1.0 Introduction
1.1 Background of Study
The effective teaching of physics in senior secondary schools has remained a critical area of concern for educators and policymakers, particularly in developing regions like Dekina Local Government Area in Kogi State, Nigeria. Physics, as a fundamental science subject, is essential for technological advancement and forms the foundation for various fields, including engineering, medicine, and environmental sciences. However, students' understanding of physics concepts is often hindered by the abstract nature of the subject, which requires innovative teaching methods to make it more relatable and comprehensible (Aina, 2013).
Educational media, which includes audiovisual materials, interactive simulations, and digital resources, has proven to be a significant tool for improving the teaching and learning of physics. These resources provide opportunities for visualizing abstract concepts, conducting virtual experiments, and fostering active student engagement. Research has demonstrated that the use of educational media in physics classrooms can enhance students' academic performance and increase their interest in science-related careers (Adegoke, 2011). Despite these benefits, the adoption of educational media in many secondary schools in Nigeria is limited due to challenges such as insufficient funding, inadequate teacher training, and lack of access to necessary resources (Adedeji & Olaniyan, 2011).
Teachers play a pivotal role in the creation and application of educational media. Their perspectives, skills, and willingness to adopt innovative teaching tools significantly influence the extent to which these tools are integrated into classroom instruction. Studies have shown that teachers who are well-trained and motivated are more likely to utilize educational media effectively, thereby improving learning outcomes for their students (Ertmer & Ottenbreit-Leftwich, 2010).
The integration of educational media into the teaching and learning process has been widely recognized as an essential component of modern education. Educational media, which encompasses tools such as videos, simulations, interactive software, and other digital resources, plays a critical role in enhancing the delivery of physics content. Physics, being a subject that requires both theoretical understanding and practical application, greatly benefits from the use of visual and interactive aids that simplify complex concepts and foster a deeper understanding among students (Adegoke, 2011).
In senior secondary schools, especially in physics classrooms, the use of educational media has become a vital strategy for engaging students and improving their performance. Teachers, as key facilitators of learning, are central to the successful creation and application of these tools. Their perspectives on the availability, relevance, and challenges associated with educational media influence its effectiveness in delivering physics content. However, in many developing regions, such as Dekina Local Government Area in Kogi State, Nigeria, the adoption of educational media remains inconsistent due to various limitations, including resource constraints, inadequate teacher training, and infrastructural challenges (Adedeji & Olaniyan, 2011).
The introduction of educational media in physics classrooms has been shown to improve students' retention and comprehension, as it provides opportunities for active engagement and practical demonstrations of abstract concepts. Teachers, who are at the forefront of this innovation, must not only be aware of the benefits but also be equipped with the skills and resources to utilize these tools effectively. Their perceptions, attitudes, and experiences play a critical role in shaping the success of educational media in enhancing teaching outcomes (Ertmer & Ottenbreit-Leftwich, 2010). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to explore how teachers perceive the creation and application of educational media in senior secondary school physics classrooms.
1.2 Statement of Problems
Investigation revealed that many schools in Dekina are grappling with infrastructural deficits, such as unreliable electricity and limited access to modern technological tools. Furthermore, there is often a disconnect between teachers' perceptions of the importance of educational media and their actual practices due to time constraints and an overwhelming curriculum load (Eze, 2017).
The problem is further compounded by the absence of policy frameworks that prioritize the provision and utilization of educational media in schools. While teachers may recognize the value of these tools, their application is frequently restricted by a lack of institutional support and funding. It is against the backdrop that this study seeks to address these problems by evaluating teachers' perspectives on the creation and application of educational media in senior secondary school physics classrooms in Dekina Local Government Area, Kogi State.
1.3 Aim and Objectives of Study
The aim of the study is to explore teachers' perspectives on the creation and application of educational media in senior secondary school physics classrooms in Dekina Local Government Area, Kogi State. To achieve this aim, the study has the following objectives:
- To examine the extent to which educational media is utilized in senior secondary school physics classrooms in Dekina Local Government Area.
- To explore the challenges faced by teachers in creating and applying educational media in physics instruction.
- To identify the perceived benefits of educational media in improving student understanding and engagement in physics.
- To evaluate the support provided by school administrators and policymakers for the effective use of educational media in classrooms.
- To propose strategies for enhancing the creation and application of educational media in physics education.
1.4 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- To what extent is educational media utilized in senior secondary school physics classrooms in Dekina Local Government Area?
- What challenges do teachers face in creating and applying educational media for physics instruction?
- What are the perceived benefits of using educational media in improving student understanding and engagement in physics?
- How do school administrators and policymakers support the effective use of educational media in classrooms?
- What strategies can be proposed to enhance the creation and application of educational media in physics education?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Teachers in Dekina Local Government Area does not face significant challenges in creating and applying educational media for physics instruction.
- H1: Teachers in Dekina Local Government Area face significant challenges in creating and applying educational media for physics instruction.
Hypothesis Two
- H0: There is no significant relationship between the use of educational media and student engagement in senior secondary school physics classrooms in Dekina Local Government Area.
- H1: There is a significant relationship between the use of educational media and student engagement in senior secondary school physics classrooms in Dekina Local Government Area.
1.6 Significance of Study
The outcome of this research will benefit physics teachers by offering practical recommendations for creating and effectively utilizing educational media to enhance student engagement and understanding. Also, school administrators and policymakers will gain insights into the challenges faced by teachers and the support required for the effective application of educational media.
Furthermore, the study's implications will promote improved learning experiences and outcomes among students, as educational media has the potential to make abstract physics concepts more tangible and relatable.
Lastly, this study will serve as a resource for future researchers exploring the intersection of technology, education, and teacher pedagogy, contributing to the broader academic discourse on innovative teaching practices.
1.7 Scope of Study
This study focuses on the perspectives of teachers regarding the creation and application of educational media in senior secondary school physics classrooms within Dekina Local Government Area, Kogi State, Nigeria. It examines how teachers in selected public and private senior secondary schools utilize educational media to enhance the teaching and learning process in physics.
1.8 Limitations of the Study
This research study was limited by several factors that influenced the depth and breadth of its findings.
- Frequent power failures in Dekina Local Government Area also disrupted data collection processes, particularly in schools that relied on digital tools for teaching.
- Delays from respondents, including teachers and administrators, in providing necessary information and completing surveys, were another constraint.
- Financial and time constraints also affected the study, limiting the number of schools and participants that were included within the timeframe of the research.
1.9 Definition of Terms
Educational Media:
Educational media refers Tools and resources used to facilitate teaching and learning, including audio-visual aids, digital tools, and printed materials (Mayer, 2009). These resources are designed to enhance the teaching process and improve student engagement and understanding.
Senior Secondary School:
Senior secondary school refers to the educational stage for students typically between the ages of 15 and 18, which prepares them for higher education or vocational training (UNESCO, 2015). In Nigeria, this level consists of three years of schooling SS1 to SS3.
Physics Classroom:
A physics classroom is a designated learning environment where students are taught concepts and principles of physics, often involving practical demonstrations, problem-solving, and experimentation (Giancoli, 2005).
Teacher's Perspectives:
Teacher's perspectives refer to the attitudes, beliefs, and opinions held by teachers regarding particular topics or practices in education, shaped by their experiences, training, and teaching environment (Friedrichsen et al., 2009).
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