Nigerian Certificate in Education (NCE): An Exploration of Physics Students’ Achievement
pp. 56-65 | Published Online: December 2017 | DOI: 10.22521/unibulletin.2017.62.4
Aina, Jacob Kola; Philip, Yamma Joseph
Four colleges of education comprising three public and one private college were sampled for this study. The three years of Physics results of 200 students of these colleges were analyzed using t-test and Analysis of Variance (ANOVA). Results indicates a difference in the academic achievement of students in theoretical and practical Physics. Additionally, there was a gap in the students’ academic performance in the theoretical and practical courses based on gender. The implications of the findings for Physics learning and gender representation in Physics education are highlighted.
Keywords: academic achievement, Nigerian certificate in education, national commission for colleges of education, gender gap, theoretical physics, practical physicsReferences
Agbaje, R. O., & Alake, E. M. (2014). Students’ variables as predictor of secondary school students’ academic achievement in science subjects. International Journal of Scientific and Research 4(9), 1-5.
Aina, J. K. & Akintunde, Z. T. (2013). Analysis of gender performance in physics in colleges of education, Nigeria. Journal of Education and Practice, 4(6), 1-5.
Ahtee, M., & Johnston, J. (2006). Primary student teachers’ ideas about teaching a physics topic. Scandinavian Journal of Educational Research, 50(2), 207-219.
Barthelemy, S. S., Dusen, B. V., & Henderson, C. (2015). Physics education research: A research subfield of physics with gender parity. Physical Review Physics Education Research, 11(2), 020107, 1-10.
Bilesanmi-Awoderu, J. B. (2003). The status of biology practical skills acquisition among Nigeria secondary senior schools in Ogun state. African Journal of Educational Research, 8(1&2), 1-7.
Cox, J., Leder, G., & Forgasz, H. (2004). Victorian Certificate of Education: Mathematics, science and gender. Australian Journal of Education, 48(1), 27-46.
Day, J., Stang, J. B., Holmes, N. G., Kumar, D., & Bonn, D. A. (2016). Gender gaps and gendered action in a first-year physics laboratory. Physical Review Physics Education Research, 12(2), 020104, 1-14.
Eraikhuemen, L., & Ogumogu, A .E. (2014). An assessment of secondary school physics teachers conceptual understanding of force and motion in Edo South senatorial district. Academic Research International, 5(1), 253-262.
Gambari, A. I.; Falode, O. C.; Fagbemi, P. O.; & Idris, B. (2012). Effect of virtual laboratory strategy on the achievement of secondary school students in physics practical in Minna, Nigeria. In Proceedings NAEMT Conference. Retrieved from https://www.researchgate.net/publication/275518090.
Hoffmann, L. (2002). Promoting girls’ interest and achievement in physics classes for beginners. Learning and Instruction, 12, 447-465.
Kallats, M. (2001). Strategies for effective science instruction in the 21st century: The Nigeria situation .Lafiagi Journal of Science Education. 3(1&2), 218-224.
Limprecht, S., Janko, T., & Gläser-Zikuda, M. (2013). Achievement emotions of boys and girls in physics instruction: Does a portfolio make a difference? OrbisScholae, 7(2), 43-66.
Lock, R.M., & Hazari, Z. (2016). Discussing underrepresentation as a means to facilitating female students’ physics identity development. Physical Review Physics Education Research, 12(2), 020101, 1-16.
Lupart, J. L., Cannon, E., & Telfer, J. A. (2004). Gender differences in adolescent academic achievement, interests, values and life-role expectations. High Ability Studies, 15(1), 25-42.
Madsen, A., McKagan, S. B., & Sayr, E. C. (2013). Gender gap on concept inventories in Physics: What is consistent, what is inconsistent, and what factors influence the gap? Physical Review Physics Education Research, 9(2), 020121, 1-15.
Musasia, A. M, Abacha, O. A., & Biyoyo, M. E. (2012). Effect of practical work in physics on girls performance, attitude change and skills acquisition in the form two-form three secondary schools’ transition in Kenya. International Journal of Humanities and Social Sciences, 2(23), 151-166.
NCCE. (2008). National Commission for Colleges of Education minimum standard (3rd ed.). Kaduna: Government Press.
Nissen, J. M., & Shemwell, J. T. (2016). Gender, experience, and self-efficacy in introductory Physics. Physical Review Physics Education Research, 12(2), 020105, 1-16.
Olusola, O. O., & Rotimi, C. O. (2012). Attitudes of students towards the study of physics in College of Education Ikere-Ekiti, Ekiti State, Nigeria. American International Journal of Contemporary Research, 2(12), 86-69.
Omosewo, E. O. (2006). Laboratory teaching method in science-based disciplines. African Journal of Educational Studies, 4(2), 65-73.
Onah, D. U., & Ugwu, E. I. (2010). Factors which predict performance in secondary school physics in Ebonyi North educational zone of Ebonyi state, Nigeria. Advance in Applied Science Research, 1(3), 255-258.
Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students: A regression analysis. International Journal of Innovative Interdisciplinary Research, 4, 48-60.
Rodriguez, I., Potvin, G., & Kramer, L. H. (2016). How gender and reformed introductory physics impacts student success in advanced Physics courses and continuation in the Physics major. Physical Review Physics Education Research, 12(2), 020118, 1-9.
Semola, T. (2010). Who is joining physics and why? Factors influencing the choice of physics among Ethiopian University students. International Journal of Environmental and Science Education, 5(3), 319-340.
Stephen, U., & Mboto, F. A. (2010). The effects of integrating laboratory work with theory on academic achievement in secondary school physics. African Research Review, 4(4), 412-419.
Tamir, P., Doran, R. L., & Chye, Y. O. (1992). Practical skills testing in science. Studies in Educational Evaluation, 18(3), 263-275.
Thomas, O. O., & Israel, O. O. (2013). Assessing the relative effectiveness of three teaching methods in the measurement of students ’ achievement in physics. International Journal of Materials, Methods and Technologies, 1(8), 116-125.
Tiberghien, A., Vaelard, L., Marchal, J. F., & Buty, C. (2001). Analysis of laboratory work tasks used in science teaching at upper school and university level in several European countries. Science Education, 85(5), 483-508.
University of Cambridge. (2005). Teaching A2 physics practical skills. Cambridge, UK: University of Cambridge.
Vilaythong, T., & Popov, O. (2008). The Situation with Practical Work in Physics Education in Laos. In B. Cavas (Ed.), Proceedings of the XIII. IOSTE Symposium: The use of science and technology education for peace and sustainable development (pp. 559-565). Ankara, Turkey: Palme publications.
Wodzinski, R. (2007). Mädchenim Physikunterricht. In E. Kircher, R. Girwidz, & P. Häußler (Eds.), Physikdidaktik Theorie und Praxis (pp. 559-580). Berlin, Heidelberg: Springer.
Call for Papers
UNIBULLETIN is calling for submissions to the Vol. 7, Issue 1, 2018.
Authors are invited to submit papers from the broader fields of the social sciences and related disciplines in the international context.
All submissions should be presented only in English. Manuscripts should be send to the Editor-in-Chief via e-mail: firstname.lastname@example.org
Submission Deadline: March 31, 2018.