Why Students in Secondary Schools Choose not to do Physics? Implications For Policy and Practice in Developing Countries.

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Autor/Urheber	Adolphus, Telima
Institution	European Scientific Institute, ESI
Titel	Why Students in Secondary Schools Choose not to do Physics? Implications For Policy and Practice in Developing Countries.
Quelle	In: doi:10.19044/esj.2019.v15n34p103; European Scientific Journal, ESJ; Vol 15 No 34 (2019): ESJ December EDITION; 103 ; Revista Científica Europea; Vol. 15 Núm. 34 (2019): ESJ December EDITION; 1857-7431 ; 1857-7881(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.19044/esj.2019.v15n34p103
Schlagwörter	Developing Countries; Physics Uptake; Post-Compulsory Secondary Physics
Abstract	This study investigated the low popularity of physics among secondary school students in Rivers State, Nigeria. One outcome of this situation is concern and interest in effective teaching and learning in the subject in Nigeria. A mixed methods research design was adopted for the study. The study found that teachers' qualities and resource availability and utilization significantly influence students' physics enrolment. Also, there was no significant difference in the correlations of teacher and resource factors with enrolment by gender. To boost students' interest in physics, the study recommended amongst others, that teachers present content in ways that connect physics ideas to the everyday experiences of students and that, policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of 'science for arts' for the nonscience oriented students.
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