Psychosocial Factors of Classroom Environment and Cognitive Styles as Correlates of Students’ Achievement in Physics.
Abstract
Physics as a basic is the pivot on which the study of science and technology revolves. However the academic achievement in physics of the Nigerian secondary school students has been poor over the years.
It has become to determine factors that achievement in physics therefore; the purpose of this study is to investigate the influence of psychosocial factors of classroom environment and cognitive styles on students’ achievement in physics.
An ex-post factor design was adopted for the study. A total of 150 SS2 physics students from 10 co-education schools in both private and public schools in Ankpa educational zone responded to the instruments used for the study.
The instruments, physics classroom scale questionnaire (PCESQ) group embedded figure test (GEFT) and cumulative Assessment Record proforma (CARP) of SS2 physics students were standardized instrument adopted for use in this study.
The instruments were face validated by five experts. The reliability coefficient of GEFT was found to be 0.97 using Kudder Richardson (K-R20).
The PCESQ internal consistency was found to range from r= 0.455 to r= 0.726 because they are in cluster, while the reliability coefficient of the total instrument was found to be r= 0.600 using Cronbatch alpha reliability index.
These instruments were used to collect relevant data from a sample of 150 SS2 students. Five research questions and three hypotheses were formulated of 0.05 level of significance to guide the study.
Table of Contents
Title page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgement v
Table of Contents vi
List of Tables viii
Abstract ix
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 8
Purpose of the Study 9
Significance of the Study 10
Scope of the Study 11
Research Questions 12
Hypotheses 13
CHAPTER TWO: LITERATURE REVIEW
The Conceptual Framework 15
Teaching and Learning of Physics in Nigerian Secondary Schools 17
Cognitive Style 19
The Dimensions of Classroom Learning Environment 22
Theoretical Framework 24
Cognitive theories of learning 24
Information processing theory 26
Perception and Attention 26
Field Dependency and Cueing Strategies 29
Empirical Studies 31
Students Perception of Psychosocial Factor of Classroom Environment and their Achievement 31
Cognitive style and achievement in physics 36
Summary of Literature Review 38
CHAPTER THREE: RESEARCH METHOD
Design of Study 41
Area of Study 41
Population of Study 42
Sample and Sampling Technique 42
Instrument for Data Collection 42
Validation of the Instruments 45
Reliability of the Instrument 45
Method of Data Collection 46
Method of Data Analysis 47
CHAPTER FOUR: RESULTS
Summary of Findings 54
CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATION
Discussion of Findings 55
Conclusion 59
Educational implication 60
Recommendations 61
Limitation of Study 62
Suggestion for Further Studies 63
Summary of Study 63
REFERENCES 66
Introduction
1.1 Background of Study
This study is designed to investigate the influence of psychosocial factors of classroom environment and cognitive styles on students’ achievement in physics.
Physics is a pure science that deals with behaviours of matter and energy and how it relates with other physical properties (Ezebuiro 2008).
This conceptual meaning of physics shows that physics is a basic physical science that deals with the behavior and interaction of matter and energy which are referred to as physical phenomena.
Physics as abranch of physical scienceplays a vital role in providing knowledge of relevant concepts, scientific skills, natural phenomena and environment.
According to Achor (2012), Physics education is known to play some specific roles in the development of humanity and in the technological development of any nation of which Nigeria is not exempted.
Some of these important roles of physics education in the lives of students of senior secondary schools are:It prepares them for future study in relevant vocations.
It helps to develop certain scientificattitudes such as curiosity, creativity, open mindedness and honesty.
All these importance notwithstanding students perform poorly in physics as reflected inthe West African Senior Secondary School Certificate ExaminationCouncils chief examiner’s reports (2009-2011).
The poor performance in physics education among secondary school students has made anumber of physics educators in the country to study the problem empirically with the hope of finding causes and possible solutions.
References
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Aghenta, J.A. (2011). Why they are not enough science applicants for university admissions in Nigeria. Journal of the Science teachers association of Nigeria 20(2),90-99.
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Akpan, E.U.U., Ivowi, U.M.O., Okebukola, P.A.O. and Oludotun, J.S.C. (2004). Factors affecting students choice of science subjects in Nigeria: Research in science and technological education, 4(1), 99-109.