of the treatment approaches on the

academic performance of physics students in simple harmonic motion concept. The

use of practical-cooperative learning approach is likely to improve secondary school

students’ performance scores in physics in Jos South LGA Plateau State.

The poor performance in simple harmonic motion concept among secondary

school students has been attributed to the ineffective teaching methodology employed

by the teachers during instruction and students’ attitude towards SHM. (Onah &

Ugwu, 2011). This implies that most of the teachers are deficient in the contents they

teach. It also implies that most of them lack the skill to employ a teaching method that

will enhance maximum participation and students mastering of the concept, and how

to apply them in real life situation and this could directly or indirectly affect their

attitude towards simple harmonic motion concept. In view of this, the quality of

learning and performance will be poor. If these trends continue, then the quest by

Nigeria particularly Jos South LGA for scientific and technological breakthrough, will

be impeded. It is against this background the researcher intends to investigate the

19
effects of a constructed simple harmonic motion on student attitude and performance

to fill the above gaps in the body of knowledge.

1.3 AIM AND OBJECTIVES OF THE STUDY

The purpose of this study is to investigate the effects of a constructed simple

pendulum on students’ attitude and achievement in senior secondary schools in Jos

South LGA Plateau State. Specifically, the study is expected to achieve the following

objectives, to:

(I). Determine the direction of the students’ pre-test and post-test attitude towards

learning simple harmonic motion

(II). Determine the difference between the pre-test achievement mean scores of the

control and experimental group.

(III). Find out the difference between the pre-test and post-test mean scores of the

experimental group.

(IV). Find out the difference between the post-test achievement mean scores of

control and experimental group.

(V). Determine the difference in the post-test achievement mean scores of male and

female in the experimental group.

1.4 RESEARCH QUESTIONS

The following research questions were raised to be answered in the study;

1. What is the direction of the students` pre-test and post-test attitude towards

learning simple harmonic motion?

2. What is the difference between the pre-test achievement mean scores of the

control and experimental group?

20
3. What is the difference between the pre-test and post-test achievement mean scores

of the experimental group?

1.5 RESEARCH HYPOTHESIS

The following null hypotheses will be tested at 0.05level of significance

1. There is no significant difference between the post-test achievement mean scores

of the control and experimental group.

2. There is no significant difference between the male and female post-test

achievement mean scores of the experimental group.

1.6 SIGNIFICANCE OF THE STUDY

Theoretical and practical teaching strategies are innovative modes of teaching

simple harmonic motion that are student-centered, and teachers centered respectively.

Specifically, the study will be of immense benefit to the following categories of

people: the physics teacher, the students, the curriculum planners, the authors, the

educational institutions and the society.

The knowledge gained in this study will hopefully help physics teachers to

manage a large class of students with diverse needs. It will help the teachers improve

on their method of teaching and make them innovative because using practical

learning strategy will enable the students understand, enjoy and create more positive

attitude towards physics (SHM), so that teaching it will become more rewarding,

since theory and practical learning strategy does not discriminate against sexes

(Akinbobola,2012).

21
 The study will also help the physics teachers to know the students’ area of

weakness and correct it, thus breaking the cycle of failure. It is hoped that the study

will help the physics teachers to be creative and innovative, and earn them national

recognition as the best physics teachers as it is hoped that the study will help students

understand physics concepts and enhance their creativity.

It is hoped that since theory and practical teaching strategy is a student-

centered approach, the study will encourage students’ maximum participation and

stimulate their interest, create more positive attitude and develop higher-level thinking

skills in the concept of SHM. The study will also help the students to acquire

prerequisite skills in simple harmonic motion concept leading to creativity. The study

will hopefully help the students develop better understanding in simple harmonic

motion concept leading to their better performance in the subject in standardized

examinations and will also arouse their interest in the concept. As students develops

skills in problems solving in simple harmonic motion and their interest in it is

aroused, it will lead to creativity on the part of the students and this will help Nigeria

actualize her vision 2030.

The study is also hoped to help the physics textbook writers (authors) to shift

emphasis from teachers’ activities to students’ activities that will promote learning

by doing, and furthermore incorporate learning instructional strategy in physics

textbooks.

Professional authors such as Science Teachers Association of Nigeria (STAN),

Nigeria Educational Research and Development Council (NERDC) and others may

consider the results of this study useful with the view of utilizing some of the

findings to promote the teaching and learning of science especially physics.

22
 This would be achieved through active participation and interaction of learners

during classroom instruction.

Finally, the study will serve as information for decision making in physics by

educators, parents and the general public.

1.7 THEORITICAL FRAMEWORK

Transfer of Learning: Generalization:

This theory is developed by C. Judd. In this theory transfer of learning takes

place primarily through generalization and degree of transfer depends upon the extent

to which experiences in the first situation are understood and consolidated into

generalization. Better transfer can be possible when one can understands the principle.

It is just an extension of the theory of identical elements. General principle Specific

solution Laws of refraction More significant One situation —> transfer other superior

situation. It is fact that when practice of anything is made without training, then result

comes within automatically. This thus justifies that if an excellent knowledge of the

principle of simple pendulum is practically understood then, this knowledge could be

effortlessly be transferred in learning physics and the concepts of simple harmonic

motion.

1.8 SCOPE OF THE STUDY

The study will be limited to Jos South LGA Plateau state, which has both

public and private secondary schools. The subjects for the study will be all the Senior

Secondary School two (SS II) offering physics in the target area because they have

been exposed to simple harmonic motion concept in their SS1 and II WAEC or

NECO syllabi. The sample for the study will be all the SS II physics students that will

be purposively selected from the four sampled schools within the target area. The

23
treatment will center on effects of a constructed simple harmonic motion on students

attitude and performance in Senior Secondary School. The reason for the choice of

these concepts is because the subjects under investigation usually found the concept

difficult to understand as revealed by their internal physics examination records and

from the West Africa Examination Council Chief Examiner’s report (Nigeria). The

present study therefore, intends to find out if the treatment condition will enhance the

students’ understanding of the concept.

1.9 OPERATIONAL DEFINITION OF TERM

The following terms will be defined within the context of the study.

Simple harmonic motion: this refers to and fro movement of a body reversing its

direction periodically.

Simple pendulum: This is an object that has a small mass also known as the

pendulum Bob which is suspended from an inextensible thread

Achievement: The level of success or failure arising from an assessment of students’

understanding of physics concepts. For this study, 0-39 will be considered poor

performance, 40-50, and average performance while 60 and above will be considered

good performance.

Achievement Test: This is a measuring instrument used to assess students’ progress

and proficiency in a given skill or body of knowledge through classroom instruction.

In this study, the achievement test is physics students’ achievement test (PSAT).

24
Attitude: This implies the value (support) students give to physics, their conviction

about their own abilities to study the subject. Or acquisition of certain feeling about

physics, either positively or negatively that influences their choice of action in a

consistence way.

Gender: This represents the academics relationship between boys and girls in relation

to their performance in physics in secondary schools in Jos South LGA.

Interaction: Sum total of all that takes place in the classroom between the teacher,

the learner and the learning materials.

Practical: Of or concerned with the actual doing or use of something rather than with

theory and ideas.

Theory: A supposition or a system of ideas intended to explain something,

especially one based on general principles independent of the thing to be explained.

25
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

This section deals with the review of relevant literature. This is to ensure that the

current study anchors its standing on relevant literature. The review therefore, will cover

the following areas: The nature of physics curriculum; physics education in Nigeria;

method of teaching and learning simple harmonic motion; attitude of students towards

the concept; concept of theory and practical patterns; who is an effective physics

teacher? Students’ performance in the concept of simple harmonic motion; review of

empirical studies; summary of literature review.

2.1 THE NATURE OF PHYSICS CURRICULUM

Physics is a very crucial subject in Nigerian school curriculum because of its

potential to enhance the study and acquisition of relevant technology necessary for

26
sustainable human development. According to Federal Ministry of Education FME

(2013), curriculum represents the total experiences to which all learners must be

exposed. It is a plan of action that is aimed at achieving desired goals and objectives.

It is a set of learning activities meant to make the learner attain goals as prescribed by

the educational system (Stotsky2012). This implies that curriculum must be a written

document and must be guided by the teacher (Hamza & Mohammed, 2011).

Curriculum is a dynamic, ever-changing series of planned learning experiences. It is

everything learners experience in school. According to Tanner and Tanner (2011),

curriculum is that construction of knowledge and experience that enables the learner

to grow in exercising intelligent control of subsequent knowledge and experience. It

can be equated to both academic and social learning race. Morris and Adamson

(2012), conceptualized curriculum as a planned outcome, which systematically

describes goals planned, objectives, content, learning, activities and evaluation

procedures.

2.2 PHYSICS EDUCATION IN NIGERIA

Physics is a physical science that explains the nature of matter and energy and

how both interact with each other. It can be conceptualized as the study of natural

phenomena in its fundamental state which is based mostly on empirical observation

and quantitative measurements. As an empirical science, physics utilizes the scientific

method to formulate and test hypotheses that are based on observation of the natural

world. Physics explains how the universe behaves. In other words, it is a science that

studies the laws of nature (Adeyemo, 2011; Walsh, 2012; Macmillan & Eray, 2015).

Physics is a very crucial subject in Nigerian school curriculum because of its

potential to enhance the study and acquisition of relevant technology necessary for

27
sustainable human development and environmental management. For instance, in

information technology which has reduced the world into a global village, through the

use of satellites and computers, the application of physics principles and laws has

been very useful. Okoronka (2011), Ogunleye and Babajide (2012), Jegede and

Adedayo (2013), contended that a society with high level of technology would be

regarded as being developed, and that Physics education plays a major role in

enhancing technology development. This agrees with Adeyemo and Babajide (2014)

who said that physics is regarded as the bedrock which the modern day technological

breakthrough is built.

2.3 PROBLEMS OF PHYSICS EDUCATION IN NIGERIA

As much as Nigeria advocates for and pursues development in technology, the

result has been both unsatisfactory and not encouraging. Jegede and Adedayo (2013)

enumerated some fundamental problems of physics education as follows

1. Curriculum Content:

Ajayi (2012), contended that the physics curriculum content being used in Nigeria

schools meant to cope with the challenges of 21 st century strives towards

technological development. He stresses further that despite the continuous use of the

physics curriculum in Nigerian schools many years ago, Nigeria still lacks the

technology that could satisfy her daily needs and comfort. Alonge (2011) cited in

Jegede and Adedayo (2013), remarked that the content of science taught in the

28
schools is void of local environment and do not identify with the technological needs

of the society. This implies that the curriculum does not take into consideration the

cultural values and beliefs of the society for which it was designed. It is only recently

that efforts are being made towards reforming the curriculum to suit the needs of the

society. However, the curriculum still lacks the values and materials that connects it

to the immediate environment. Therefore, efforts should be made to revisit the physics

curriculum content with the aim of catering for the needs of the society for which it is

designed.

2. Teaching Method:

This is one of the major factors that affect the achievement of students in physics.

Jegede and Adedayo (2013) contended that the traditional method of teaching of

science (physics inclusive) is fully teacher – centred in which the students are passive

robot. This agrees with Abdul, Mohammed and Manzor (2011), who pointed out that

the teaching of physics in secondary schools traditionally attracts fewer learners than

other field of science subjects. There is agitation to inculcate the 21 st century

approaches to science teaching in Nigeria. This includes inquiry method,

collaborating (cooperative) method, discovery method and others. These are purely

learners’ – centred approaches. However, Nwagbo (1995) cited in Jegede and

Adedayo (2013), observed that science teachers in Nigeria shy away from activity –

oriented instructional methods that are more effective and stick to inadequate

traditional methods of teaching. The effective teaching – learning methods that could

enhance creativity thinking in the learners are given lip service in Nigerian schools.

This contradicts the study of Rakhee and Sharma (2013), who noted that

demonstration of experiment is important for understanding physics principles and

29
laws. Therefore, the teacher needs to study the students and identify the best teaching

method for them. This calls for expertise in methodology.

3. Teachers’ Quality: The impact of the teacher in the achievement of students in

physics is very important. Perhaps that is the reason Rolando (2009), remarked that

teachers of physics have professional responsibility not only to present the subject

matter, but also to propose strategies to enhance learning. Research studies (Soweje &

Jegede, 2005; Owolabi & Adedayo, 2012) revealed that most teachers teaching

physics in Nigerian secondary schools are ignorant of the curriculum content of the

subject. Jegede and Adedayo (2013) submit that the students to be taught by these

incompetent teachers would be invariably shallow in physics concepts and principles.

This agrees with the submission of Orhan (2009), and Okoronka (2015), that teacher’s

knowledge, skills, attitude and experience would enhance his/her quality of physics

teaching. In this case a professional teacher would be desirable.

4. Students’ Attitude towards Physics: Majority of students in secondary schools

in Nigeria and beyond perceived physics as a difficult subject. This agrees with the

opinion of Jacob and Akintunde (2013), Adeyemo and Babajide (2014) that physics

has been mystified by students as a difficult science subject, and that due to that

negative attitude, the students, achievement in physics over the years has not been

encouraging. The impression cuts across the gender. Adedayo (2010), identified some

of the causes of the negative attitude of students towards physics to include, fear of

mathematics skills involved, harsh teacher – students’ relationship, poor method of

teaching. This agrees with the submission of Mbaadu, Gatumu and Kinai (2011), that

mathematics calculation in physics makes the subject a preserve of very few learners.

This impression as reported by Jegede and Adedayo (2013), would greatly affect

30
students’ readiness and interest in the subject. The consequence of this would be felt

on the expected technological growth of the country.

5. Students’ Ignorance of the Relationship between Physics and the

Environment: Obviously most students offering physics in secondary schools are

void of the relevance of the subject to their environment other than being the core of

other physics related disciplines such as engineering. They do not see physics as

means of solving practical social problem but just the acquisition of abstract concepts

that have no bearing with the physical situation. This contradicts the submission of

Stefan and Ciomos (2010), who say that students acknowledge the importance of

natural sciences for life and career, yet have negative attitude towards science. This

impression is a major threat to students’ comprehension of physics.

The students are the focus of all activities involved in physics education. Therefore,

physics must be presented to the students as a subject that deals with physical

phenomena around them. For instance, the reason why ice block cools an orange

drink better than ice – cold water should be related to the latent heat of fusion of the

ice. In other word, students need to be encouraged.

6. Teaching Materials: The instructional materials in teaching – learning process is

very important. No effective physics teaching – learning can take place without

instructional materials. Many secondary schools in Nigeria do not have well equipped

laboratories for students to carryout practical activities. Few students who perform

practical activities do so for the sake of marks (Rakhee & Sharma, 2013). Physics

laboratories must be adequately stocked with the necessary facilities for effective

teaching and learning of the subject.

2.4 IMPORTANCE OF SIMPLE HARMONIC MOTION (SHM) TO SOCIETY

31
 The importance of SHM to the society cannot be over emphasized. One of the

reasons for studying SHM as a concept is that it enhances one’s ability to relate to

how the quartz watches, musical instruments, car shock absorbers, Bungee jumping,

diving board metronome and earthquake-proof building operates. Consequently, there

are economic benefits, both to individuals who study the concept, and to countries

whose citizens include many individuals with an extensive knowledge of SHM.

It is important for any individual to understand the principles that works with

simple harmonic motion to know it's application in daily life. In the present world, it

is important to note that to achieve any goals in socio-economics, one need to

interpret all things scientifically. Therefore, the essence of the modern world depends

on scientific technology (Pale, 2013). For example, physical sciences have been, are

and will continue to be a major conceptual pillars and application for certain

professions such as engineers and technologists, as it helps in the development of their

thinking and in the structure of their minds (Harley, 2011).

2.4.1 Students’ Attitude towards the concept of SHM

Students’ attitudes towards SHM constitute an important area in science

education. Few students are interested in the concept of SHM and they do not choose

the corresponding topics in physics. A survey on high school students’ interests and

attitudes towards science topics according to their genders, grades, and parents’

educational levels was undertaken by Akarsu & Afsin (2013). The results of the study

revealed that some degree of relationship exists between students’ attitudes towards

science and corresponding variables: science interests, genders, grades, and parents’

educational levels. Further, the study revealed participants’ interests in various

science branches and their relationships with factors such as genders, grades, and

parents’ educational levels and occupations. It was also found that students were most

32
interested in general science concepts with a popularity rating of around 50%. This

might indicate that students like science when they are first introduced with general

science concepts. A possible explanation for this could be related to how they are

introduced and what techniques teachers utilize for them.

2.4.2 Challenges faced in the Teaching and Learning of Practical Physics as a

Science (SHM)

The challenges faced by Physics as a subject include teachers’ training and

conceptualization of the subject, students’ understanding of the subject, physical

resources such as laboratories, teaching aids and text books. Research findings

suggest that traditional lecture instruction is ineffective in dealing with students’

misconceptions. Traditional lecture instruction does not consider the view of

students. This technique is limited in helping a learner develop skills (Tarekegn,

2013). The practical approach on the other hand engages the student productively

and leads to relational understanding. The proposed study contends that if practical

work instructional approach is used perhaps improved students’ achievements in the

subject may occur. In addition, the enrolment is likely to increase. It is on this basis

that the proposed study is designed to investigate the effects of Physics practical

work on students’ achievements in Physics.

According to Chiu (2012), it has been observed that students taking physics at

all levels find it difficult to internalize physics concepts which do not agree with what

they had already internalized (Refik & Bahattin, 2018). Furthermore to capture and

retain interest in the subject is one of the many difficulties faced by the teachers. A

number of research conducted have shown that teaching of physics faces the same

problems in the whole world. This is credence by Mac Dermott (2011), who showed

that students from different cultural background and social classes have different

33
understanding of physics concepts. However many young people have similar

understanding of physics concepts.

A study conducted by Juan (2011) on totalizing of didactic teaching-learning

process in physics. The study found out that the teaching and learning physics faces

some challenges since its teaching has been largely confined in the classroom. He also

found out that the teaching appealed more to the cognitive domain and little on the

affective-emotional domain. Teaching and learning physics was individualized.

Another finding was that learning was not focused on changing the individual to

change the environment but learning was focused on making the individual to fit in

the environment. Thus, due to the fore going it is important to change the approaches

of teaching so as to improve it and be meaningful. Also, it is worth noting that there is

a break down between the practicals and theory taught. The practicals are taught as a

different entity from the theory and this does not reinforce concept acquisition.

Practicals should be integral part of teaching and theory should be derived from the

practical (Juan, 2009). This informed the designing of the current study.

Another challenge facing the Physics as a subject is inadequate content

knowledge by the teachers of Physics. Fadaei (2012b) carried a research to find out

the teachers level of knowledge acquisition. It was based on Force and Motion

Conceptual Evaluation (FMCE) for teachers understanding of mechanics concepts. It

was administered to a large group of teachers in teacher training courses. The study

found out most of the Physics teachers did not completely understand kinematics and

dynamics concepts.

2.5 METHODS OF TEACHING PRACTICAL PHYSICS

There are various ways in which sciences and Physics in particular can be

taught and these methods have continuously evolved over time. New development in

34
cognitive science especially the works of Piaget, Bruner, Gagne, Bloom and others

have spearheaded the attack on rote learning which dominated the traditional science.

They have called for active participation of the learner in the acquisition of

knowledge. This calls for process-based science learning (Bybee, 1981; Wellington,

2013).

The goal of science education is to produce students who can be able to deal

with daily environmental, social economic issues which they come across in their

daily lives. Zdenek & Hana (2017) argue that it is important to note that any changes

in physics curriculums should be taken into account that students will be more

interested in solving issues which are within their environment.

Physics education research shows that alternative approaches result in a wider

range of students making much greater changes in their understanding of the

phenomena than the conventional method (Dykstra, 2012).Yet, findings have not

resulted in major changes in Physics teaching (Fadaei, 2012). Then practical approach

in the teaching of physics enable learner to acquire physics concept through a process

rather than memorization. This method is learner-centered and makes the learner to

process the concept in a systematic manner. Teachers create an environment where

students construct their own understanding of the subject. The quality of the

construction depends crucially on the conceptual tools available to the students and

facilitation by the teacher. Effective teaching requires complex skills which take years

to develop. Technical knowledge about teaching and learning is as essential as subject

content knowledge (Fadaei, 2012).

Moreover, when Physics contents are presented following an active Physics

learning methodology (Investigative Science Learning Environment, ISLE), in which

students observe, explain and test their explanatory models through predictions and

35
posterior observations positive results are obtained (Méndez Coca, & Slisko, 2013).

Garuma & Tesfaye (2012) conducted a study to investigate and contrast the relative

effectiveness of guided discovery, demonstration and traditional lecture method of

teaching on students’ achievements in rotational motion among Grade 11 students

from three selected preparatory schools in Ilu Aba Bora Zone located in southwestern

part of Ethiopia. The study found (1) guided discovery is more effective in improving

students’ achievements followed by demonstration method while the traditional

method is the least effective. (2) The students’ achievements have a strong

relationship with their background achievements levels (high-medium- and low-

achiever) besides the effect of the instructional methods.

Therefore, it recommended that Physics teachers in the zone should implement

guided discovery with sufficient guidance to help students create, integrate, and

generalize knowledge through constructivist problem solving by providing them with

materials available in Physics lab or locally prepared teaching materials.

Tesfaye & Getinet (2012 carried out an experimental study in Nigeria to

investigate on the effects of instructional interventions on students learning gains. The

study aimed at investigating the effect of question-answer approach on gain in

students’ understanding of the basic concepts in Mechanics. The result of the research

indicated that students exposed to the question–answer approach with group

discussion as a teaching intervention performed better than students taught by teacher

lecture on Mechanics Baseline Test (MBT). The current study was designed to

investigate the effects of practical work in Physics on students’ achievements in

Physics.

36
 On the basis of their findings, Gamze et al., (2014) recommended that teachers

of physics need to use problem solving method so as to help the students develop the

same. This is because from the research they conducted it was evidential that

Problem solving method and practicals involves the students in the learning process

and therefore be good problem solvers. The practical approach is one approach which

equips students with skills to enable them solve the everyday problems (Huffman,

1997). The practical approach to teaching physics can be put into two groups: (1)

Classroom experiments where students are allowed to perform experiments on their

own in the laboratory with the teacher acting as a guide and (2) Demonstration- this

involves the teacher demonstrating when the students observed and asked questions

Gamze et al., 2013).

2.6 SUMMARY OF LITERATURE REVIEW

The present study intends to investigate the effects of a constructed simple

harmonic motion on students’ attitude and performance in senior secondary school in

Jos South LGA, Plateau State. The population for the study will be all the senior

secondary two (SS2) students in public and private senior secondary schools offering

physics in Jos South LGA, Plateau State. The sample size for the present study will be

all the SS2 physics students from four co-educational schools, which will be

purposively selected from the study area. The study will utilize three research

questions and three hypotheses for its proper conduct. The study will adopt the quasi-

experimental, non-equivalent control group and descriptive survey designs. The study

will be divided into two groups, namely experimental group 1 and 2 (E1 and E2), and

control group. The experimental group1 and 2 will be exposed to the theoretical and

practical teaching approach, while the control group will be exposed to only

theoretical teaching approach. The hypotheses formulated will be tested at 0.05 level

37
of significance using t-testand one way analysis of variance (ANCOVA) of

independent samples.

Moreover, the review of relevant literature has proven that a lot of efforts have

been made within and outside Nigeria towards improvement in the teaching and

learning of physics for better performance of students in it. Many of the studies in the

review attested to the low enrolment, low participation and poor performance of

students to lack of proper understanding of physics concepts, which they generally

attributed to the defective methodologies being adopted by the teachers of physics

during classroom instruction (Onah& Ugwu, 2011).Therefore, teachers instructional

strategy is considered as an important factor that determines good or poor

performance of students in simple harmonic motion concept.

CHAPTER THREE

METHODS AND RESEARCH PROCEDURE

This chapter presents the method and procedure that was adopted in the study.

Specifically, presentations are made under the following headings; research design,

population and sample, sampling techniques, instruments for data collection, validity

and reliability of instruments, procedure for data collection and method of data

analysis.

3.1 RESEARCH DESIGN

The study employed quasi-experimental research design. Specifically, the

study adopted the non-equivalent group pre-test, post-test design in which intact

classes within the study area were randomly assigned to experimental and control

38
groups. No randomization was applied on getting the samples for the groups

[Awotunde and Ugodulunwa, 2004].

The choice of this design is because random assignment of students to

experimental and control groups was not possible because the normal schooling

period was used to administer the treatment. A pre-test was administered to both

experimental and control group to determine any difference of the two groups before

treatment. Only the experiment group received treatment after which a post-test was

administered to both experimental and control group. The design is presented

diagrammatically thus;

O1 X O2…………………. Group 1[experimental]

……………………..

O3 X O4…………………...Group2 [control]

The design has the experimental group as group1 while the control group is

group2. Both experimental and control groups were exposed to pre-test as O1 and O3

respectively. Only the experimental group received the treatment [X] after which the

two groups were given post-test O2 and O4 respectively. The dotted line in the design

shows the absence of randomization of the samples of either of experimental and

control group.

3.2 POPULATION AND SAMPLE

3.2.1 Population

The population of the study consisted of all the SSII physics students in the 67

secondary schools in Jos South Loc al Government Area. The choice of SSII was

because most of the topic students have difficulty in simple harmonic motion in

external examination are in the class syllabus, which actually forms the premise of

this study. SSII were more convenient for the experiment as they were sure to have

39
chosen physics as a subject and were not in the final examination class that might not

warrant their concentration for the experiment.

3.2.2 Sample

The sample for the study constitutes four secondary schools randomly

selected out of the 67 secondary schools within the area under study assigned to

experimental and control groups. The sample of the SSII students for the study

constituted all the physics students found in each of the sampled schools. The schools

have the following population of students who formed the sample of the study;

experimental schools have 64 students while control group schools have 66 students.

The schools were both public and private schools. In the experimental group, male

were 39 while female 25.

3.3 SAMPLING TECHNIQUES

The sampling technique for this study was the simple random sampling

technique. The choice of simple random sampling technique was to provide

opportunity for every element in the population to have equal chance of being

included in the sample. Two secondary schools each were randomly selected for

experimental and control groups using lottery method of simple random sampling.

3.4 INSTRUMENT FOR DATA COLLECTION

The instrument for data collection for the study was the Physics Achievement Test

(PAT) and Physics Attitude Questionnaire (PAQ).

3.4.1 Description of Instrument

40
 The PAT consist of two sections A and B. Section A information about

students such as student’s class, gender and group (1012) for experimental or control

group. Section B consist of 30 multiple choice items with four options A, B C and D

that were used to determine students’ achievement in Physics (See Appendix ….).

The researcher developed the Physics achievement test in line with the simple

Harmonic motion (simple Pendulum) Curriculum of Physics Used by Senior School

Certificate Examination. They were written accord to table of specification. The items

were reviewed to avoid ambiguity and errors. On the other hand, Physics

Attitude Questionnaire (PAT) also consist of two sections, A and B. Section A

contains personal data about the students, while section B has 15 items on student

attitude towards simple pendulum in Physics. The items were responded to using

four-point rating scale of Strongly Agree (SA), Agree (A) 3, Disagree (D)2 and

Strongly Disagree (SD)1 (See Appendix …).

3.5 VALIDITY AND RELIABILITY OF THE INSTRUMENT

3.5.1 Validity
The content and face validities of Physics Achievement Test (PAT) and

Physics Attitude Questionnaires (PAQ) respectively, were established by subjecting

them to three experts, two from physics education field and one from measurement

and evaluation field all from university of Jos. The experts reviewed the items in

terms of content coverage, clarity of language, wordings and the appropriateness of

the items in measuring the intended objectives their suggestions, criticisms and

corrections guided the compilation of the final copy of the Instrument.

3.5.2 Reliability of the Instruments

41
 The Physics Achievement Test (PAT) and Physics Attitude Questionnaire

(PAQ) were trial tested on a separate sample of 30 students similar to the population

of the main study in Jos South Local Government Area. Thereafter, the reliability

coefficients of the instruments estimated using cronbach alpha method and the

coefficients stood at 0.86 and 0.79.

3.6 PROCEDURE FOR DATA COLLECTION

3.6.1 The researcher obtained approval from the department of Science and
Technology Education, in order to go out to the sampled schools.
The data for the study were collected in two phases; pre-test and post-test after

permission for the conduct of the study was taken from the principals of the sampled

schools.

3.6.2 Administration of Treatment

a. Experimental Group
The physics teachers in the experimental group and the researcher

administered the lesson on simple pendulum using practical (constructed simple

harmonic motion) with lesson plans developed by the researcher. The lessons were

supervised by the researcher to ensure that the physics teachers implement the lessons

as planned. The treatment was done in four weeks during regular school lessons.

Thereafter, a post-test was administered to determine the effectiveness of practical

assisted learning on students’ achievement in simple harmonic motion aspect of

physics.

b. Control Group

42
 Teachers in the control group were given the lesson plans developed by the

researcher to implement in the classroom (see Appendix-----). They were left to use

the conventional methods of teaching, which the teachers admitted they used in their

everyday teaching and learning with no restriction on which method to use. These

methods were discussion, demonstration, and lecture methods. After the lessons, a

post-test was administered to the students by teachers under the supervision of the

researcher. The duration of the lessons where the same with that of experimental

group.

3.7 METHOD OF DATA ANALYSIS

The descriptive and inferential statistics were used in analyze the data from the

study. The mean and standard deviation were used to answer the research questions

while the hypotheses were tested using t-test of dependent and independent samples

and Analyzing of co-variance (ANCOVA) if there is significant difference in the

mean scores of the pre-test of the two groups.

43
 CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter presents the results and discusses the results of data collected

based on the research questions and hypotheses formulated for the study.

4.1 RESULTS

Research Question one:

What is the difference between the direction of the experimental student’s pre-

test and post-test attitude towards learning of physics?

The data verifying research question one are presented in Table 1.

Table 1: Summary of the students Attitude pre-test and post-test mean

scores of the Experimental Group

44
 Experimental Group N X SD Mean Diff.

Pre-test 64 2.53 0.96

0.19

Post-test 64 2.72 0.82

Table1 reveals that the altitude means scores of the students on PAQ (X=2.53) was

lower than the post-test (X=2.72). Though the mean difference is little, it implies that

the use of constructed simple harmonic motion changes the students’ attitude towards

physics positively.

Research question Two:

What is the difference between the simple harmonic motion pre-test

achievement mean scores of the control and experimental group?

Table 2: Summary of the Pre-test Achievement Mean scores of Control and

Experimental Group in PAT

Experimental Group N X SD Mean Diff.

Pretest 66 4.15 1.89

1.05

Post-test 64 5.20 1.93

45
Table2 reveals the pre-test achievements mean scores of control and experimental

group with a mean score of (X=4.15) while experimental group with a mean score of

(X=5.20) with a mean difference of 1.05 in favor of the experimental group. This

implies that the experimental group achieved better scores in PAT compared to

control group.

46
Research Question three:

What is the difference between the simple harmonic motion pre-test and post-

test achievement mean scores of the experimental group?

Table 3: Summary of the Pre-test and Post-test Achievement Mean Scores

of Students in Experimental in PAT

Experimental Group N X SD Mean Diff.

Pretest 64 5.20 1.93

6.80

Post-test 64 12.00 2.06

Table 3 reveals that the achievement mean score of students in the PAT pre-test

(X=5.20) was lower than the post-test (X=12.00). This implies that the use of

constructed simple harmonic motion helps improve students’ achievement in Physics

with a mean difference of (X=6.80)

47
Hypothesis One:

There is no significant difference between the post-test achievement mean scores of

the control and experimental group.

The data verifying hypothesis four is presented in Table 8.

Table 4: Summary of ANCOVA Result of Differences in Post-test PAT

Achievement Mean Scores of Control and Experimental Group when Pre-test

Effect is Controlled

Source Type III Df Ms F Sig

SS

Corrected model 255.3599 2 127.679 22.201 .000

Intercept 1855.605 1 1855.605 322.659 .000

Pre-test PAT Scores .066 1 .066 .011 .915

Group 248.812 1 248.812 43.264 .000

Error 730.374 127 5.751

Total 15529.000 130

Corrected total 985.731 129

aR squared=259 (adjusted R squared= 247)

48
Table 4.1: Result of Sidak Post hoc Comparison of Difference Between
Experimental and Control Group

I J Mean Diff Std Error Sig

Experimental Control (I-J)

12.00 9.20 2.8 425 .000

Analysis of Covariance (ANCOVA) was carried out to determine if a significant

difference exist in the post-test achievement mean scores of experimental control

group after pre-test effect is controlled in PAT. Table 4 reveals that constructed

simple harmonic motion did significantly affected students’ achievement mean scores

in PAT after controlling for the effect of pre-test mean score, F(1,127) 43.26, P<0.05

planned contrast revealed that having exposed to the practical significantly increased

students’ achievement in Physics, compared to the conventional methods. The Sidak

Post hoc test in Table 4.1 confirms that the corrected difference between experimental

and control group was significant (I-J) =2.8. It implies that constructed harmonic

motion did help increase students’ achievement mean score in Physics.

Hypothesis Two:

There is no significant difference between the male and female post-test achievement

mean scores in the experimental group.

The data verifying hypothesis five is prescribed in table 9.

49
Table 5: Summary of t-test of independent samples Analysis for Difference
between Male and Female Post-test Achievement Mean Scores of the
Experimental Group

Experimental Group N X SD df T Pvalue Deci

Male 39 12.33 1.83

62 1.64 107 Not

Sig.

Female 25 11.48 2.33

P> 0.05

Table 5 reveals that result of t-test of independent samples analysis of the difference

exist between male and female post-test achievement mean scores of the experimental

group. The result reveals no statistically significant difference exist between the male

and female post-test achievement at 0.05 level of significance. The result yielded t(62)

=1.64, P>0.05 indicating no significant mean gain scores recorded in the post-test

male (X=12.33) and female (X=11.48). Since the p-value of 0.107 is higher than the

Alpha level of 0.05, the null hypothesis was retained because the data did not provide

sufficient evidence to reject it.

4.2 DISCUSSION

The aim of this study was to determine the effects of constructed simple

harmonic motion practical on students’ achievement in physics in Jos South L.G.A.

The findings on research question one reveals that constructed simple harmonic

motion practical helped changed students’ attitude towards physics positively as the

attitude mean score of the post-test was higher than the pre-test. These findings are in

consonance with the outcome of the study of Kaya, and Boyuk (2011) they found that

50
practical lessons in physics helped improved students’ attitude towards physics

positively.

The result of research question two, three, four revealed that the pre-test and

post-test achievement mean scores of the experimental group were all higher than the

control group. The post-test mean score of the experimental group was higher than

that of control group, which could be attributed to the use of the constructed simple

harmonic motion in teaching simple pendulum to students. This finding is in

agreement with the study of Mulangi and Kibui (2017) on the effect of chemistry

practical on students’ performance in chemistry in public secondary schools in Kenya.

The study established that students’ performance improved after treatment in the post-

test in favor of the experimental group. This finding also affirms the earlier finding on

research question one that the attitude of students changed positively towards physics

after exposure to the constructed simple harmonic motion practical.

Furthermore, the findings from data analysis for research question five show

that the post-test achievement mean score of male students was slightly high than the

female in the experimental group. This finding is in consonance with the studies of

Gipps (2004) and Ajayi and Ogbeba (2017), which they also found that male students

achieved slightly higher scores than their female counterparts in chemistry using

hands on activities learning strategy. However, this finding contradicts the finding of

Abe (2011) who found gender disparity in students’ achievement in favor of female in

science.

The results of analysis of hypothesis one validates the finding on research one

of this study on the improve attitude of students towards physics after exposure to

constructed simple harmonic motion Practical. Collaborating the finding, the study of

51
Fanvel (2020) found that the use of physics practical helped improves students’

academic achievement significantly in Kenya.

In addition, the results of analyses of hypotheses two, three and four validate

the findings on their corresponding research questions. These findings is in line with

the studies of Akani (2015), Ajayi and Ogbeba (2017) and Mulangi and Kibui (2017),

they found that the use of laboratory assisted learning improved students’ academic

achievement chemistry significantly and enhanced their learning competencies and

master of the learning contact more efficiently. On the other hand, finding on

hypothesis five revealed that there was no significant difference between male and

female achievement in physics. This finding is in agreement with the studies of Eze

(2010) and AL-Mustapha (2014), which they found that there was no statistically

significant difference between male and female students in chemistry. Based on these

findings, achievement in chemistry could be agree that it is not dependent on gender.

Therefore, from the findings, it can be concluded that the conduct of this study has

helped to confirm that practical assisted learning has the potency to improve students’

attitude and achievement in physics. Thus, the learning strategy should be used by

physics teachers as it can enhance students’ attitude and academic achievement.

52
 CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings of the study, the conclusion

arrived at as well as recommendations on how the results of the study could be used to

enhance Studies Academic achievement in physics.

5.1 SUMMARY OF THE STUDY

The study examines the effects of constructed simple harmonic motion on

students’ attitude and achievement in physics in Jos South Local Government Area of

Plateau State. The following are the major findings of the study.

Data collected were analyzed using mean, t-test and ANCOVA. From the analysis

carried out on the research questions, the following were revealed:

1. The difference between student’s attitude mean scores of pre-test and post-test

of the experiment group was significant in favor of post-test score due to

exposure of students to constructed harmonic motion practical.

2. The difference between the students’ pre-test and post-test achievement mean

scores of the experimental group was significant in favor of post-test scores

3. The difference between the students’ achievement mean scores on the post-test

of experiential and control group was significant in favor of experimental

group

4. The difference between male and female students’ achievement mean scores

on the post-test experimental group was not significant

5.2 CONCLUSION

53
 Based on the findings of the study, it can be concluded that constructed simple

harmonic motion practical enhanced Students’ Academic Achievement in physics

significantly

5.3 RECOMMENDATION

In view of the findings of this study, the researcher hereby recommends that:

1. Constructed simple harmonic motion practical should always be employed by

teachers in teaching simple pendulum to enhance students’ achievement in

Physics.

2. School administrators should equip laboratories with the needed apparatus to

provide teachers with the necessary teaching aid to improve their instructional

delivery as well as enhance student’s achievement in physics.

3. Both male and female students should be encouraged in studying physics as

both have the potentials to achieve better Academic feat in Physics.

5.4 SUGGESTION OF FURTHER RESEARCH

Given some of the limitations of the study, the following suggestions were

made for further research works

1. A similar study could be carried out on the impacts of practical on student’s

attitude and achievement on physics in general

2. A study could be conducted to cover more Local Government Areas in the

State to Ascertain Student’s Achievement in Physics across the state.

3. The use of large class in teaching and learning practical physics in secondary

schools.

54
 5.5 LIMITAIONS OF THE RESEARCH

The generalization made with respect to this study are however subject to the

following limitations:

a. In the process of the study, the researcher find out that some of the secondary

schools in Jos South LGA Plateau State lack adequate simple pendulum

equipment which made it difficult for the researcher to teach the experimental

group. The availability of simple pendulum equipment in the laboratory is

very poor compared with the physics students’ population in the schools,

because students have to touch and feel equipment to make learning more

concrete, easier, clearer, more realistic and dynamic.

b. Since the same teacher was used for different groups, it could be assumed that

he might not have been equal of attributes in terms of method, cognition,

personality, and effective functioning.

c. There was also the problem of absenteeism among the students. The fact that

some students skipped classes may have influenced their achievement.

55
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61
 APPENDIX A

LETTER OF INTRODUCTION

SCAN AND NUMBER IT APPROPRIATELY

62
 APPENDIX B

PHYSICS ACHIEVEMENT TEST (PAT)

Section A: Bio data

Name of school…………………………………………………………………

Gender: male ( ) female ( )

Instruction: please tick the most appropriate to you in the box provided

Section B:

Instruction: tick the correct answer to the question by ticking from the option lettered
A-D, do not tick more than one option from each question. All question carries equal
mark.

1. Which of this is not an example of a simple harmonic motion?

A. heart beat

B. billiard board

C. moving car

D. pendulum bulb

2. The following is used in a simple pendulum experiment except

A. retort stand

B. spring balance

C. string

D. stop clock

3. g in the formula of a simple pendulum experiment represents

A. lent of string

B. acceleration of free fall

C. deceleration

63
D. all of the above

4. The period of oscillation of a simple pendulum is

A. inversely proportional to length

B. directly proportional to length

C. directly proportional to acceleration

D. inversely proportional to the square root of length

5. The to and fro movement of a body is called?

A none of the option

B. simple harmonic motion

C. random motion

D. rotational motion

6. The period of oscillation of a pendulum bulb with 10 oscillation with a 3cm string
is

A.

B. 50J

C. 10J

D. 20J

7. The point where the displacement of the pendulum bulb is maximum is at point

A. A

B. B

C. A and B

D. C

8. The unit for the period of a simple pendulum experiment is in

A. seconds

B. minutes

C. volts

D. hours

64
10. The length of the string in a simple pendulum affects the period of oscillation

A. true

B. false

C. sometimes

D. all of the above

11. Calculate the period of a pendulum bulb whose length is 4cm

A. 0.100

B 0.4

C 0.216

D0

12 kinetic energy is maximum at point

A. A
B. B
C. C
D. A and C
E. A and B

13. A pendulum of any mass can be used for the experiment

A. true
B. false
C. only standard mass
D. any mass
14. The unit of g is
A. m/s
B. m/s2
C. cm/s
D. N
15. The following are examples of simple harmonic motion except the motion of
A. smoke particle
B. Moving football

65
C. billiard ball
D. pendulum bulb
16. Air draught can affect the motion of the simple pendulum
A. false
B. true
C. sometimes
D. all of the above
17. Potential energy is maximum at point
A. A
B. C
C. A and B
D. B and C
18. The equation of the period of oscillation is
A. T = l/g
B. T= 1/2 π (l/g)

C. T= 1/2 π
√ l
g
D. all of the above
19. Calculate the length of a string in a simple pendulum experiment where the period
of oscillation is 0.4 seconds
A. 61.91cm
B. 31cm
C. 0.42
D. 39cm
20. ….is used to measure the period in a simple pendulum experiment
A. Resistor
B. Variable resistor
C. Cell
D. stop clock
21. Find the displacement at t=2secs

66
A. 6.9cm
B. 6.5cm
C. 6cm
D. None of the above
22. Which of the following with respect to a body performing simple harmonic
motion are in phase?
A. displacement and velocity of the body
B. displacement and force on the body
C. velocity and acceleration of the body
D. force acting on the body and the acceleration
23. A body of mass 2kg moving vertically upwards has its velocity increased
uniformly from 10m/s to 40m/s in 4s. Neglecting air resistance, calculate the upward
vertical force acting on the body[g=10m/s2]
A. 15N
B. 20N
C. 35N
D. 45N
24. A planet has mass m1 and is at a distance r, from the sun. A second planet has a
mass m2=10m1 and at a distance of r 2=2r1 from the sun. Determine the ratio of the
gravitational force experienced by the planets.
A. 1:5
B. 2:5
C. 3:5
D. 4:5
25. An object of mass 100g projected vertically upwards from the ground level has a
velocity of 20m/s at a height of 10m. calculate its initial kinetic energy at the ground
level. [g=10m/s2, neglect air resistance]
A. 10J
B. 20J
C. 30J
D. 50J

67
26. An electric water pump rate 1.5kw, lifts 200kg of water through a vertical height
of 6m in 10s. What is the efficiency of the pump? [g=10m/s 2 , neglecting air
resistance]
A. 90.0%
B. 85.0%
C. 80.0%

D. 65.0%

27. A simple pendulum of length 0.4m has a period 2s. What is the period of a similar
pendulum of length 0.8m at the same place?

A. square root 2s

B. 8s

C. 4s

D. 2root2s

28. A 15kg mass, suspended from a ceiling, is pulled aside with a horizontal force, F
as shown in the diagram above. Calculate the value of the tension T, (g=10m/s2)

A. 300N

B. 173.2N

C. 30N

D. 17.3N

29. A pendulum bob executing simple harmonic motion has 2cm and 12Hz as
amplitude and frequency respectively. Calculate the period of the motion.

A. 2s

B. 0.83s

C. 0.08s

D. 0.60s

30. Find the displacement t=5s

68
 A. 8cm

B. 10cm

C. 12cm

D. 9cm

APPENDIX C

PHYSICS ATTITUDE SURVEY QUESTIONARE

SECTION A

Sex MALE( ) FEMALE( )

Name of school……………………………………………………………

SECTION B

You are expected to indicate your attitude towards the questions by ticking ( ) against
the option must appropriate.

Level of attitude: SA = strongly agreed(4), A= agreed (3), D=disagreed (2), SD=

strongly disagreed(1) SHM= simple harmonic motion

S/N ITEMS SA A D SD

1 I like simple harmonic motion.

2 Solving problems in simple harmonic motion is interesting.

3 I like the way my physics teacher praises me

4 I always study hard to pass questions in simple harmonic motion.

5 I like the practical method of teaching simple harmonic motion in the

laboratory.

6 The use of simple pendulum apparatuses in the laboratory is

interesting.

7 I like the calculation aspect of simple harmonic motion.

69
8 The use of simple pendulum instrument in the laboratory is interesting.

9 My physics teacher guides me in carrying out experiments.

10 I am motivated by my physics teachers discipline in the laboratory.

11 Learning simple harmonic motion helps me understand how most

principles works.

12 The knowledge of simple harmonic motion has motivated me

understand mathematics better.

13 I like my teachers’ procedure of conducting simple harmonic motion

practical.

14 I am motivated by my teachers challenging simple harmonic motion

assignment.

15 My teachers’ guidance in presenting results of practical is excellent.

70
 APPENDIX D

LESSON PLAN

NAME OF TEACHER: JACK DUNG BITRUS

MAT. NUMBER: UJ/2016/ED/0121
NAME OF SCHOOL: BLESSED ACCADEMY ABBATTIOR
SUBJECT: PHYSICS
TOPIC: SIMPLE HARMONIC MOTION
SUB-TOPIC: CONCEPT OF A SIMPLE
PENDULUM
CLASS: SSII
NUMBER OF STUDENTS: 39 STUDENTS
AVERAGE AGE OF STUDENT: 17YEARS
DATE: 20/12/2021
TIME: 8:00AM- 8:40AM
DURATION: 40MINUTES
SEX: MIXED
OBJECTIVES OF THE LESSON: At the end of the lesson, the students should be
able to;
i. Define motion
ii. Set up a simple pendulum experiment procedure
iii. Solve problems on simple pendulum experiment
RATIONALE: when our heart beats there is a repeated regular rhythm observed
with almost the same frequency, the billiard board on which we balance before diving
into the swimming pool are used on daily bases by us.
INSTRUCTIONAL MATERIALS: retort stands, pendulum bulb, strings, stop clock
and recording sheet.
REFERENCE MATERIALS: New school physics for senior secondary school
Anyakoha (7th edition)

71
PREVIOUS KNOWLEDGE: the students are already familiar with the concept of
motion.
PRESENTATION: The teacher presents the lesson using the following steps;
Step1: The teacher guides the students to define simple harmonic motion. Thus;
simple harmonic motion is the to and fro movement of a body from one point back to
its starting point.it is an oscillatory type of motion.
Step2: The teacher guides the students to set up a simple pendulum experiment
procedure.
1. Using a sting, make a loop and insert in the hook provided in the pendulum
bulb.
2. Balance the tied string and pendulum bulb to the rigid support on the retort
stand
3. From point A displace the pendulum bulb, allowing it to move freely to point
B passing through point C (the middle) and returning back to point A.
4. Record this motion as 1sec (1 oscillation or revolution)
Step 3 This procedure is repeated and time for 20 oscillation is recorded.

Step 4. The teacher guides the students in expressing mathematically the period (time
of oscillation) as: T = 1/2 π
l
g √
where g = acceleration of free fall, l = length
of string and T= period of oscillation and π 3.142
Step 5. The teacher guides the students in calculating the period T of a string whose
length is 3cm which undergoes 30 oscillations.
STUDENTS’ ACTIVITIES: The students will exhibit the following activities;
1. Answering questions
2. Asking questions
3. Listening to the teacher
4. Writing down notes
5. Conducting practical setup of a simple electric circuit
EVALUATION: The teacher evaluates the lesson by asking the students the
following questions;
i. Define simple harmonic motion
ii. List the components of a simple pendulum.
iii. List examples of simple harmonic motion.
SUMMARY/CONCLUSION: The teacher concludes the lesson by summarizing the
salient points of the lesson. Thus,
- The motion of the pendulum bulb is an example of a simple harmonic motion,
it moves to and fro reversing the direction of its motion.
- The period of a simple harmonic motion is the time it takes for a simple
pendulum to make one complete oscillation or revolution.

72
 ASSIGNMENTS: calculate the length of a string used in a simple harmonic motion
experiment which undergoes 50 oscillations in a period of 120 seconds?

APPENDIX E

TABLE 1: Mean Responses and Standard Deviation on the attitude of senior

secondary school physics students before and after exposure to simple harmonic
motion experiment.

PRE-TEST

S/N Motivation N X SD REMARK

1. I like simple harmonic motion. 64 2.85 0.97 Not

Accept
.2 Solving problems in simple harmonic motion is interesting. 64 2.62 0.95 Not
Accept
.3 I like the way my physics teacher praises me 64 2.56 0.47 Not
Accept
4 I always study hard to pass questions in simple harmonic 64 2.79 1.12 Accept
motion.
5 I like the practical method of teaching simple harmonic motion 64 2.82 1.01 Accept
in the laboratory.
6 The use of simple pendulum apparatuses in the laboratory is 64 3.29 0.74 Not
interesting. Accept
7 I like the calculation aspect of simple harmonic motion. 64 2.03 0.83 Not
Accept
8 The use of simple pendulum instrument in the laboratory is 64 2.95 1.04 Accept
interesting.
9 My physics teacher guides me in carrying out experiments. 64 2.55 0.92 Not
Accept
10 I am motivated by my physics teachers discipline in the 64 2.65 0.29 Not
laboratory. Accept
11 Learning simple harmonic motion helps me understand how 64 3.04 0.18 Not
most principles works. Accept
12 The knowledge of simple harmonic motion has motivated me 64 2.66 1.05 Accept
73
 understand mathematics better.
13 I like my teachers’ procedure of conducting simple harmonic 64 2.81 0.93 Not
motion practical. Accept
14 I am motivated by my teachers challenging simple harmonic 64 2.64 0.92 Not
motion assignment. Accept
15 My teachers’ guidance in presenting results of practical is 64 2.61 0.95 Not
excellent. Accept
Grand mean 64 2.72 0.82

POST-TEST

S/N Motivation N X SD REMARK

1. I like simple harmonic motion. 64 2.17 1.14 Accept

.2 Solving problems in simple harmonic motion is interesting. 64 2.30 1.13 Accept

.3 I like the way my physics teacher praises me 64 2.71 0.92 Not

Accept
4 I always study hard to pass questions in simple harmonic 64 2.07 1.15 Accept
motion.
5 I like the practical method of teaching simple harmonic motion 64 2.55 0.98 Not
in the laboratory. Accept
6 The use of simple pendulum apparatuses in the laboratory is 64 2.65 0.97 Not
interesting. Accept
7 I like the calculation aspect of simple harmonic motion. 64 1.86 1.08 Accept

8 The use of simple pendulum instrument in the laboratory is 64 2.87 0.85 Not
interesting. Accept
9 My physics teacher guides me in carrying out experiments. 64 3.01 0.70 Not
Accept
10 I am motivated by my physics teachers discipline in the 64 2.01 1.12 Accept
laboratory.
11 Learning simple harmonic motion helps me understand how 64 2.88 0.73 Not
most principles works. Accept
12 The knowledge of simple harmonic motion has motivated me 64 2.78 0.88 Not

74
 understand mathematics better. Accept
13 I like my teachers’ procedure of conducting simple harmonic 64 2.38 1.10 Accept
motion practical.
14 I am motivated by my teachers challenging simple harmonic 64 2.53 0.96 Not
motion assignment. Accept
15 My teachers’ guidance in presenting results of practical is 64 3.03 0.66 Not
excellent. Accept
Grand mean 64 2.53 0.96

75