ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS TEACHING

PHYSICS IN RURAL AREAS OF BADE LOCAL GOVERNMENT AREA OF YOBE

STATE, NIGERIA

BY

USMAN ADAMU USMAN

UGG/21/09/001

BEING A PROJECT SUBMITTED TO THE DEPRTMENT OF EDUCATION,

DIRECTORATE OF DEGREE PROGRAMME, UMAR SULEIMAN COLLEGE OF
EDUCATION GASHUA, AFFILIATED TO UNIVERSITY OF MAIDUGURI.

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF

DEGREE OF BACHELOR OF SCIENCE EDUCATION (BSc. Ed) PHYSICS.

NOVEMBER, 2024

i
 DECLARATION

I declare that this project work is carried out by me and submitted to the Department of
Education, Umar Suleiman College of Education Gashua Directorate of degree programme in
Affiliation with University of Maiduguri.It is my work and has not been presented in any form
and all published work were duly acknowledged

Name: USMAN ADAMU USMAN

Reg. No: UGG/21/09/001

Sign:__________________

Date:__________________

ii
 CERTIFICATION

This is to certify that the project titled " Attitude of secondary school teachers towards teaching
Physics in Rural Areas of Bade local government area” was carried out by Usman Adamu
Usman (UGG/21/09/001) and meet the regulations governing the award of Bachelors degree
(Bsc. Ed) Physics Education. This project is approved for its literary presentation and
contribution of knowledge.

Supervisor Name: Mal. Mohammed Mustapha

Signature_____________________________

Date_________________________________

Head of Department:

Signature_______________________________

Date___________________________________

External Examiner:

Signature______________________________

Date__________________________________

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 DEDICATION

This research project is dedicated to Almighty Allah. It is also dedicated to my beloved parents:
Mal. Adamu A.D and Hajiya Hafsat U. Dadi for their kind, moral and financial support and all
his efforts in making sure I succeeded academically.

iv
 ACKNOWLEDGEMENT

First of all, I thank almighty Allah for showing me the reality of my dream of completing this

project work successfully, and to my parents Mal Adamu A.D and my mother Hajiya Hafsat U.

Dadi, for their unwavering support throughout my academic career, my brothers and sisters

would not go unnoticed for their supports through advices and encouragement also, may

Almighty Allah reward them abundantly.

My sincere gratitude goes to the project supervisor in the person of Mallam Mohammed

Mustapha who also happens to be our respected Head of unit, May Allah the Magnificent

reward him and his family in multiples. Ameen. The same appreciation goes to my lecturers of

the department of physics education USCOEGA for their guidance, moral and intellectual

support to us from the beginning of our studies up to now.

I also thank my colleagues and other friends who have in one way or the other contributed to the

success of this work. I will like to thank my project typist Abdullahi Yusuf Ibrahim Wuyo for his

efforts and dedication regarding my project work. Your efforts and commitment to ensure the

success and completion of this work is highly recognizable.

Finally, may Allah rewards every one whom I have not mentioned abundantly that have

contributed to my success.

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 ABSTRACT

This study examines the attitude of secondary school teachers towards teaching physics in rural
areas of Bade Local Government Area of Yobe State, Nigeria. A population of 10 teachers was
selected from three (3) secondary school using simple random sampling technique to ensure
fairness and equal representation. Data were collected through structured questionnaires
designed to capture teachers’ perceptions, challenges, and motivations related to teaching
physics in rural settings. The research aimed to address key questions on teachers’ attitudes,
their preparedness, and the factors influencing their commitment to teaching the subject.
Responses were analyzed using frequency and percentage distribution to identify patterns and
trends. The findings revealed a mix of positive and negative attitudes among teachers, with key
challenges including inadequate teaching resources, lack of professional development
opportunities, and low student interest in physics. Recommendations were made to address these
issues, including providing adequate teaching materials, organizing regular training workshops,
and creating incentives to motivate teachers in rural schools. This study highlights the
importance of improving teaching conditions in rural areas to foster better educational
outcomes in physics. Furthermore, the study emphasizes the need for stakeholders, including the
government and educational policymakers, to prioritize rural education by addressing systemic
issues that hinder effective teaching.

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 TABLE OF CONTENTS

Title Pages i

Declaration ii

Certification iii

Dedication iv

Acknowledgement v

Abstract vi

CHAPTER ONE
INTRODUCTION
1.1 Background of the study 1
1.2 Statement of problem 2
1.3 Purpose of the study 4
1.4 Research questions 4
1.5 Significance of the study 5
1.6 Scope of the study 5
1.7 Definitions of terms 5
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction 7
2.1 Conceptual Review 8
2.2 Literature Review 10
2.2.1 The Nature Of Attitudes 13
2.2.2 Status of Attitudes of Teachers and Students towards teaching and learning of Physics 14
2.2.3 Attitude Towards Physics Objectives 16
2.2.4 Reasons for Attitude of teachers and students towards teaching/learning of Physics 17
2.3 Conceptual Review 18
2.3 Differences in attitude between Teachers and Students towards teaching/learning of 26
2.3.1 Strategies for Enhancing Attitudes of Teachers and Students towards 29
2.4 Theoretical framework 30
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2.5 Empirical Review 32
CHAPTER THREE
RESEARCH METHODOLOGY
3.0. Introduction 35
3.1. Research design 35
3.2. Area of the study 36
3.3. Population. 36
3.4. Sample and sampling techniques 36
3.5. Instrumentation 36
3.6. Validity of the instrument 37
3.7. Reliability of the instrument 38
3.8. Procedure for data collection 38
3.9 Procedure For Data Analysis 38
CHAPTER FOUR
RESULT AND ANALYSIS
4.1 Introduction 39
4.2 Data presentation and data analysis 39
4.3 Summary of major findings 43
4.4 Discussion of findings 43
CHAPTER FIVE
SUMMARY, CONCLUSION, AND RECOMMENDATION
5.1 Summary 45
5.2 Conclusion 45
5.3 Recommendations 47
5.4 Suggested for further research 48

viii
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

According to John Dewey, education helps in the formation of fundamental attitudes of

imagination, desire and thinking which is strictly correlative with culture in its inclusive sense.

Rusk (2014) sees education as help in the development of each unit in the society to maximize

his potentials, abilities and also to enable one contribute meaningfully to the growth of that

community and share its accomplishment. Education is therefore the key to modernization and

development. The introduction of Christianity was followed by western type of education and its

was a common strategy that as soon as a situation was established one of the first facilities to be

provided was a school to which they tried to recruit young ones who would be more easily

attracted. The school was to train manpower who would successfully serve as catechist,

interpreters, clerks, court messengers etc. to enhance their evangelical activities. The first

missionary school was established in Badagry, a rural area in Lagos State in 1942 by Thomas

Birch Freeman of the western Methodist missionary society.

Since the missionaries were in control over these schools before the government involvement,

schools in the rural areas were adequately staffed and the teachers were doing their jobs

effectively. Those rural are villages or communities characterized by the smallest of their

population, poor housing or accommodation, the existence of untrained roads and low level of

commercial activities. The occupation of the people is agriculture and they are handicapped by

poor health care delivery, non-availability of portable water and electricity, inadequate

transportation and communication system. With the above characteristics playing the rural areas,

teachers posted to such areas started to protest their posting in favour of urban centres that are
1
characterized with basic amenities not found in rural areas. Some teachers started to give flimsy

excuses such as family separations, road hazard to remain in the urban schools. Some influenced

the posting to urban centres through lobbying. These led to mass rural-urban drift, thereby

creating vacuum in the numbers of teachers left to teach the less privilege students in the rural

schools. The state government now took it upon themselves to post or transfer teachers from

urban areas to rural areas and from rural areas to urban areas. This measure did not work out

because most of the concerned teachers always find their ways to remain in urban centres where

all their basic and social needs are met. Those who are lucky to be in the urban centres developed

the sit tight syndrome.

The question now is ‘do we allow the rural schools to be phased out because of the negative

attitude teachers are having towards them’? or will the government create a conducive and

enabling environment in the rural areas to attract teachers to their school? It is therefore pertinent

to identify the attitude of teachers towards teaching physics in the rural areas particularly in Bade

local government area of Yobe State.

1.2 STATEMENT OF PROBLEM

Education as a veritable instrument of change unlocks the potentials in the citizens to contribute

meaningfully to the growth and development of the community. It is a common saying that no

educational system can rise above the quality of its teachers. The child though seen as a focal

point or centre of the educational process, the teacher is the facilitators that translate educational

policies with practice and programmes into action and consequently could best be described as

the pivot of the educative process. The teachers are a crucial component of any education system

because he is the main determinant of the quality of the system (Okoye, 2003).

2
Alot of variables have contributed to the change and modification in attitudes of secondary

school. Since there are inadequate or lack of basic amenities in the rural areas, teachers find it

difficult to go there to teach and those who are there by compulsory or without alternative

posting do so with mixed feelings, and as a result the quality of rural children education is

adversely affected. It is established that poor teaching produces poorly educated children. The

spatter distribution of amenities and infrastructure in those rural areas develop negative attitude

towards teaching while schools in the urban areas are overstaffed. The rural inhabitants including

the students would want to know why teachers are having negative attitude to rural service.

Therefore, the researcher intends to investigate circumstances surrounding the trend whereby

teachers are always sick of rural assignment. The researcher intends to provide answers to the

following questions.

1. Does the environment have any influence on the attitude of teachers towards teaching

physics in rural posting?

2. Does the teachers’ academic qualification have any effect on his/her attitude in teaching

physics to rural posting?

3. Does the years of experience of teachers have any influence on the attitude of teachers to

rural posting?

4. Does the marital status of a teacher affect his/her attitude in teaching physics in senior

secondary school in rural area?

5. Does the sex of a teacher affect his/her attitude to rural posting?

3
1.3 PURPOSE OF THE STUDY

The purpose of this study is to examine the attitude of secondary schools teachers towards

teaching physics in the rural schools. Since the teachers posted to the rural areas developed some

mixed feelings, there is the danger of non-seriousness in the execution of their jobs or duties.

According to the National Policy on Education (N.P.E, 1989) it stated that Nigeria philosophy of

education is based on the integration of the individual into a sound and effective citizens and

equal educational opportunities for all citizens of the nation at the secondary, secondary and

tertiary levels both inside and outside the formal school system. But the refusal of teachers to

accept rural posting is now creating disparity between the rural and urban types of education

thereby encouraging inequality in education. it becomes desirable to earn the possibility of

maintaining some kind of balance between those areas most especially as it concerns education,

the study will help to find solutions to the negative attitude of secondary school teachers towards

rural posting.

1.4 RESEARCH QUESTIONS

This study is designed to guide the researcher in the following:

1. Is there a relationship between the environment and the teachers attitude towards teaching

of physics in rural posting?

2. Is there a relationship between teaching experience of teachers in physics and their

attitude towards rural posting?

3. Is there a relationship between academic qualification of teachers and their attitude

towards rural posting?

4
 4. Is there a relationship between marital status of teachers and their attitude towards

teaching physics in rural posting?

5. Is there a relationship between the sexes of teacher’s and their attitude towards teaching

of physics in rural posting?

1.5 SIGNIFICANCE OF THE STUDY

The study is important because there is need for students in the rural to have equal educational

opportunities like their mate in the urban areas. It is also relevant and significant in Gashua

towards industrial and technological advancement. It is important to the ministry of education in

identifying the causes of the negative attitude of teachers to teach in the rural area and to proffer

appropriate solutions to the ugly trend. The study is relevant to the potentials teachers in

identifying the types of rural environment they are going to work when employed. Many

researchers and benefit from this study.

1.6 SCOPE OF THE STUDY

The study is limited to public junior and secondary schools in Bade local government area of

Yobe State and all the teachers teaching in the selected schools whether professional or auxiliary

teachers. The study will also include teachers teaching in the urban areas in order to get their

personal opinions towards rural posting.

1.7 DEFINITIONS OF TERMS

ATTITUDE: this refers to the opinions and feelings that a person has towards something. Here,

the feelings teachers have about rural posting are their attitude.

5
PROFESSIONAL TEACHERS: These are teachers that have the necessary teaching

qualifications and are certified to impact knowledge to learners. They include holders of national

certificate of education (NCE), Bachelor in education (Bed), Masters in education (Med)

postgraduate diploma in education or technical education (PGDE or PDGTE).

AUXILIARY TEACHERS; these are teachers who do not have the necessary teaching

qualification but find their way into the classroom to impact knowledge to learners.

PUBLIC SCHOOL: These are schools that are managed and funded by the government (state

and federal).

RURAL AREAS: These are villages or communities characterized by the smallness of their

population poor accommodation or housing, existence of un-tarred roads, low level of

commercial activities, handicapped by poor health care delivery, non-availability of portable

water and electricity, inadequate transportation and communication system.

URBAN AREAS: those are towns or cities that have the opposite characteristics of the rural

areas.

ASSUMPTION OF THE STUDY: The study assumes that teachers generally have a negative

attitude towards rural posting because of lack of social amenities in the rural areas. It also

assumes that children in their rural schools are behind the children in the urban schools

academically because of lack of teachers in the rural schools.

6
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

"Attitude has been the subject of extended debate in psychology. No concept can have had such a

checkered history" (Bynner, Cashdan & Commins, 1972: 10). Arguments about attitudes are

concerned with: the definition of attitudes (dealt within chapter 1); the nature of attitudes, that is,

the components of attitudes, namely, cognitive, affective and behavioural components; the

relative importance or weight of the three components of attitude; consistency across these

components for prediction of behaviour; other factors that interact with attitude-behaviour

consistency; and direction of causality between attitude and behaviour. This chapter looks into

these arguments. The formation of attitudes and attitude change also features in the discussion of

the concept "attitude". Finally this chapter looks into other concepts related to attitudes, such as

causes, adjustment, satisfaction, perception, social norms, habits, and expected consequences of

behaviour.

Teachers act as role models whose behaviours are easily copied by students. However, many

teachers seldom realize that how they teach, how they behave and how they interact with learners

can be more paramount than what they teach (Yara, 2009). Kuranchie, et al. (2013) observed that

teachers with positive attitude towards Physics was significantly related to high achievement in

learners on the study carried out to find out how teachers‟ attitude contributed their academic

performance. The study further revealed that students with committed teachers had the courage

and determination to face difficulties in school life. Burks, et al. (2009) also observed that

teachers‟ exhibition of self confidence when teaching Physics motivates students through

creating interest and promoting better results in the subject.

7
Attitude can also be gender related. There are many who hold the view that boys do better in

Physics than girls. This belief tends to affect the attitude of girls towards Physics. Farooq and

Shah (2008) in a study of secondary school students in Pakistan found that there was no

significant difference in confidence of male and female students towards Physics at secondary

school level. They rather found that students‟ success in Physics depended on attitude towards

the subject. However, some studies have found gender difference in students‟ confidence in

Physics. Compared to boys, girls lacked confidence, perceived Physics as a male domain and

were anxious about Physics (Casey, Nuttal & Pezaris, 2001). In the study, girls were found to

have lower self-confidence in Physics than boys.

2.1 CONCEPTUAL REVIEW

Teachers’ attitudes towards teaching are only one of the factors frequently examined in the

relevant literature in terms of affecting students’ attitudes toward science learning (Korur &

Eryılmaz, 2018; Sezer, 2018). The sub-dimensions of attitudes toward teaching science were

examined in different studies. In Nigeria, the studies reported that science teachers felt

competent at teaching science and they have a high positive attitude towards their profession

(Camci Erdogan, 2017; Karaalioğlu Çakır & Kadioğlu Akbulut, 2022). They analysed the

attitudes of science teachers, focusing mainly on self-efficacy for teachers in science teaching,

job satisfaction, teachers’ professional and scientific attitudes, and enjoyment. Other studies,

however, emphasize a connection between sub-dimensions of teachers’ science teaching

attitudes (e.g., enjoyment and self- efficacy) and students’ attitudes towards science learning

(McDonald et al., 2019; van Aalderen-Smeets et al., 2017). Van Aalderen-Smeets et al. (2012)

first developed a coherent and a comprehensive theoretical framework of the Dimensions of

Attitude towards Science (DAS) scale. They indicated that secondary teachers’ attitudes are
8
examined together as personal attitudes towards science and professional attitudes towards

science teaching. Personal attitude includes beliefs about science, society, or daily life, regardless

of a person’s profession (van Aalderen-Smeets et al., 2012).

In contrast, teachers’ professional attitudes towards secondary school science teaching include

the feelings and beliefs they may have regarding teaching these subjects in the school context.

For example, it includes feelings of happiness or anxiety about teaching science subjects.

Karaalioğlu Çakır and Kadioğlu Akbulut (2022) stated that studies investigating the professional

attitudes of science teachers will contribute to the related literature. Second, van Aalderen-

Smeets and Walma van der Molen (2013) revised this scale and confirmed its structure with pre-

service and in-service secondary teachers from the Netherlands.

In the multidisciplinary structure of science, physics is one of the disciplines that is considered to

be the most problematic field (Guido, 2013). Only teachers who have a high positive attitude

towards their profession can better cope with these difficulties and strive to improve their own

teaching approach (Karaalioğlu Çakır & Kadioğlu Akbulut, 2022). Since teachers’ attitudes

directly affect students’ learning outcomes, it would be appropriate to examine attitudes with

continuously developed instruments (Ambusaidi & Al-Farei, 2017; Blalock et al., 2008; Pratiwi

et al., 2022). A scale to measure the dimensions of attitude and attitudes toward the teaching of

physics of science teachers will improve training of future teachers and will bring positive

changes in physics teaching attitudes through in-service teacher training programs (Ambusaidi &

Al-Farei, 2017; Korur et al., 2016). Since the common scales in the literature focused on

students’ attitudes or teachers’ personal attitudes toward science, a study that measure teachers’

science/physics teaching attitudes will contribute to the science education literature (Blalock et

al., 2008; Jones & Leagon, 2014; Korur et al., 2016; Wendt & Rockinson-Szapkiw, 2018). When

9
a valid and reliable scale measuring attitude towards teaching physics is introduced, it will be

revised to use in measuring the attitudes in the teaching of other disciplines (such as biology and

chemistry) in science classes.

2.2 LITERATURE REVIEW

Papalia and Olds (1988:615) state that an attitude consists of three elements, namely, what you

think (the cognitive component), how you feel (the emotional or affective component) and how

you intend to act out your thoughts and emotions (behavioural component). Papalia and Olds

maintain that one problem with studying attitudes is that the three elements often contradict one

another. This therefore means that teachers may think that conditions in rural schools are

unsatisfactory (cognitive component) but feel that they will be unable to get posts in urban

schools (emotional component) and therefore have to stay longer in rural schools (behavioural

component). The implication, however may not be that they are satisfied with the conditions in

rural schools or that they have positive attitudes towards them because the three components, in

this case, are not consistent with one another, and with the actual behaviour.

Many researcher fears the detrimental effects of working and school conditions in rural schools

and teachers' attitudes towards them, namely, teachers of other races might not be prepared to

teach in rural schools if their counterparts are reluctant to pursue a career in them. Consequently

rural communities might not benefit from the multiracial teaching which is envisaged in this

country.

Driscol (2000, p. 350) defined attitude as “choosing personal actions based on internal states of

understanding and feeling.” Social psychologists examine attitude in three main components:

cognitive, affective, and behavioural (Eagly & Chaiken, 1993; Fishbein & Ajzen, 1975). The

10
senses or feelings associated with an attitude object refer to the affective component. Beliefs and

thoughts associated with an attitude object constitute the cognitive component, and past

behaviors that occur with respect to an attitude object constitute the behavioral component

(Haddock & Maio, 2008). van Aalderen-Smeets et al. (2012) examined the components of

attitude from a new perspective within the theoretical framework. Basically, the cognitive and

affective components of attitude partially reveal the “behavioral intention” that can be accepted

as the stage of the attitude before it turns into behavior. Therefore, behavioral intention is not

seen as a direct component of attitude, but as a direct result of two attitude components (van

Aalderen-Smeets et al., 2012). In this respect, they took the behaviors and behavioral intentions

of primary school teachers, which are conceptually different from their attitudes towards science

teaching. Instead, they accepted perceived control as a new third component. Perceived control

includes self-efficacy and dependency on context factors. In this context, teachers’ attitudes

towards science teaching (the dimensions of the DAS) are determined as perceived control,

affective states, and cognitive beliefs (van Aalderen-Smeets and Walma van der Molen, 2013).

Aalderen-Smeets & Walma van der Molen, 2013). Another sub-dimension is anxiety, and

teachers’ anxiety about science teaching is one of the important reasons that students may

approach science learning anxiously (Özbuğutu, 2021). “Perceived difficulty,” which is the fifth

sub-dimension, indicates the difficulty of science and science education compared to other

disciplines. The sixth dimension is “gender stereotyping” which measures teachers “perceptions

of male or female students” abilities in science and physics. In this context, teachers who think

that learning science, especially physics, is only for one gender (usually male) deliver this

message to their students as well (Chen et al., 2020). The last sub-dimension is, “perceived

relevance” and this is intended to identify perceptions regarding the importance of science
11
subjects and science teaching in elementary schools (van Aalderen-Smeets & Walma van der

Molen, 2013). van Aalderen Smeets et al. (2012) determined that the sub-dimensions of the

attitudes stated in their study and the dimensions mentioned for the attitudes towards

science/physics teaching were not different from each other. Although a general explanation of

the underlying theoretical framework and science students’ attitudes towards science teaching is

given, for a detailed review see Jones and Leagon (2014) and van Aalderen Smeets et al. (2012).

The Scales Measuring Attitude Toward Science Teaching

Other studies adapt various scales in order to determine attitudes toward science teaching (Moore

and Foy, 1998). Van Aalderen-Smeets and Walma Van der Molen (2013) stated that different

dimensions of attitude constituting different concepts should be measured with different

subscales. In various scales currently measuring attitudes towards science teaching, statistical

and theoretical standards are not the main focus (Blalock et al., 2008). In the DAS, these

standards were taken into account and the seven-factor structure with factor loadings between .37

and .90 was confirmed by using confirmatory factor analysis (CFA; van Aalderen- Smeets &

Walma van der Molen, 2013).

Korur et al.’s (2016) study analysed the data collected from 202 teachers in Spain (Almeria), and

185 teachers in Turkey (Burdur). They attributed the use of the DAS scale in different cultures to

a few factors. First, they indicated that attitudes toward science teaching of teachers should be

identified in Spain and Turkey, since evaluation of the findings of some global reports (e.g.,

Program for International Student Assessment [PISA]) related to attitudes toward science is

valuable. Second, they also implied that the cross-cultural evaluation of science teachers’

teaching attitudes across various countries is paramount to determine whether local indicators are
12
the same in the larger population. Finally, they tried to compare the results of the DAS scale in

different languages with the results of the original DAS as suggested by the van Aalderen-

Smeets and Walma van der Molen’s (2013) study.

2.2.1 The Nature of Attitudes

Since attitudes are learned (Papalia & Olds, 1988: 615) and can be observed through and inferred

from behaviour (Summers, 1970: 21) they are therefore psychological in nature. A framework

for the theoretical study of attitudes is the integration of attitude theory with other areas of

psychological theory (Greenwald et al., 1968:364).

Greenwald et al. (1968: 364-365) maintain that psychological theory of learning postulates that

attitudes are learned while the psychological theory of behaviour postulates that behaviour is a

result of learned attitude. In the theory of attitudes it is hypothesized by psychologists that

attitudes have three components (Nzimande, 1970: 20) as discussed in the following section.

Halladyna and Shanghnessy (2012) and Adesoji (2010) have concluded that a number of factors

have been identified as related to students’ attitude to science, such factors include; teaching

methods, teacher attitude, influence of parents, gender, age, environmental, cognitive styles of

pupils, career interest, social view of science and Scientifics, social implicating of science and

achievement. It is therefore, a great concern in this regard to give absolute attention to the quality

and the numbers of the teachers we have in the secondary schools to enable us achieve and attain

the goals for which these secondary schools were established without any impediment or

hampering this purpose. Hence, being properly trained as a professional teacher and having a

sound knowledge of what to teach is the most vital prerequisite for a good qualified teacher.

13
Unqualified teachers in our secondary schools today in teaching of Physics have acted

persistently as canker-worm devouring the efforts of achieving the educational objectives for this

subject. It is observed that a person can never give out what he does not have. Nwanna (2012)

said that the personality of teachers has significant influence on Teachers attitude. The proper

application of teaching materials is very important in the effective studying of Physics.

The quality of the teaching materials used in teaching and learning appear to affect greatly the

teaching and learning of Physics. According to Okorita (2004), there is urgent need to provide

the schools with facilities and materials so as to boost the teaching and learning.

In teaching Physics, methodology is a veritable tool for the conveyance of the principles or

theories of Physics as well as materials to the students for the achievement of the goals of that

institution. According to Ali (2001) “methodology uses materials in an instructional setting to

send the principles (knowledge) which could be the cognitive, the affective and the psychomotor

aspect of the school’s curriculum.

Also Onyeji (2000), opined that the teacher’s attitude discourages and scares away students from

studying the subject, if the students are not properly guided, they become scared of the teachers

and the subject resulting in lack of interest and the Teachers attitude tend to be poor since

effective teaching do not take place. These studies thus set out to investigate the attitude of

secondary school teachers towards teaching of Physics in Bade local Government Area of Yobe

State.

2.2.2 Status of Attitudes of Teachers and Students Towards Teaching and Learning of
Physics

Attitudes can be viewed as more or less positive. A positive attitude towards Physics reflects a

positive emotional disposition in relation to the subject and, in a similar way, a negative attitude

14
towards Physics relates to a negative emotional disposition (Zan & Martino, 2008). These

emotional dispositions have an effect on an individual’s behavior, as one is likely to achieve

good grades in a subject that one enjoys, has confidence in or finds useful (Eshun, 2004). For this

reason positive attitudes towards Physics are desirable since they may influence one’s

willingness to learn and also the benefits one can derive from Physics instructions. Similarly,

Nicolaidou and Philippou (2003) observed that negative attitudes are the result of regular and

repeated failures when dealing with Mathematical tasks and these negative attitudes may become

relatively permanent. According to these authors when children first go to school, they normally

have positive attitudes towards Physics. However, as they progress their attitudes becomes less

positive and frequently become negative at high school.

Mattern and Schau (2002) assert that positive attitude towards a subject is related positively to

performance. In support, Olatoye (2001) in a study carried out in Nigeria found out that

students‟ attitude towards a subject has a significant direct effect on students‟ achievement in a

subject.

Students get motivated to learn various Physics skills that are being taught in class by teachers

while young. However, with time the attitude may start to change negatively as they grow.

Research done in the USA by Noyce (2001); Sunal and Whitaker (2001) point out that, most

children enter school ready to learn and with positive attitudes towards Physics.

However, those positive attitudes may with time turn negative as they see themselves poor

learners in Physics. The pressure exercised on students to cope with highly demanding tasks,

often at a pace beyond their ambition, together with unimaginative instruction will discourage

some of them as their attitude changes towards Physics. There is need to establish how attitude
15
towards teaching/learning of Physics affect achievement of learners in the Nigeria since the

above studies were done elsewhere.

Research done by some key stakeholders in Nigeria (Nui & Wahome, 2006) in secondary

education, has shown that consistent failure in Physics and Sciences may be attributed to

attitudes of students and teachers have towards the subjects. Based on this research, it means

attitude is a key component that influences performance. In agreement to this Monoah, Indoshi

and Othuon (2011) in their study observed that attitudes play a critical role in students‟

performance. Students with positive attitude tend to perform well in an exam which is an

indicator that it is a very essential element in learning of Physics. The role of attitude from these

literature shows that it is one of key factor in determining how well a curriculum is implemented

in learning institutions and in particular Physics subject.

The above discussion shows that attitude plays a great role in determining the level of

performance in schools. Manoah, Indoshi and Othuon (2011) looked at attitudes of learners

while ignoring the attitudes of the teachers towards teaching of Physics. Other studies like

(Noyce 2001; Olatoye 2001; Sunal & Whitaker 2001) were done outside Nigeria and may not

reflect the actual state in the Nigerian situation. This study therefore focused to establish status of

attitudes of teachers and students towards teaching/learning of Physics in totality. Effective

implementation of a curriculum can only take place if the consumers and implementers have

positive attitude towards all the four elements of the curriculum. This fact made it necessary to

conduct the study with a focus on the attitudes of teachers and students towards teaching/learning

of Physics in secondary schools.

16
2.2.3 Attitude Towards Physics Objectives

Mathematical achievement has been identified as a critical component to lives of children and

adults living in the 21st Century successfully (Kilpatrick, Swafford & Findell, 2001). This kind

of success can only be attained when the attitude of students and teachers towards the subject is

positive.

The current study focused on specifically on attitudes of both teachers and students towards

teaching/learning of Physics unlike above study that covered all the factors affecting

performance. A study carried out by SMASSE (1998) also indicated that most teachers lacked

clear vision on the set objectives in Physics and Sciences. The perception of the teachers towards

objectives may affect the level of the achievement of a lesson that is being presented in class.

However, the study done by SMASSE looked at the way teachers view objectives of Physics

without examining the attitude of those teachers towards the said objectives and the manner in

which they deliver the lessons in class. This is supported by Kemp (1986) who asserts that for

curriculum planning to be rational, it must start with clear and specific aims and objectives, and

then, address it to discovering the means, the content and methods in terms of which the

objectives are to be achieved. Since curriculum is implemented by teachers, they ought to be

clear on what to be achieved at the end of the lesson.

2.2.4 Reasons for Attitude of Teachers and Students Towards Teaching/Learning of

Physics

The competence gain in the study of Physics is widely used in all spheres of human life hence

necessary for learners when selecting future careers. Physics plays a key role in shaping how

individuals deal with the various spheres of private, social, and civil life (Anthony & Walshaw,

17
2009). This justifies the compulsory of the study of the subject by all students who go through

basic and secondary education.

Various reasons may be attributed to the causes of differences in attitude towards Physics as a

subject. One of this is anxiety which is a condition in students that usually make them experience

negative reactions to mathematical concepts as identified by Cates and Rhymer (2003). The

study found out that when students react negatively to what is being taught in class their

understanding level is greatly reduced. Anxious people may avoid Physics classes, may be more

likely to have negative attitudes to Physics related activities, or if they become elementary

teachers, may not spend as much time teaching Physics as their less anxious colleagues (Ho, et

al., 2000). Further, it is believed that lack of confidence when working in mathematical situations

as described by Stuart (2000) may be the cause of Physics anxiety.

Highly Physics anxious people will be less fluent in computation, less knowledgeable about the

subject, and less likely to have discovered special techniques and relationships within the Physics

domain. However, Burks, et al. (2009) asserted that teachers‟ beliefs about Physics such as the

usefulness of Physics, the way Physics should be learned, the difficulty or ease of Physics, as

well as gender ability and beliefs also affect their attitude towards the subject and impact on

students‟ performance.

2.2.5 Problems Facing the Teaching and Learning of Secondary School Physics.

The practical problems facing the teaching of Physics ranging from Obsolete Textbooks with the

exception of a few, the Physics textbooks written in Gashua are badly written, sketchy and lack

the in-depth content. They are largely descriptive. They are poorly illustrated and contain lots of

inaccuracies and they are mostly produced in a hurry. The major problems are as follows;
18
Corruption: These problems have deeply affected the teaching and learning of Physics in senior

secondary schools in Gashua and have been extended to villages across Bade Local Government

Area. According to Odey (2004), states that secondary school students are corrupt, they are

introduced to examination malpractice by inducing them to pay big sum of money to enable

them pass their Physics examination. This reduces their skill as students do not have much zeal

to learn because they have the feelings that they must pay money on the examination day

depending on the nature of the subject, which may involve drawing of graphs, calculations and

others alike.

Shortage of Qualified Physics Teachers: these affect students learning of Physics in the

content that qualifies Physics and principles in operation, students can gain an understanding of

the major activities of people in our physics system and institution through which the objectives

of our physics system can be achieved. According to Wowl (2011), states that the Nigeria

Certificate in Education (NCE) shall be the lowest qualification for the teaching profession,

however, qualification like grade II teachers certificate should be seen as a prerequisite for the

professional training to teach. Grade II teachers by this delimitation, are not professional

teachers. They are rather teachers who intend to professionally trained and certified in the future.

Ahmed (2014), support this view by reviewing the Nations’ policy on Education (NPE, 1981)

which stipulated the Nigeria Certificate on Education (NCE) as a minimum teaching

qualification in the country and also lists the goals of teachers education.

Fafuwa (2006), states “the problem affecting the teaching today is as a result of people who

cannot make good elsewhere but, because they have the minimum qualification required, joined

the teaching profession from necessity rather than choice”. In addition to the context, according

to Noah (2004), in the scare input on Physics teaching are teachers, the ability to teach, and the
19
desire to teach. On the student side, the scare input is the ability to learn that is why William

(2009), says “A less qualified tells, an average qualified teacher informs, a professional teacher

teaches. On this note, Williams (2009), grouped teachers into two; pre-service and in services.

The less qualified teachers are classified to be under the pre-service education which includes all

the stages of education, and training that precedes the employment of teachers to teach in a

school. Teachers can also receive training after they might have begun teaching. He went further

to mention the essential qualities of a teacher that can influence teaching and learning of Physics.

They include:

 Teachers must have the knowledge of the subject matter. This means that teachers should

be thoroughly justified on what he is called upon to teach. It also means that the Physics

teacher should have an in-depth knowledge of Physics.

 Teachers should have sincere interest in the teaching. This means that the love of the

subject in teaching profession is an antidote to many difficult classroom situations.

Due to the shortage in Physics teacher in the secondary schools, the number of qualification

seems to be enough. This shortfall continues because nonprofessional teaching lead to poor

understanding of this subject, which will make the students not to do well. This notion was

supported by Nna (2010), when he says that the personality of teachers has significant influence

on students as teaching and learning takes place.

According to Sotonwa (2012), the real problem of maintaining standard of teaching and learning

Physics in the school is that competent and qualified teachers are more or less not available. In

the secondary schools, competent teachers are not recruited enough to teach.

Poorly Equipped libraries: The library is a department in the school system that helps students

and teachers to gain full knowledge of their various subjects. According to Nwadum (2004),

20
asserts that library facilities are in short supply or non- existent. This is no doubt hinders the

activities of the subject including teachers production. As the case may be most secondary

schools under study in Bade local Government Area are not well equipped; some do not even

have at all, while some have just a narrow and unconducive environment which is not supposed

to be so. The researcher attended about two secondary schools, but has never seen any existing

library in the schools. This made the researcher to investigate on the causes, as regards the

problems affecting teaching and learning of Physics in Bade Local Government Area.

Lack of teacher's commitment: The issue of teacher commitment and effectiveness is now a

perennial one in educational discourse. The teachers today occupy a paramount position in the

teaching learning situation. It is agreed that no education can rise above the quality of its teacher.

Teachers need to be committed and dedicated to teaching profession. Teaching requires a

cultivated ability. To be done exceptionally well, it also requires a special talent and a sense of

vocation. Students Poor Attitude and Interest The kind of attitude a child has affected his school

work and learning in general because, if he has a positive attitude about the teacher and the

subject, success is inevitable. It is observed that student's attitudes to Physics determines the

degree to which they pass Physics and negative attitude towards the subject and teachers will

definitely have adverse effect on their academic achievement in the subject.

Preferences: -Teachers do select topics based on personal interest and how the topics appealed

to them. The choice of topic to be taught is therefore being influenced by their subjectivity.

The Difficulty of the Subject: There had been controversies over the teaching of Physics in

secondary school. This was based on the belief that Physics is too now pause and think about

more practical problems facing the teaching of Physics and then write them out. Difficult to

21
teach, the argument is that, since the power of deduction and abstract reasoning do not usually

develop much before the age of sixteen, Physics cannot be effectively taught to students before

this age.

 Students’ Attitude towards the Study of Physics.

According to John (2011), “attitude is a developmental state of organism valence created by

psycho-biological processes, exerting a motivational influence upon the individual’s responsive

behaviour in situations directly and indirectly related to it “. He further contended that attitude

possesses intellectual, biological, social and emotional components derived from experience,

which exercises a determining influence upon behaviour. Numerous experiences that show in

individual, certain stimuli are responsible for satisfying state of affairs that predispose him to

readily accept such stimulations as beautiful. Biological limitation and visual impairments hinder

this appreciation. The school aims at helping learners to perceive the aesthetic structure of

objects to sense and love beauty whenever encountered. This creates positive attitude. Children

learn such appreciation when they perceive themselves as constituting part of the experience,

teachers who are sensitive to beauty in nature and art can influence the development of

appreciation of expression in others, through subtle teaching, comments and facial and body

movements as they share their aesthetic experiences with the learners. In consonance to

proposition, adds sharing something of value, with students (such as humour and personal

experiences) listening to them with empathy, treating them with warmth and acceptance,

showing interest in the subject, communicating positive expectations and encouragement and

ensuring that students set realistic goals. Positive attitude enhance learning as they create interest
22
in the tasks viewed as beautiful. This attitude could be generalized to the teacher, other subjects,

other teachers and the entire school or even the education system. Negative attitude creates

dislike and leads to opposite responses.

 Motivation and students’ attitude towards Physics.

Abraham, (2012) defines motivation as “a theoretical construct used to explain the initiation,

direction, intensity and persistence of behaviour, especially goal-directed behaviour”. It refers to

the subjective experiences of students particularly their willingness to be involved in learning

activities including reason to or involvement. Abraham, (2012) also says “motivation is a trigger

stimulus – it can be mere expectation.” Generally, it refers to a process of arousing, maintaining,

controlling and channeling interest and attention towards or while performing a particular task.

In general terms, students’ motivation refers to a students’ willingness, need desire and

compulsion to participate in, and be successful in, the learning process. Developed the definition

further, noting that students who are motivated to engage in school “select tasks at the border of

their competences, initiate action when given the opportunity and exert intense effort and

concentration in the implementation of learning tasks; they slow generally positive emotion

during ongoing action, including enthusiasm, optimism, curiosity and interest”. Less motivated

or disengaged students on the other hand, “are passive, do not try hard, and give up easily in the

face of challenges”. Student motivation is often divided into two categories: extrinsic motivation

and intrinsic motivation.

23
A student can be described as extrinsically motivated when he or she engages in learning “purely

for the sake of attaining a reward or for avoiding some punishment”. He further contends that

school practices that seek to motivate students extrinsically include publicly recognizing students

for academic achievement; giving out stickers, candy and other rewards; and taking away

privileges, such as recess, on the basis of students’ academic performance.

A student can be described as intrinsically motivated when he/she is motivated from within.

Intrinsically motivated students actively engage themselves in learning out of curiosity, interest

or enjoyment or in order to achieve their own intellectual and personal goals. According to

Abraham, (2012) “a student who is intrinsically motivated will not need any type of reward or

incentive to initiate or complete a task; “this type of student is more likely to complete the

chosen task and be excited by the challenging nature of an activity”. While any kind of

motivation seems preferable to none, there is compelling evidence that students who are more

intrinsically than extrinsically motivated fare better. To further buttress’s proposition, opined that

students’ attitude about their capabilities and their interpretation of success and failure further

affect their willingness to engage themselves in learning. For example, students who understand

poor performance as a lack of attainable skills, rather than as some innate personal deficiency,

are more likely to re-engage themselves in a task and try again. Students whose self-concept is

bound up in their history of failure, on the other hand, are less likely to be motivated to learn. To

motivate students in the study of Physics, teachers should tend to magnify students’ initial level

of motivation.

2.3 DIFFERENCES IN ATTITUDE BETWEEN TEACHERS AND STUDENTS

TOWARDS TEACHING/LEARNING OF PHYSICS

24
Attitude is concerned with an individual’s way of thinking, acting and behaving. It has been

defined as positive or negative emotional disposition (Aiken, 2000). Musau (2002) in a study on

language attitudes and their implication for language planning in Nigeria noted that there was

need to establish through research the kind of attitudes that people held towards learning a

language. He further pointed that by the mere fact that Kiswahili is taught as a compulsory

subject in Nigerian schools, it does not guarantee positive attitude towards it. The current study

sought to establish the differences in attitudes between teachers and students towards teaching

and learning of Physics.

The teachers‟ attitude towards teaching of Physics has an effect on the nature of the attitude

learners are going to form in school. The relationship between the teacher and a student should

be good for better teaching/learning to take place (Schenkel, 2009). The underlying basis for

interaction is that students have come to school to be taught. Ediger and Rao (2000) points out

that those students need to experience teachers who possess ample knowledge of the subject

matter as well as methods of teaching Physics because this will enhance formation of the right

attitude by learners in the course of studying in school.

Pidgeon (2000) posited that students‟ conception of their own capabilities influenced their

performance in school academics. If students are led to believe that they are capable of very

little, this low expectation of themselves will make them have little self motivation and will in

fact affect their academic achievement. In a study on motivating language learners, Chamber

(2005) noted that learning occurred more easily, when the student had a positive attitude towards

language and learning. The teachers‟ attitude reinforces the attitudes formed by the learners

towards learning of new concepts (Mutai, 2007). A teacher’s way of perceiving at issues

25
generally and in particular, mathematical concepts influences the learner. A student would like to

learn a new concept depending on how the teacher presents it. In support Aduda (2005) found

that teachers‟ attitude towards Physics teaching is one of the prime contributors towards

explaining the variance in students‟ cognitive achievement. Mutahi (2008) confirmed that

teachers‟ attitude towards Integrated Science teaching affect their students‟ attitude to and

achievement in the subject.

Similarly Balozi (2004) found significant causal relationship between the teachers‟ attitude and

students‟ achievement in Integrated Science. Studies confirm that emotional responses towards

Physics that are found in the teachers include like and dislike of Physics, anxiety associated with

Physics and self-confidence in relation to Physics (Brady & Bowd, 2005; Henderson &

Rodringues, 2008). These emotional factors have an impact on learners‟ performance. In their

study of teachers‟ self-esteem connected to Physics. Henderson and Rodringues (2008) found

that approximately half of the participating pre-service teachers some of whom were well

qualified lacked self-esteem in relation to Physics. For learning to take place a teacher should be

well composed with confidence. In support, Burk et al. (2009) point that teachers‟ exhibition of

self-confidence when teaching Physics motivate learners leading to better performance.

Teachers with positive attitude towards Physics significantly relate to high achievement of the

learners (Leoni & Ratliff, 2009). Kuranchie, et al. (2013) studied how the teachers‟ attitude

contributed to learners‟ academic achievement and behavior. The study revealed that learners

taught by devoted teachers performed well in class work. The study also disclosed that learners

taught by devoted teachers had the courage and determination to face difficulties in school life.

However, this study looked at the attitude of the teacher in relation to the teaching of Physics and

26
study done by Musau (2002) and Chamber (2005) looked specifically on languages. The current

study aimed at establishing differences in attitudes of teachers and students towards

teaching/learning of Physics.

2.3.1 Strategies for Enhancing Attitudes of Teachers and Students Towards

Teaching/Learning of Physics

High achievement in Physics requires strategies to be put in place that will enhance results in the

country and in particular Bade. Okoth (2002) explains that academic difficulties involving lack

of organization in the study habits by the learners and effective use of time may be symptoms of

some psychological stress. This could be due to practical results of inadequacy of schools in

teaching students how best they as individuals may learn. This may also result from inability to

read quickly and sensibly, read notes or they may rise from a combination of both. It is believed

that when the learner exhibits the expected behaviour or response, the value attached determines

very significantly the effectiveness of the learning processes in any aspect of education. Kibe, et

al. (2008) stipulates that for teaching and learning of science to be interesting and stimulating,

there has to be motivation on the part of both the teacher and the learner so as to ensure the

development of positive attitude and subsequently maximum academic achievement.

Popham (2005) asserts that students‟ attitudes or interests should be enormously important to

teachers, because affective dispositions are powerful predictors of students‟ subsequent

behaviour. In a similar study, Erdogan, et al. (2008) found that there is a positive relationship

27
between students‟ attitudes towards modern learning technologies and their academic

achievement. Academic achievement increases with the use of modern technologies positively.

There is a strong association between individuals‟ attitudes towards education and their

academic performance and commitment. Students who have negative attitudes towards education

activities are found to exhibit challenging behaviour including anti-social and off-task behaviour

(Awang, et al., 2013). All these studies put emphasis on need to consider learners‟ response to

learning which the teacher should focus to ensure maximum attainment for concepts taught in

class.

2.4 THEORETICAL FRAMEWORK

The Stimulus- Response Theory of Pavlov, Thorndike and Skinner

The stimulus – response theory split into classical and operant conditioning theories of Ivan

Pavlov, Edward Lee Thorndike and Burrhus Skinner, which has it that all responses are subject

to stimulus within the environment, supports the age, gender and students’ attitude towards

Physics. Generally, students have a strong aversion for Physics and Physics related courses such

as Physics, so to be able to develop their interest for Physics one has to pair what they (students)

like by praising every effort they make in solving any Physics problem in the class.

Edward Lee Thorndike (1874-1949) was one of the earliest American educational psychologist

and the first that systematically carried out experiments to study how non- reflexive behaviours

can be modified from experience. In his operant conditioning of stimulus- response theory, he

considered the strengthening of the connection between stimuli and responses as being

responsible for the formation of habits. He performed some experiments to demonstrate how this

happens and used an apparatus called puzzle or problem box where he placed hungry animals
28
such as rats, cats and tested them to create a stronger stimulus – response connection from them.

The educational implication of Thorndike operant conditioning theory as it relates to study is that

the teacher is to ensure that once an appropriate response is made, it is important to reward it.

Continuously rewarding the correct response ensures the establishment and strengthening of the

stimulus response connection or bond.

Abraham Maslow motivational theory

Abraham Maslow motivational theory of 1954 as described in his hierarchy of needs proposes

that every human being has needs which are consistent with the theory of learning. According to

his self-actualization needs theory which involves the drive to become what one is capable of

becoming – includes growth, achieving one’s potential and self – fulfilment will motivate a

student performance and attitude in a given subject. The educational implication is that

performance motivation may thus be considered as a latent disposition which involves a

persistent desire to get involved and perform.

Clark Hull S-R Theory

Clark Hull, an American psychologist covered different areas in his studies, which include

hypnosis, concept formation, test measurement, learning and motivation. He focused mainly on

habit strength, drive reduction and intervention variables. Hull’s 1943 theory was essentially a

stimulus- response, in which he mainly sought to break this connection into a number of

intervening variables that are responsible. He identified some positive factors that enable an

individual to respond and some negative factors that hinder the response. The positive factors

include the habit strength and drive while the negative factors include fatigue and conditioned

29
inhibition. He further contends that the difference between the positive and negative factors

determines the possibility, speed and intensity of the response. Hull advocated for drive

reduction theory of reinforcement when he classified reinforcement into secondary and

secondary reinforcement. The theory states that “strong stimulation of any sort is aversive to an

organism and any reduction in this stimulus acts as a reinforce for immediately preceding

behaviour. The educational implication of Hull’s theory as it relates to this topic is that it

provides much value to school system. The school authorities can base the planning of their

curriculum, syllabuses, scheme of work and the notes of lesson on means of drive reduction. It

also reduces negative stimulation for students and made for positive reinforce building. From the

above discourse, it is pertinent to state that since attitude, motivation, interest, self – concept and

involvement can change according to circumstances and incentives and since they can act in both

directions, the attitude of students towards Physics can change positively or negatively thereby

affecting performance. It is also imperative that this study be carried out since it is assumed that

little literature on attitude exists with reference to behaviour change and achievement in Physics.

2.5 EMPIRICAL REVIEW

Review of relevant literature depicts varying opinions and findings on the students’ attitudes

towards science and their performances. According to Yara, (2009), attitude of students can be

influenced by the attitude of the teacher and his methods of teaching. He further showed in his

work that teachers’ method of Physics teaching and his personality greatly accounted for the

students’ positive attitude towards the subject and that without interest and personal effort in

learning by the students, they can hardly perform well in the subject. According to Keeves

(2009), attitudes towards science, Physics inclusive are, in general, highly favoured, indicating

strong support for science and the learning of science. There is also consistency across countries
30
and age levels within a country in the average level of attitude towards Physics and general

science. However, in countries where a high level of technological and industrial development

had been achieved, the findings showed that attitude towards science were more neutral.

Generally, boys held more favourable attitude towards science, the findings concluded. Kempa

and Dude (2004) reported that pupils’ interest in science is associated with their achievement in

science.

Collaborating these reports, Olatoye (2001) found that students attitude towards Physics have

significant direct effect on student achievement in the subject. Adesokan (2002) asserted that in

spite of the recognition given to Physics among the science subjects, it is evident that student still

show negative attitudes towards the subject there by teaching to prior performance and low

enrolment.

Our nation needs to attract all the academically gifted female students into the pursuit of Physics.

There is also the need to maximize the scientific literacy of young female students, and to

achieve equity in participation in Physics. Bennett, (2001) argued that girls and boys start off on

equal footing in Physics and other science subject but once physical science and Physics become

optional at the secondary school level, there is a downward spiral of female enrolment

accompanied by decrease in achievement and interest. This implies that there are underlying

factors affecting the attitudes of young female students towards Physics that needs to be

addressed at the high school level (Santonimo, 2005).To locate relevant previous student studies,

computer (internet) searches of three database were conducted and nine reports (Barnes et al ,

2005; Salta and Tzougraki, 2004; Dhindsa and Chung 1999; Menis 1999; Harvey and Stables

1996; Steinkamp and Maehr 1994; Shannonet al ., 1992 and Hosfstein et al.,1991), their scope of

study was limited to Physics as experienced by students in Secondary School rather than out-of-

31
School experiences obtained from external sources such as the media, museum, field trips, and

friends. As indicated earlier none of these nine students explored the interaction effect between

gender grade level on students attitudes towards Physics lessons.

A number of curriculum evaluation projects included student attitude to Physics as one of the

dependent variables (Adesoji and Raimi, 2004; Thompson and Soyibo, 2002), but they are not

renewed in this project because they focused on the effectiveness of a curricular or instructional

innovation rather than the attitudes of males and females toward Physics lessons at different

levels of schooling. Also, previous studies (Lang et al., 2005) which merely used student attitude

toward Physics as a variable to correlate with other constructs are not included in this review.

2.6 SUMMARY OF LITERATURE REVIEWED

This study was based on how students do have negative thought towards Physics as a difficult

and volatile Subject. Also, apart from teacher’s background that hinders student teachers

relationship in good academic performances in senior secondary school, student can be affected

by teachers teaching methods, ability to arouse students interest towards learning topic, poor and

shabby orientation to students on the part of the teachers when the teacher is not ready to

discharge, and motivate their students they are teaching. The study also showed that negative

attitude towards the subject is influenced by the parent’s attitudes. Lastly, the study showed that

teachers did not use adequate instructional materials and students complaint about textbooks not

explicit enough for their private study.

32
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0. INTRODUCTION

This chapter presents or explains the methodology that will be used for assessing The attitude of

secondary school teachers towards teaching physics in rural areas of Bade Local Government

Area of Yobe State

To obtain relevant information, this chapter will try to highlight issues on:

i. Research Design.

ii. Area of the Study.

iii. Population for the Study.

iv. Sample and Sampling Techniques.

v. Instrumentation.

vi. Validity of the Instrument.

vii. Reliability of the Instrument

viii. Procedure for Data Collection

ix. Procedure for Data Analysis.

33
3.1. RESEARCH DESIGN

A research design refers to the strategy or plan which a researcher adopts to carry out an

investigation. The design that will be employed in this study is a survey design. The design is

chosen because the study is descriptive in nature. A survey design is one of the major categories

of descriptive design that describes the present condition of a given phenomena by collecting

data from defined population.

3.2. AREA OF THE STUDY.

The area of study of this research comprises of one local government area in Yobe State, which

is Bade Local Government Area of Yobe State.

3.3. POPULATION.

The population for this study will comprise only the staffs/teachers of physics of all the three

below mentioned secondary schools in Bade Local Government Area of Yobe State that are

offering science subjects

S/N Name of Schools Number of physics teachers in the schools

1. Government science and technical Azbak 4

2. Government secondary school Gwio-Kura 5

3. Government secondary school Dagona 1

4. Total 10

Source: field survey 2024

3.4. SAMPLE AND SAMPLING TECHNIQUES

Purposive sampling was used in sampling the population. The whole population of the study was

purposively selected as sample which comprises of three (3) Secondary Schools with the total

population of 10 teachers respectively.

34
3.5. INSTRUMENTATION

A structured questionnaire titled: “the attitude of secondary school teachers towards teaching

physics in rural areas of Bade Local Government Area of Yobe State” was developed by the

researchers to collect relevant data

The structured questionnaire consists of formulated questions with alternative answers to be

chosen by the respondents i.e. each respondent will chose the most suitable alternative to

him/her. Sometimes the question in the questionnaires are open-ended, leaving the respondents

to fill answers on their own or close ended, that is just yes/no is required from the respondents.

3.6. VALIDITY OF THE INSTRUMENT

The physics teachers’ attitude scale was reviewed based on the comments of professionals for the

face and content validity.

Validity is the extent to which a test measures what it is supposed to measure (Kombo & Tromp,

2006). A research instrument is valid if its content is relevant and appropriate to research

objectives. Validation of the instruments was done before the commencement of the actual

research.

3.7. PROCEDURE FOR DATA COLLECTION

The instrument for data collection of this study is questionnaire. The researcher made personal

visits to all the three Secondary Schools used for this study with the permission of the principals.

The questionnaires were distributed by the researcher who also waited and collected them back

from the respondents. A total of 10 teachers’ questionnaires were received by the researcher.

3.8 PROCEDURE FOR DATA ANALYSIS

Research questions were analysed using frequency and percentage descriptive statistics.
35
 CHAPTER FOUR

RESULT AND ANALYSIS

4.1 INTRODUCTION

This chapter, the presentation and analysis were based on the following sub-heading;

presentation of data, Data analysis, testing hypotheses, summary of major findings and

discussion of the findings.

4.2 DATA PRESENTATION AND DATA ANALYSIS

The researcher presents and analyzed the result of the study according to the research questions

4.2.1 Answering Research Questions

The research questions were answered using simple frequency and percentage table.

Research question 1: To what extent do Secondary Schools have adequate number of qualified

physics teachers?

Table 1: The adequacy of qualified physics teachers

Teachers Qualification Frequency( f ) percentage ( % )

N.C.E 3 30%
H.N.D 0 0%
B.sc Ed 5 50%
B.sc 2 20%
M.sc Ed 0 0%
Ph.D. 0 0%
Total 10 100%
Source: field survey 2024

36
The result in table 1 presented that 50% of the teacher are B.sc (Ed) holders, while 30% are

N.C.E. holders. Therefore, the analysis concluded that there is inadequate number of physics

teachers.

Research question 2: To what extent does inadequate provision of laboratory material constitute

factor?

Table 2: Inadequate provision of laboratory materials

Response Frequency( f ) percentage ( % )

Strongly agreed 6 60%

Agreed 3 30%

Undecided 0 0%

Disagreed 1 10%

Strongly disagreed 0 0%

Total 10 100%

The result in table 2 presented that 6 (60%) respondents strongly agreed that inadequate

provision of laboratory material constitute a factor in student’s poor performance in physics

practical, while 3 (30%) Respondents agreed, 0 (0%) Respondents Undecided, 1 (10%)

Respondents disagreed and 0 (0%) Respondents strongly disagreed. Therefore, the analysis

concluded that most of our Secondary Schools are suffering from inadequate provision of

laboratory materials which is contributing heavily to the poor performance of students in physics

practical examinations.

37
Research question 3: Does physics practical improve learning and enhance the study of physics

in Senior Secondary Schools in Bade local government area of Yobe state?.

Table 3: Does physics practical improve learning and enhance the study of physics?

Response Frequency( f ) percentage ( % )

Strongly agreed 5 50%

Agreed 2 20%

Undecided 1 10%

Disagreed 1 10%

Strongly disagreed 1 10%

Total 10 100%

The result in table 3 presented that 5 (50%) respondents strongly agreed that physics practical

improve learning and enhance the study of physics in Bade Metropolis, while 1 (10%)

Respondents agreed, 1 (10%) Respondents Undecided, 1 (10%) Respondents disagreed and 1

(10%) Respondents strongly disagreed. Therefore, the analysis concluded that most of the

students strongly agree that practical improve learning and enhance the study of physics in Bade

Metropolis.

38
4.3 DISCUSSION OF FINDINGS

1. Result in table 4 shows that there is significance difference in Teachers attitude on the

factors affecting the effective teaching of physic practical in Bade Metropolis. It is

positive with finding of Ezellora (2000) who in his study on the effect of teacher’s

qualification on the academic performance of students in physics. His result Stated that

“Good and qualified physics teachers help students in learning of physic practical”. Also

positive to Solomon and Kedir (2015) whom reveals in their study on the problems in

teaching and learning physics from the following perspectives; problems related to

Schools facilities, teacher, students, plasma instruction and the extent to which the school

is conductive practical activities.

2. Result in table 5 reveals that there is significance difference in Teachers attitude on the

factors affecting the effective learning of physics in Bade. It is also positive to Atsuwe,

Adeniran and Echono (2016) whom reveals in their study on the factors affecting the

effective use of laboratory in teaching and learning of physics in selected secondary

schools. The study revealed that qualification of teachers, standard and well equipped

laboratories and the location of laboratories are the factors that influence students’

effective use of the physics laboratory in secondary schools Recommendations were

made to individuals and organizations involved in the management of school science

laboratories on how to proffer lasting solutions to the problems identified. Also positive

Rukayya, Nura, Mujittafa and Buhari (2015) whom reveals in their study on the

problems that are facing students in conducting of physics practical. They pointed out a

lot of problems such as problems in identifying apparatus, setting the apparatus, making

39
observations, taking readings, lack of supervisions and lack of appropriate time allocation

to physics practical among others.

40
 CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 SUMMARY

This study examines the attitude of secondary school teachers towards teaching physics in rural

areas of Bade Local Government Area of Yobe State, Nigeria. A population of 10 teachers was

selected from three (3) secondary school using purposive sampling technique to ensure fairness

and equal representation. Data were collected through structured questionnaires designed to

capture teachers’ perceptions, challenges, and motivations related to teaching physics in rural

settings. The research aimed to address key questions on teachers’ attitudes, their preparedness,

and the factors influencing their commitment to teaching the subject. Responses were analyzed

using frequency and percentage distribution to identify patterns and trends. The findings revealed

a mix of positive and negative attitudes among teachers, with key challenges including

inadequate teaching resources, lack of professional development opportunities, and low student

interest in physics. Furthermore, the study emphasizes the need for stakeholders, including the

government and educational policymakers, to prioritize rural education by addressing systemic

issues that hinder effective teaching.

5.2 CONCLUSION

The purpose of this study was to examine rural secondary school Physics teachers’ attitude in

teaching Physics with respect to sex, training, age, education, and service year and salary level.

From the result and discussion of the study the following findings were obtained: The analysis of

the data revealed that the significant number of the secondary school Physics teachers did not

possess positive attitude in teaching Physics. Secondary education is an important sub-sector of

the entire education system. It provides the middle level workforce for the economy and on the
41
other it acts as a feeder for the higher level of education. There were no significant differences

in the variables attitude, confidence, anxiety, motivation and success in teaching Physics with

respect to sex.

Although the attitude, confidence, anxiety and motivation of the Physics teachers in teaching

Physics showed no statistically significant difference in terms of age, the medium age of Physics

teachers found to have significantly most successful in teaching Physics than younger and older

Physics teachers. Although the motivation and success of the Physics teachers in teaching

Physics showed no statistically significant difference in terms of education, the master Physics

teachers found to have significantly the highest and the diploma Physics teachers found to have

the least attitude, confidence and anxiety of teaching Physics. There were no significant

differences in the three service year groups of Physics teachers in attitude, confidence, anxiety,

motivation and success of teaching Physics. Although the confidence, motivation and success of

the Physics teachers in teaching Physics showed no statistically significant differences in terms

of salary, the relatively high salary of the Physics teachers found to have significantly the highest

attitude in teaching Physics, but the low salary teachers have the least attitude in teaching

Physics. Similarly, the average salary of the Physics teachers found to have significantly the

highest anxiety in teaching Physics but the low salary of the Physics teachers found to have

significantly the least in anxiety of teaching Physics. The most challenge area that affects the

Physics teachers’ attitude in teaching Physics was motivation of teaching Physics and the least

challenge area was success of teaching Physics.

The contribution of all variables Physics teachers’ confidence, motivation, anxiety and success in

teaching Physics collectively significantly affected the Physics teachers’ attitude in teaching

42
Physics. Similarly, the contribution of the variables such as confidence, anxiety, motivation and

success in teaching Physics were significantly affected the Physics teachers’ attitude in teaching

Physics. Some of the recommendations given by the researcher were as follows: to increase the

attitude, enhance the confidence, improve the motivation, reduce the anxiety and increase the

success of the Physics teachers in teaching Physics the concerned authorities give short term

training on the English language proficiency, method of teaching and evaluation of students’

work to the Physics teachers; give higher training in Physics; provide modern Physics teaching

aids; increase the salary; improve students’ attitude in learning Physics, the discipline of the

students, the performance of the students; revise the instrument of the evaluation of the

promotion; give recognition for the teachers job; give other benefits like health insurance, further

training, opportunity to transfer; reduce the teaching load, provide sufficient instructional

materials; reduce the class size, etc.

The overall findings of this study revealed that majority of physics teachers in secondary schools

do not have conceptual understanding of the concepts of teaching method and the conceptual

understanding of physics teachers are not significantly influenced by their qualification, teaching

experience and specialization

5.3 RECOMMENDATIONS

The following recommendations were made for the study:

1. To enhance learning of Physics in secondary schools there is need for teachers to use of

variety of teaching methods in class, allow more practice by learners and give regular

tests.

43
 2. Physics being a basic requirement for most careers, then it is paramount for the students

attitude to be enhanced to improve their performance

5.4 SUGGESTIONS FOR FURTHER RESEARCH

Based on the limitations, findings and conclusions reached in this study, the following are

suggestions for further research:

1. The study sought to find out attitudes of teachers towards teaching of Physics in rural

areas. A similar study should be replicated in other sub-counties to compare the findings

of the present study since attitude is a key factor in teaching/learning process.

2. There is need to find out the extent to which learners‟ attitude towards learning of

Physics affect their academic achievement since performance in the subject is still

dismal.

3. There is need to carry out a research on methods used in teaching and evaluation

procedures used by Physics teachers in the teaching/learning process in secondary

schools. This is because the learners had a negative attitude towards teaching methods

and evaluation procedures used by teachers in teaching Physics.

4. There is need to carry out a research to determine what other factors contribute to dismal

performance in teaching/learning of Physics apart from attitude since performance

analysis of WAEC/NECO results shows that the subject achievement is still low.

44
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