ISSN: 2320-5407 Int. J. Adv. Res.

9(05), 359-365

Journal Homepage: -www.journalijar.com

Article DOI:10.21474/IJAR01/12845
DOI URL: http://dx.doi.org/10.21474/IJAR01/12845

RESEARCH ARTICLE
A STUDY OF FACTOR INFLUENCING ATTITUDE TOWARDS LEARNING OF PHYSICS AMONG
SENIOR SECONDARY SCHOOL STUDENTS

Monica, A. Abuh and Nwaba A. Attah

Department of Physics Kogi State College of Education, Ankpa.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History Physics is among the significant science subjects taught at the
Received: 15 March 2021 secondary school level in Nigeria's education system. There has been a
Final Accepted: 19 April 2021 growing concern about the poor performance in physics in Nigeria. The
Published: May 2021 present study was aimed to determine teacher's likability as a factor that
Key words: -
could influence student's attitudes towards physics. The study adopted a
Teacher's likability, Students, Attitude, cross-sectional survey. The population of the survey includes secondary
Physics school students in the Kogi State of Nigeria. Participants comprised
males and females senior secondary school students. They were mainly
pooled from the science class. One hundred and thirty-nine students
participated in the study. Data was collected using a Teacher's
Likability Scale and the Physics Attitude Scale (PAS). The result
revealed that most of the respondents indicated a negative attitude
toward the subject (M = 0.87, SD = 0.35), while few (M = 0.18, SD =
0.39) showed a positive attitude towards the subject. A linear
regression model was conducted to test the study hypothesis. The result
showed that teacher's likability statistically significantly predicted
attitude towards physics F (1,137), 124.617 P< .05. The study
concluded that a teacher's likability is a significant predictor of attitude
towards physics. Thus, it is recommended that teachers should be more
facilitators than strict instructors.

Copy Right, IJAR, 2021, All rights reserved.

……………………………………………………………………………………………………....
Introduction: -
Today's global education plan is to raise individuals with modern-day skills regarded as a general necessity (Ince,
2018). The trend in today's education emphasizes higher-end skills, including reasoning, creativity, and problem-
solving (Bao & Koenig, 2019; Ludwig et al., 2017; Qablan et al., 2019). Science education is a vital tool for the
national development of any country, including Nigeria (Ankeli, 2019; Clement et al., 2017; Okwuoyibo
Nwachukwu, 2012; Olufunke, 2012). Science is primarily designed to transform the environment towards improving
the general quality of life, thus making the world a better place. In Nigeria, the government recognizes the
importance of science education to the growth and development of the learners as obtained in the national policy and
educational curricula (Adolphus, 2019; Aina, 2013; Ogunjuyigbe et al., 2006; Sambo et al., 2014).This importance
recognizes the indispensable role of science teaching in realizing the STEM (science, technology, engineering, and
mathematics) dream. Science is the bedrock upon which modern and advanced nations are based (Aderonmu &
Obafemi, 2015; Fuwape et al., 2019; Aina, 2013; Odu, 2020). The development of any society is based on its
technological level, and physics education is a significant factor in enhancing technology development.

Corresponding Author: - Monica Abuh 359

Address: - Department of Physics Kogi State College of Education, Ankpa.
ISSN: 2320-5407 Int. J. Adv. Res. 9(05), 359-365

Physics is the branch of science concerned with energy and matter, including their interactions (Faridi et al., 2021;
Daramola & Omosewo, 2012). Physics is among the major science subjects taught at the secondary school level in
Nigeria's education system (Ojediran, 2016; Onah & Ugwu, 2010; Mobolaji et al., 2017; Daramola & Omosewo,
2012; Mbamara & Eya, 2015).The subject aims to provide school students with basic literacy in physics for
functional inclusion in society and acquire essential scientific skills and attitudes towards the technological demands
of the world. Thus, for national development in technology, basic concepts and physics principle are indispensable
(Agbele et al., 2020; Adeyemo, 2010). Additionally, physics engages the students in solving more problems without
delay and attaining a real learning achievement (Santyasa et al., 2020). Physics is essential in science and
technology (Bortfeld & Jeraj, 2011; Bunyamin et al., 2020; Chu, 2020; Moraga-Calderón et al., 2020; Ukoh &
Onifade, 2020). Hence the teaching and learning of the subject need serious attention at the secondary school level
to enhance sustainable technological development in Nigeria.

Over the years, there has been a growing concern about the poor performance in physics worldwide (Coffie et al.,
2020; Ebong, 2021; Falode & Ajala, 2014; Folashade & Akinbobola, 2009; Madu & Udoh, 2016; Onah & Ugwu,
2010). Scholars have attempted to attribute the trend to various factors ranging from poor learning setting, low
teaching strategy, inexpert instructors, learning approaches, cognitive pattern, career interest, peer and parental
influence, and certain demographic variables (Erdemir, 2009). Perhaps, most authors identified student's attitudes
toward physics as an essential determinant of the poor performance in physics. Previous research has implicated
attitude in students' performance (Awang et al., 2013; Guido, 2018; Kabunga et al., 2016; Lumintac, 2014; Nagy,
2018; Ndifor & Ngeche, 2017; Ogembo et al., 2015; Veloo et al., 2015).

Attitude is a social psychological construct representing an individual's evaluation of attitude objects. Attitudes are
essential determinants of human behavior. Thus, attitudes, when acquired, could influence student's likes and
dislikes of a particular subject. In regards to physics, a prior study has established a positive correlation between
student's attitude and their performance in physics (Godwin & Okoronka, 2015). An extensive literature has been
dedicated to understanding physics and attitude relationship (Abdulkarim & Raburu, 2013; Bedemo, 2020; Ibrahim
et al., 2019; Kurniawan et al., 2019; Maison et al., 2020; Mastura et al., 2010; Choudhary et al., 2019; Venida &
Sigua, 2020; Vilia & Candeias, 2020). Understanding students' attitudes towards physics are fundamental in
sourcing a practical approach to enhancing students' performance and motivation in physics. However, prior studies
have assessed relevant predictors of attitude towards physics. For example, (Kapucu 2017)reported that
comprehension influenced student's attitude towards physics. (Agu & Iyamu, 2020) associated metacognitive
scaffolding teaching strategy and a better attitude toward physics. (Akinbobola, 2009)revealed that cooperative
learning strategy was the most effective in facilitating students' attitude towards physics. (Kaya & Boyuk, 2011)
reported the effect of students' grade and age differences on students' attitudes towards physics. (Aşiksoy & Islek,
2017) demonstrate that virtual laboratory experiences influenced students' attitudes towards physics. This study is
aimed to examine the influence of teacher's likability on attitude towards physics.

Present study
It is crucial to continually explore the factors that drive academic performance in education (Abubakar, 2020).
Therefore, this current study intends to explore teacher's likability as a factor that could account for the variations in
secondary school students' attitudes towards learning physics. The teacher's likability refers to the general positive
attitude that students hold towards the teacher (Feistauer & Richter, 2018). The term describes the overall perception
relating to attractiveness, friendliness, and pedagogy. Perhaps, students are more likely to be influenced by the
teacher's characteristics and possibly develop a positive attitude towards the teacher and the subject taught by the
teachers. Accordingly, Cottringer (2002) noted that likable factors positively influence others. Likability in
academics has been previously investigated (Chatelain, 2015; Delucchi & Pelowski, 2000). The primary purpose of
this study is to examine the role of perceived teacher's likability on secondary school student's attitude towards
physics. It is hypothesized that the teacher's likability will account for the variation in student's attitudes towards
physics.

Method: -
For this study, a cross-sectional survey was adopted. The population of the study includes secondary school students
in the Kogi State of Nigeria. Participants comprised males and females senior secondary school students. They were
mainly pooled from the science class. A total of 162 students were approached with the aid of school teachers and
administrators between January and March 2021. The students were prepared and briefed on the research purpose
before the commencement of the study. Out of the 162 students approached, 155 consented to partake in the study

360
ISSN: 2320-5407 Int. J. Adv. Res. 9(05), 359-365

and were given the study instrument to fill on the spot. Apart from 16 of the wrongly filled questionnaires, the
correctly filled ones (139) were subjected to statistical analysis.

Measure: -
Teachers Likability
The respondents rated the teacher's likability with a 10-item Linkert form scale scored in 5-point ratings ranged from
1 (not likable at all) to5 (very likable). The scale was validated following a pilot study, and Cronbach alpha .78
reliability coefficient was obtained. A higher score indicates a high teacher's likability.

Student's attitude towards physics

Attitude towards physics was measured using the Physics Attitude Scale (PAS) (Kaur & Zhao, 2017), designed to
measure students' attitudes toward physics. A Cronbach alpha .78 reliability coefficient was obtained in the study.

Result: -
The mean and standard deviation score of attitudes towards physics revealed (M = 0.87, SD = 0.35) for negative
attitude and (M = 0.18, SD = 0.39) for positive attitude. This indicates a higher negative attitude towards physics
among the respondents.

Table 1: -
Attitude towards physics N Mean SD

Negative attitude 81 0.87 0.35

Positive attitude 58 0.18 0.39
Total 139 0.58 0.49

Testing the study hypothesis

The primary assumption of the study is that teacher's likability would account for the variation in student's attitudes
towards physics. A linear regression model was conducted to test the hypothesis. The result of the linear regression
established a statistically significant effect of teacher's likability on student's attitude towards physics, F (1,137),
124.617 P< .05 with adjusted R2 of 473.

Table 2: -
B SEB β t R2 Sig
Constant 1.85 .047 38.77 .473 .000
Teacher’s likability -.69 .062 -.69 -11.17 .000

Discussion: -
The study aimed to determine teacher's likability as a factor that could influence students' attitudes towards physics.
The mean and standard deviation score of attitudes towards physics revealed that most of the respondents indicated a
negative attitude toward the subject (M = 0.87, SD = 0.35), while few (M = 0.18, SD = 0.39) showed a positive
attitude towards the subject. This result indicates a higher negative attitude towards physics among the respondents.
Thus, consistent with previous studies (Godwin & Okoronka, 2015; Agu & Iyamu, 2020; Akinbobola, 2009).
Godwin and Okoronka (2015) reported a significant positive correlation between students' attitude and their
academic performance in physics. Therefore, an unfavorable attitude towards physics may be linked to poor
performance in physics among the youngsters.

Furthermore, a linear regression model was conducted to determine the variation in student's attitudes towards
physics based on the teacher's likability. The analysis revealed that the predictor variable statistically significantly
predicted attitude towards physics (1,137), 124.617 P< .05. with the adjusted R2 showing that the predictor variable
contributed 47.3% of the variance in attitude towards physics. Thus, the finding affirmed the study's assumption that
teacher's likability would account for the variation in attitudes towards physics. The result is consistent with Morgan
and Bergeron (2007),who established a strong correlation between teacher likability and the possibility of increased
future enrollment in courses with the likable teacher. Students are strongly influenced by teachers who act as a role
models for students(Rasheed Choudhary et al., 2019). Perhaps, a teacher's characteristics are an essential factor in

361
ISSN: 2320-5407 Int. J. Adv. Res. 9(05), 359-365

learning, especially in early education. From this result, it can be deduced that teacher's likability would
significantly influence learners' attitudes in any subject, including mathematics and chemistry. Also, the motivation
to engage in academic work could be improved based on the likable status of the teacher. Conversely, a teacher's
likability does not necessarily lead to better performance in physics. Students who developed a positive attitude
towards the subject based on the teacher's characteristics may not possess a better knowledge of general physics.
Better performance in general physics depends on the processing and storing of information (Solis-Foronda, 2020).
However, a teacher's likability provides a pathway through which learning ability could be enhanced.

Strength, Limitation, and future direction

The study provided evidence on the importance of teacher's likability in shaping student's attitudes towards physics
learning. The current revelation could be relevant data to education stakeholders, parents, and the general public in
strengthening learners' performance in general physics. Despite this revelation, caution is advised in generalizing the
study's finding in that the self-report measure utilized in the study may be problematic. Also, the sampling method
may affect the generalization of the result. However, the study recommends that future researchers use other data
sourcing measures and expand the samples for a more comprehensive outcome.

Conclusion: -
The study aimed to examine factors influencing attitude towards learning of physics among secondary school
students. The teacher's likability was adopted as the independent variable. The result found that the predictor
variable accounted for the variance in attitude towards physics. Hence, it is concluded that a teacher's likability is a
significant predictor of attitude towards physics. Thus, the study recommends that teachers improve their personal,
pedagogical qualities to attract their students' attention. Also, teachers should be more facilitators than strict
instructors.

Funding
The present study was funded by the Tertiary Education Trust Fund (TETFUND)

References: -
1. Abdulkarim, R., & Raburu, P. (2013). Determining the attitude of undergraduate students towards physics
through concept mapping. Mediterranean Journal of Social Sciences, 4(3).
https://doi.org/10.5901/mjss.2013.v4n3p331
2. Abubakar, M. B. (2020). Impact of instructional materials on students' academic performance in Physics, in
Sokoto-Nigeria. IOP Conference Series: Earth and Environmental Science, 476(1).
https://doi.org/10.1088/1755-1315/476/1/012071
3. Aderonmu, T. S. B., & Obafemi, D. T. A. (2015). Ordeals of Physics Instruction in Nigerian Secondary
Schools: Way Forward for the Attainment of Global Competitiveness. Journal of Education and Practice, 6(20).
4. Adolphus, T. (2019). The Aims and Purposes of Science Education: Social-Scientific Issues in the Science
Curriculum in Nigeria. In American Research Journal of Humanities Social Science (ARJHSS)R) 2019
ARJHSS Journal. www.arjhss.com
5. Agbele, A. T., Oyelade, E. A., & Oluwatuyi, V. S. (2020). Assessment of Students' Performance in Physics
Using Two Teaching Techniques. International Journal of Research and Scientific Innovation, 07(07).
https://doi.org/10.51244/ijrsi.2020.7702
6. Agu, P. A., & Iyamu, C. O. (2020). Effect of Metacognitive Scaffolding Teaching Strategy on Secondary
School Physics Students' Achievement and Attitude to Thermal Energy. International Journal of Scientific
Advances, 1(2). https://doi.org/10.51542/ijscia.v1i2.5
7. Akinbobola, A. O. (2009). Enhancing Students' Attitude Towards Nigerian Senior Secondary School Physics
Through the Use of Cooperative, Competitive and Individualistic Learning Strategies. This Journal Article is
posted at Research Online. Recommended Citation Akinbobola, Akinyemi Olufunminiyi (Vol. 1, Issue 1).
http://ro.ecu.edu.au/ajte/vol34/iss1/1Availableat:http://ro.ecu.edu.au/ajte/vol34/iss1/1
8. Ankeli, G. O. (2019). Scientific Infrastructure: A Necessary Tool for National Security and Development in
Nigeria. In World Journal of Innovation and Modern Technology (Vol. 3, Issue 1). www.iiardpub.org
9. Aşiksoy, G., & Islek, D. (2017). The impact of the virtual laboratory on students' attitudes in a general physics
laboratory. International Journal of Online Engineering, 13(4). https://doi.org/10.3991/ijoe.v13i04.6811

362
ISSN: 2320-5407 Int. J. Adv. Res. 9(05), 359-365

10. Awang, M. M., Ahmad, A. R., Bakar, N. A., Ghani, S. A., Yunus, A. N. M., Ibrahim, M. A. H., Ramalu, J. C.,
Saad, C. P., & Rahman, M. J. A. (2013). Students' attitudes and their academic performance in nationhood
education. International Education Studies, 6(11). https://doi.org/10.5539/ies.v6n11p21
11. Bao, L., & Koenig, K. (2019). Physics education research for 21st-century learning. Disciplinary and
Interdisciplinary Science Education Research, 1(1). https://doi.org/10.1186/s43031-019-0007-8
12. Bedemo, S. (2020). Effects of Problem Based Learning on Students' Achievement and Attitude Towards
Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education. Science Journal of Education,
8(3). https://doi.org/10.11648/j.sjedu.20200803.12
13. Bortfeld, T., & Jeraj, R. (2011). The physical basis and future of radiation therapy. In British Journal of
Radiology (Vol. 84, Issue 1002). https://doi.org/10.1259/bjr/86221320
14. Bunyamin, M. A. H., Talib, C. A., Ahmad, N. J., Ibrahim, N. H., & Surif, J. (2020). Current teaching practice of
physics teachers and implications for integrated STEM education. Universal Journal of Educational Research,
8(5 A). https://doi.org/10.13189/ujer.2020.081903
15. Chatelain, A. M. (2015). The effect of academics' dress and gender on student perceptions of instructor
approachability and likeability. Journal of Higher Education Policy and Management, 37(4), 413–423.
https://doi.org/10.1080/1360080X.2015.1056598
16. Chu, R. (2020). GaN power switches on the rise: Demonstrated benefits and unrealized potentials. In Applied
Physics Letters (Vol. 116, Issue 9). https://doi.org/10.1063/1.5133718
17. Clement, I., Bello, M., & Abdullahi Sunusi, S. (2017). Science Education and Nigeria National Development
Effort: The Missing Link. In International Journal of Education and Evaluation (Vol. 3, Issue 5).
www.iiardpub.org
18. Coffie, I. S., Frempong, B. B., & Appiah, E. (2020). Teaching and Learning Physics in Senior High Schools in
Ghana: The Challenges and the Way Forward. Advances in Research.
https://doi.org/10.9734/air/2020/v21i330192
19. Delucchi, M., & Pelowski, S. (2000). Liking or Learning? The Effect of Instructor Likeability and Student
Perceptions of Learning on Overall Ratings of Teaching Ability. Radical Pedagogy.
20. Ebong, S. T. (2021). The influence of parental background on students' academic performance in physics in
WASSCE 2000 - 2005. European Journal of Science and Mathematics Education, 3(1).
https://doi.org/10.30935/scimath/9419
21. Erdemir, N. (2009). Determining students' attitude towards physics through problem-solving strategy. Asia-
Pacific Forum on Science Learning and Teaching, 10(2).
22. Falode, O. C., & Ajala, N. A. (2014). Availability and teachers' awareness of the existence of software packages
for developing physics instruction for secondary school students in Minna, Nigeria. Chemistry, 23(3).
23. Faridi, H., Tuli, N., Mantri, A., Singh, G., & Gargrish, S. (2021). A framework utilizing augmented reality to
improve critical thinking ability and learning gain of the students in Physics. Computer Applications in
Engineering Education, 29(1). https://doi.org/10.1002/cae.22342
24. Feistauer, D., & Richter, T. (2018). Validity of students' evaluations of teaching: Biasing effects of likability
and prior subject interest. Studies in Educational Evaluation, 59. https://doi.org/10.1016/j.stueduc.2018.07.009
25. Folashade, A., & Akinbobola, A. O. (2009). Constructivist Problem Based Learning Technique and the
Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools. Eurasian
Journal of Physics and Chemistry Education, 1(1).
26. Fuwape, I. A., Ogunjo, S. T., & Owoola, E. O. (2019). The Dutch FOm/f approach to gender balance in physics
AIP Conference. 2109, 50028. https://doi.org/10.1063/1.5110103
27. Godwin, B. A., & Okoronka, U. A. (2015). Attitude and academic performance of senior secondary school
students in physics in Nigeria. Proceedings of societies international conference on education, social sciences
and humanities. 8th – 10th June 2015. International Conference on Education, Social Sciences and Humanities,
2.
28. Guido, R. M. D. (2018). Attitude and Motivation towards Learning Physics. In arXiv.
29. Ibrahim, N., A. Zakiang, M. A., & Damio, S. M. (2019). Attitude in Learning Physics among Form Four
Students. Social and Management Research Journal, 16(2). https://doi.org/10.24191/smrj.v16i2.7060
30. Ince, E. (2018). An Overview of Problem-Solving Studies in Physics Education. Journal of Education and
Learning, 7(4). https://doi.org/10.5539/jel.v7n4p191
31. Jacob Kola, Aina. (2013). Importance of Science Education to National Development and Problems Militating
Against Its Development. American Journal of Educational Research, 1(7). https://doi.org/10.12691/education-
1-7-2

363
ISSN: 2320-5407 Int. J. Adv. Res. 9(05), 359-365

32. Jacob Kola, Aina. (2013). Perceived Causes of Students' Low Enrolment in Science in Secondary Schools,
Nigeria. International Journal of Secondary Education, 1(5). https://doi.org/10.11648/j.ijsedu.20130105.11
33. Kabunga, A. & M. H. & M. Christina., Mohamed, H., & Mnjokava, C. (2016). Learners' Attitudes and
Performance in Science Subjects in A-Level in Secondary Schools, in Mbarara, Uganda. The Journal of
Educational Research, 2, 10–25.
34. Kapucu, S. (2017). Predicting physics achievement: Attitude towards physics, self-efficacy of learning physics,
and mathematics achievement. Asia-Pacific Forum on Science Learning and Teaching, 18(1).
35. Kaur, D., & Zhao, Y. (2017). Development of Physics Attitude Scale (PAS): An Instrument to Measure
Students' Attitudes Toward Physics. Asia-Pacific Education Researcher, 26(5). https://doi.org/10.1007/s40299-
017-0349-y
36. Kaya, H., & Boyuk, U. (2011). Attitudes Towards Physics Lessons and Physical Experiments of the High
School Students. European Journal of Physics Education, 2(1).
37. Kurniawan, D. A., Astalini, A., & Sari, D. K. (2019). An evaluation analysis of students' attitude towards
physics learning at senior high school. JurnalPenelitian Dan Evaluasi Pendidikan, 23(1).
https://doi.org/10.21831/pep.v23i1.20821
38. Ludwig, P. M., Nagel, J. K., & Lewis, E. J. (2017). Student learning outcomes from a pilot medical innovations
course with nursing, engineering, and biology undergraduate students. International Journal of STEM
Education, 4(1). https://doi.org/10.1186/s40594-017-0095-y
39. Lumintac, M. T. Q. (2014). Students' Negative Attitude to Physics Influences Low Academic Achievement.
IAMURE International Journal of Education, 12(1). https://doi.org/10.7718/iamure.ije.v12i1.942
40. Madu, B. C., & Udoh, A. (2016). Exploring Senior Secondary School Two Students' Alternative Conceptions of
Current Electricity in Physics in Nigeria. In SAUSSUREA (Vol. 6, Issue 4).
41. Maison, Lukman, A., Jannah, N., Putra, D. S., & Puspitasari, T. O. (2020). Review of educational psychology:
Attitude towards physics and biology. In Humanities and Social Sciences Reviews (Vol. 8, Issue 2 Special
issue). https://doi.org/10.18510/HSSR.2020.82E20
42. Mastura, T., Soh, T., Arsad, M., & Osman, K. (2010). The Relationship of 21 st Century Skills on Students'
Attitude and Perception towards Physics. Procedia Social and Behavioral Sciences, 7, 546–554.
https://doi.org/10.1016/j.sbspro.2010.10.073
43. Moraga-Calderón, T. S., Busiman, H., & Cramer, J. (2020). The relevance of learning quantum physics from
the perspective of the secondary school student: A case study. In arXiv. https://doi.org/10.30935/scimath/9545
44. Morgan, T. Z., & Bergeron, A. (2007). The Effect of Teacher Likability on Student Compliance. In Journal of
Undergraduate Psychological Research (Vol. 2). http://www.sq.4mg.com/Cottringer_article.htm
45. Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the technology
acceptance model. International Review of Research in Open and Distance Learning, 19(1).
https://doi.org/10.19173/irrodl.v19i1.2886
46. Ndifor, T., & Ngeche, M. (2017). Student and Teacher Attitudes as Correlates of Performance in Mathematics
in Cameroon Secondary Schools. International Journal of Humanities Social Sciences and Education (IJHSSE),
4. https://doi.org/10.20431/2349-0381.0412001
47. Odu, K. O. (2020). Human Capital Development in Science and Technology Education: Challenges and New
Responsibilities of the Teacher. Contemporary Educational Technology, 2(3).
https://doi.org/10.30935/cedtech/6056
48. Ogembo, J. O., Otanga, H., & Nthenya Yaki, R. (2015). Students' and Teachers' Attitude and Performance in
Chemistry in Secondary Schools in Kwale County, Kenya. Global Journal of Interdisciplinary Social Science,
4(3), 39–43. http://lejpt.academicdirect.org/A18/001-008.htm
49. Ogunjuyigbe, P. O., Ojofeitimi, E. O., & Akinlo, A. (2006). Science education in Nigeria: An examination of
People's Perceptions about female participation in science, mathematics, and technology. Journal of Science
Education and Technology, 15(3–4). https://doi.org/10.1007/s10956-006-9014-6
50. Ojediran, Isaac. A. (2016). Philosophical Relevance of Physics Teacher Education Curricula in South Western
Nigerian Universities to Senior Secondary School Physics Curriculum. Journal of Education & Social Policy,
3(2), 128–134.
51. Okwuoyibo Nwachukwu, C. (2012). Revisiting science education and national development: Nigerian situation
and the way forward. In Arabian Journal of Business and Management Review (Vol. 1, Issue 10).
52. Olufunke, B. T. (2012). Effect of Availability and Utilization of Physics Laboratory Equipment on Students'
Academic Achievement in Senior Secondary School Physics. World Journal of Education, 2(5).
https://doi.org/10.5430/wje.v2n5p1

364
ISSN: 2320-5407 Int. J. Adv. Res. 9(05), 359-365

53. Onah, D. U., & Ugwu, E. I. (2010). Factors which predict performance in secondary school physics in Ebonyi
north educational zone of Ebonyi State, Nigeria. Pelagia Research Library Advances in Applied Science
Research, 1(3), 255–258. www.pelagiaresearchlibrary.com
54. Qablan, F., Şahin, M., & Hashim, H. (2019). Critical Thinking in Education: The Case in Palestine. Turquoise
International Journal of Educational Research and Social Studies, 1(1).
55. Rasheed Choudhary, F., Javed, T., & Zaman, S. (2019). Learners' and Instructors' Attitude towards Physics
Achievement at Secondary Level. Global Regional Review (GRR), 4(4), 441–449.
https://doi.org/10.31703/grr.2019(IV-IV).48
56. Sambo, M. H., Kukwi, I. J., A, M. M., & Eggari, S. O. (2014). Comparative Analysis of Students' Interest in
Basic Science Curriculum in Nasarawa State-Nigeria. Journal of Education and Practice, 4(29), 84–91.
57. Santyasa, I. W., Rapi, N. K., & Sara, I. W. W. (2020). Project-based learning and academic procrastination of
students in learning physics. International Journal of Instruction, 13(1). https://doi.org/10.29333/iji.2020.13132a
58. Segun Mobolaji, O., Olayemi Motunrayo, D., & Funmilayo Justina, B. (2017). Assessment of Implementation
of Physics Curriculum in Public Secondary Schools in Ekiti State. Journal of Scientific and Engineering
Research, 4(8), 45–49. www.jsaer.com
59. S. O. Daramola, & Esther. O. Omosewo. (2012). An Appraisal of the New Nigerian Senior Secondary School
Physics Curriculum. Journal of Education and Practice, 3(8), 191–195.
60. Solis-Foronda, M. (2020). Predictors of Students' Knowledge in General Physics. Universal Journal of
Educational Research, 8(8). https://doi.org/10.13189/ujer.2020.080840
61. Sunday A. Adeyemo. (2010). Pupil Attainment in Secondary School Physics: The Case of Nigeria, Including
Implications for Teachers and Teacher Educators. International Journal of Educational Research and
Technology, 1(1), 99–111.
62. Uchenna. S. Mbamara, & Patrick. E. Eya. (2015). Causes of Low Enrollment of Physics as a Subject of Study
by Secondary School Students in Nigeria: A Descriptive Survey. International Journal of Scientific Research in
Education, 8(8), 127–149.
63. Ukoh, E. E., & Onifade, S. A. (2020). Pre-lesson assignments and formative assessment strategies with
interactive invention instruction on low achievers in physics. Momentum: Physics Education Journal.
https://doi.org/10.21067/mpej.v4i1.3846
64. Veloo, A., Nor, R., & Khalid, R. (2015). Attitude towards physics and additional mathematics achievement
towards physics achievement. International Education Studies, 8(3). https://doi.org/10.5539/ies.v8n3p35
65. Venida, A. C., & Sigua, E. M. (2020). Predict-Observe-Explain Strategy: Effects on Students' Achievement and
Attitude towards Physics. Jurnal Pendidikan MIPA, 21(1). https://doi.org/10.23960/jpmipa/v21i1.pp78-94
66. Vilia, P., & Candeias, A. A. (2020). Attitude towards the discipline of physics-chemistry and school
achievement: revisiting factor structure to assess gender differences in Portuguese high-school students.
International Journal of Science Education, 42(1). https://doi.org/10.1080/09500693.2019.1706012.

365