EVALUATING THE ROLES OF PHYSICS TEACHERS TOWARDS ENHANCING STUDENTS PARTICIPATION IN CLASSROOM: A CASE STUDY OF ONITSHA EDUCATION ZONE

Abstract

This study was undertaken to evaluate the roles of physics teachers toward enhancing students’ participation in classroom activities. A survey research design was adopted to elicit information from ninety- six physics teachers from thirty- two secondary schools in Onitsha Education zone. Four research questions and one null hypothesis guided the study. The study focused on four domains of activities which are teaching style, quality of teaching, kinds of decisions based on homework performance and kinds of feedback based on assessment outcomes. Valid and reliable questionnaire structured in a four-point rating scale were used to elicit information from the respondents and reliability coefficient of 0.76 was established using split - half method. In analyzes, mean was used to answer the research questions and Z- test was adopted to test the null hypothesis at 0.05 level of significance. The results of the study indicated that there is no significance difference on the roles of male and female physics teachers toward enhancing students’ participation in classroom activities. Thus, this paper recommends that physics teachers should encourage students to participate in classroom activities, give feedback of student’s performance, engage students in experiments as well as home work.