CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Physics is one of the scientific disciplines required for technological advancement (Adegoke, 2022; Babajide 2022). As a growing nation, Nigeria requires a great deal of technology expertise to support her businesses. According to Onwuagba (2022), no nation can advance technologically without a solid foundation in Physics. In addition, the IUPAP(2022) declaration emphasized that physics is an essential science topic that is an exciting intellectual journey that motivates young people and increases the frontier of natural knowledge.

Physics supplies the underlying understanding necessary for future technological advancements that will continue to fuel the global economy. It contributes to the technical infrastructure and offers the skilled professionals necessary to capitalize on scientific discoveries and advancements. Physics is essential to the education of chemists, engineers, and computer scientists, as well as other physical and medicinal professionals (Oludipe,2022). Physics broadens and deepens our understanding of other disciplines, such as the earth, agricultural, chemical, biological, and environmental sciences, as well as Astrophysics and cosmology, which are of vital relevance to all peoples throughout the globe. Physics enhances the quality of life of humans by supplying the fundamental knowledge required to produce new medical instruments and methods, such as computer tomography, magnetic resonance imaging, positron emission tomography, ultrasonic imaging, and laser surgery.

Indeed, understanding of Physics has led to several innovations, including the discovery and manufacture of hydroelectric power, gas turbines, and thermonuclear power plants, as well as telephones, freezers, heaters, and stoves (Babajide, 2022). In addition to the building of modern vehicles, rockets, nuclear weapons, missiles, diodes, computers, and other electronic systems, understanding of physics provides further benefits (Okoronka, 2022).

The national policy on education in Nigeria from 1981 emphasized science education, which includes physics instruction. One of the major goals of the National Policy on Education (FME, 2022) is to prepare students to live effectively in the current scientific and technological era. A child's attitude toward any topic will significantly influence his or her choice and accomplishment in that subject, as well as his or her career decision (Wong & Young 2022).

Experts have determined that physics, one of the fundamental sciences, is complex or abstract in nature (Okoronka, 2022). According to Dieck (2022), the majority of pupils show little taste for science topics, notably Physics. This can be attributed to inadequate performance in Physics. The poor performance of students in science, particularly Physics, has remained a major worry for everyone, especially those in the mainstream of scientific education (Okebukola, 2022). Significant focus in scientific education has been placed on the development of instructional techniques with the potential to improve students' comprehension of science ideas and acquisition of science skills (Usman, 2022).

Through the evaluation of various teaching methods, several researchers have attempted to determine ways to improve the bad performance of Physics students. In his study, Okoronka (2022) compared the impacts of analogue, problem solving, and idea mapping model-based teaching methodologies on Physics student success. The results of the study indicate that Model-Based Instruction is the most effective method for teaching abstract and complex Physics subjects. In their study on the impact of the Mastery Learning Approach (MLA) on secondary school students, Wambugu & Chageiywo (2022) found that students taught using the MLA technique scored statistically considerably higher on the Physics achievement exam than those taught using the conventional way. The problem of students' low performance in physics has not been resolved despite the implementation of all the researchers' findings and recommendations. This study examined the relative impact of theater and practical work on the academic success and attitude of students enrolled in Physics courses.

Traditional classrooms have missed the number and mix of skills including physical movement, vocal activity, and mental attention that theatre encompasses. Webb (2022) discovered that via role play, students might get a greater comprehension of scientific concepts. By enhancing their comprehension of Physics, they develop a more personal interest in the subject (Alexander, 2022). In his book, Ian Abrahams (2022) describes how he watched an Advanced Skills Teacher (AST) facilitating a role play in which pupils assumed the roles of various electrical circuit components. It is reported that the memories were so clear and specific, and that they had obviously left a lasting imprint. There is a growing consensus among early childhood educators that young children learn best via two experiences: dramatic play and contact with their surroundings (Brown & Pleydell, 2022). Similarly to Bolton (2022), classroom theatre seeks to expand upon existing teaching approaches, weaving them together in innovative ways that excite and hold the interest of children of any grade level, while maintaining the curriculum's emphasis.

In fact, theatre already plays a significant part in the instruction of various subjective humanities subjects, such as English and history, and has been advocated as an excellent teaching approach for science instruction (Duveen & Solomon, 2022). Furthermore, Kentish (2022) suggests that a strategy requiring students to get directly involved in their studies is more likely to be perceived as significant by them than one in which they remain "passive" viewers or users of scientific knowledge imparted by someone else. If students are let to experience the true personal connection that theater brings, they are far more likely to develop a genuine interest in the subject matter.

1.2 STATEMENT OF THE PROBLEM

The performance of secondary school pupils in physics on both internal and external assessments is subpar. Educators of physics have made several attempts to identify the relevant components, including instructional methodologies, teacher characteristics, student factors, and environmental factors. Nevertheless, a number of submissions were made; Babajide (2022) urged the use of practical activities, while Babajide (2022) suggested forecast – observe – explain and generative teaching methodologies. Okoronkwo (2022) advised the adoption of teaching tactics based on models.

Despite all of these submissions, the issue continues. Therefore, an alternate teaching technique, such as the employment of Drama and Practical activities on physics accomplishment and attitude, is required. This study examines the relative impact of theatrical and practical work on the academic performance and attitude of secondary school Physics students.

1.3 OBJECTIVES OF THE STUDY

The main aim of this study is to examine the relative effect of drama and practicals on students' physics learning achievement. Precisely, other objectives of this study are:

i.          To find out the extent drama and practicals are used to teach physics students.

ii.        To find out whether there is any difference in the achievement and attitude of student taught using drama method and those taught using practicals in physics.

iii.      To determine whether the use of drama and practicals to teach physics affects students learning abilities.

iv.      To determine whether the use of drama and practicals to teach physics affects students academic performance.

1.4 RESEARCH QUESTIONS

These research questions will be answered in this study:

i.          To what extent is drama and practicals used to teach physics students?

ii.        Is there any difference in the achievement and attitude of student taught using drama method and those taught using practicals in physics?

iii.      Does the use of drama and practicals to teach physics affects students learning abilities?

iv.      Does the use of drama and practicals to teach physics affects students academic performance?

1.5 SIGNIFICANCE OF THE STUDY

This study will be greatly significant to the educational sector as this research will show the benefits of using unconventional methods to teach physics and how it affects academic achievement.

This study is also significant to scholars as this study can be used as a pilot study for further research and future reference.

1.6 SCOPE OF THE STUDY

Generally, this study is focused on the relative effect of drama and practical work on students' physics learning achievement. Specifically, this study is focused finding out the extent drama and practicals are used to teach physics students, finding out whether there is any difference in the achievement and attitude of student taught using drama method and those taught using practicals in physics, determining whether the use of drama and practicals to teach physics affects students learning abilities and determining whether the use of drama and practicals to teach physics affects students academic performance.

Physics teachers and students of selected secondary schools in Abeokuta, Ogun State will be the respondents of this study.

1.7 LIMITATIONS OF THE STUDY

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

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