CHAPTER ONE INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The growth and development of most nations are dependent on science, technology and mathematics education. Science is an organized body of knowledge, which enhances the ability to acquire skills. It is a search for meaning or exploration of events in nature (Ifeakor, 2006). Science and technology related subjects that would enable students have a substantial understanding of science and be able to apply scientific knowledge in solving problems in their ever changing society are mathematics, chemistry, biology, healthscience, introductory technology and physics.
Physics is one of the compulsory subjects for one to study science and technology-related courses in tertiary institutions. It is a science that uses quantitative measurement and experimental observations in order to understand natural events. It can explain natural events mathematically and can relate these events to daily life events (Eren&Gurdal, 2010; Tekbiyik&Akdeniz, 2010). Of all the sciences, Physics is the one that students experience the most difficulties with because most of the physical notions are abstract.
Also, when compared to other lessons, although there are many relationships between main subjects and number of the subjects to be learned, simply knowing definitions is not enough to learn the subject (Karaca, 2013). Theories and numerical expressions also make it difficult to understand Physics and to make a connection between the subjects (Arvind& Heard, 2010; Ergul&Cigrik, 2013; Jian-Hua & Hong, 2012; Bakac, Tasoglu&Akbay, 2011). The technological development of any nation lies in the study of science especially physics. The role of physics in national development is acknowledged in the whole world. The significance of physics in all fields of science and technology has made physics
imperative to be included in the curriculum of senior secondary school to be offered by science oriented students. With the importance of physics and provisions made by the Federal Government of Nigeria for effective teaching and learning of physics, the objectives of its teaching and learning as stated in the Nigerian secondary school Physics curriculum is yet to be achieved.
The Federal Government of Nigeria made special provisions and incentives through the provision of laboratory facilities, instructional materials, training and retraining of teachers, provision of research grants and adoption of Information and Communication Technology (ICT) to improve the teaching and learning of science (physics inclusive) in the secondary schools (FRN, 2015). Part of the requirements for any school to be enrolled for WAEC and NECO is that the school must have science laboratories. Also, schools are expected to be provided with computer systems. Furthermore, the Federal Government stated that “In recognition of the prominent role of information and communication technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is an urgent need to integrate information and communication technology into education in Nigeria (FRN, 2015). Despite all the efforts made by the Federal government, physics students perform very poorly (WAEC, 2016).