E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization

Abstract

Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on this findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.

Teaching practice: Experiences of pre-service physics teachers

“…This result agrees with John (2019) who found out that poor infrastructures and material resources exist in secondary school thus posing a hinderance to the effective teaching of physical science (chemistry and physics). The finding from the study also agrees with Akinbobola and Bada (2019) and Bada and Jita (2021) who found out that inadequate facilities such as laboratory and e-learning facilities were not readily available for use during the teaching of secondary school physics respectively.…”

Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments

“…Setlhako (2018) noted that initial teacher training programs should be tailored to target the abilities and proficiencies needed by teachers in the 21st century and prepare them for 4IR to meet the requirements and demands of future generations. The curriculum should link formal education to the outside-of-the-classroom working environment (Bada & Jita, 2021;Setlhako, 2018). Thus, there is a need for posthuman pedagogy, which Yan et al (2020) describe as having four characteristics: posthuman pedagogy in terms of learner, instructional material, technology (nonhuman actors), and ethical behavior.…”

Pengaruh Fasilitas Belajar dan Motivasi Belajar Terhadap Prestasi Belajar Peserta Didik Pada Mata Pelajaran IPS di UPTD SDN Wilayah I Kecamatan Bontoa Kabupaten Maros

“…Akan tetapi Loosemore et al (2021) mengatakan inisiatif pengadaan dan manajemen bagi fasilitas pendidikan sangat penting. Beberapa Negara berkembang lain bahkan dalam hal ini telah mencanangkan program pengadaan pangan bagi sekolah (Williams, 2021), walaupun pada sisi lain, memang persoalan mendasar dalam hal ini seperti temuan Yates et al (2019) selalu bermasalah pada soal pendanaan; juga ketersediaan dan pemanfatan yang secara khusus menurut Bada & Jita (2021) adalah praktik penggunaan bahan ajar. Dalam perspektif Nowicki (2021) cenderung menjadi tantangan daripada kemudahan.…”