Pedagogical ımplication of spatial visualization: A correlate of students’ achievements in physics

Badmus, Olalekan Taofeek; Jita, Loyiso C.

doi:10.36681/tused.2022.112

Cited by 6 publications

(10 citation statements)

References 23 publications

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“…This trend confirmed a significant correlation between FMA and students' performance in physics as exposed in the analysis and further substantiated by the works of Okye and Gladysibibo (2015) and Abubakar et al (2015). The state of affairs in research parlance have posited fairly in the ability of both male and female learner (Badmus & Jita, 2022;Baldwin et al, 2016). In this study, more male students offered further mathematics than female students in this study.…”

Section: Discussionmentioning

confidence: 99%

“…The responsibility of school fees payment lies with the parents in private schools and are more involved in the decision making than parents whose wards attend public schools (Olatoye & Agbatogun, 2009). Gender debate in the classroom and it influence on students' performance abound in the literature for years (Badmus & Jita, 2022;Baldwin et al, 2016). Studies have argued for and against male and female students in terms of capacity for classroom activities (Badmus & Jita, 2022;Baldwin et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Gender debate in the classroom and it influence on students' performance abound in the literature for years (Badmus & Jita, 2022;Baldwin et al, 2016). Studies have argued for and against male and female students in terms of capacity for classroom activities (Badmus & Jita, 2022;Baldwin et al, 2016). We traverse along this existing debate with a view to posit and update literature.…”

Section: Introductionmentioning

confidence: 99%

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Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Badmus

Jita²

2023

J. Technol. Sci. Educ.

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The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Badmus

Jita²

2023

J. Technol. Sci. Educ.

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“…Thomas, & Israel, (2013) concluded that the Polya heuristic way of addressing problems is an alternate teaching approach that can improve students' current physics performance, especially when regular laboratories are hard to come by. Badmus, & Jita, (2022) suggested that teaching methods that encourage visualization should be used to enhance students' achievement in physics.…”

Section: Instructional Methodsmentioning

confidence: 99%

A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification

Assem¹,

Nartey²,

Appiah³

et al. 2023

EJEDU

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This study aims at presenting a literature review on four factors; attitude, instructional methods, students’ misconception, and teachers’ qualification that contribute to low academic performance of students in physics. Physics is one of the most fundamental natural sciences which involves the study of universal laws, and of the behaviors and relationships among a wide range of physical phenomena. Research has shown that both teachers and students’ attitude towards physics is a major reason for low academic performance in subjects across the globe. Naki (2018) argued that attitudes such as procrastination have a greater impact on students’ achievement. The attitudes of students towards physics, the thoughts and beliefs about the course, the habits of studying and constantly postponing tendency are very influential. Boabeng et al. (2014) opine that the quality of the teachers implementing a curriculum has a greater effect on the academic performance of students. Regardless of how well-resourced the school is or how extensive the curriculum is, teaching methods also have a significant impact on students’ academic progress as well as how easier for a misconception is to be dispelled. When the finest teaching strategies are employed, physics teachers can have a significant positive impact on students’ knowledge hence good performance.

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“…This situation is prevalent among female learners, teachers and experts. A body of literature traversed barriers to learning physics by female students with the intension to substantiate primordial deficiencies with no success (Barthelemy et al, 2015;Traxler, 2016;Badmus & Jita, 2022). A field without adequate gender representation is considered as male dominated and not necessarily female incapacitated.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Ordinary and Advanced Level In-field Physics Teachers’ Qualification, Experience and Job Placement

Badmus

Jita

2022

JPII

Self Cite

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Ordinary and advanced level physics teachers have similar responsibilities in impacting the knowledge of physics among learners. These responsibilities are premised around qualification, experience and job placement. Teachers’ experience has a place in the literature to influence physics performance. The curriculum of both advanced and ordinary level physics is with similarities and occasioned differences with respect to content knowledge. However, are there differences in the qualification, experience and job placement between these two sets of teachers? In view of the foregoing, this study examined advanced and ordinary level in-field physics teachers distribution vis a vis qualification, experience and job placement with a view to aggregate data for decision making, as well as, report gender representation, establish drift and possible remediation in the field. Descriptive research of the survey type was employed with Physics Teachers Ordinary and Advanced Level Inventory (PTOALI) as the instrument to elicit data from 225 physics teachers across the three states under review. Similarities exist in teachers’ qualification at ordinary and advance levels. Experience of teachers at ordinary level were higher than those teaching advanced level curriculum. Underrepresentation of female physics teachers was found among the sample audience. Also, physics teachers are limited in number across the sampled schools and that female physics teachers are under-represented within the sampled respondents. This study concludes that more qualified physics teachers are needed across the three states under review. Experienced physics teachers are also required in advanced level schools. This study recommends training and recruitment of adequate number of qualified physics teachers to cope with the surging number of willing learners.

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Pedagogical ımplication of spatial visualization: A correlate of students’ achievements in physics

Cited by 6 publications

References 23 publications

Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification

Analysis of Ordinary and Advanced Level In-field Physics Teachers’ Qualification, Experience and Job Placement

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