CHAPTER ONE Introduction 1.1 Background of the study Physics as one of the branches of science is a “sine qua non” for economic and technological development of any nation. Its role to scientists, engineers, chemists and other practitioners of physical and biological sciences cannot be over-emphasized. The discoveries in communication industries, the automobile and transportation industries, the field of health and medicine and many more make use of the concepts of physics. Physics is, therefore, very much required for the aforementioned scientific and technological national development. But unfortunately, it has been noted by some researchers that physics achievement at secondary school level has been low (Kalijah, 2003). This low achievement has been attributed to many factors such as method of teaching. When inappropriate teaching method is employed in teaching, consequently the achievement by the students in that subject area is bound to be low. Also Okoronka (2004), Okoli (2006) and John (2009) in their different studies observed that factors contributing to low achievement in physics and in other science subjects may be linked to the use of instructional strategies which have not totally incorporated learners’ previous knowledge.