Identification of difficult concept in physics syllabus as perceived by pre-serviced teachers in higher institutions in Kwara State

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dc.contributor.authorYusuf, Abdulqadir Aishat
dc.contributor.authorAkanbi, Abdulrazak Oladimeji
dc.contributor.authorMohammed, Ridwan Enuwa
dc.contributor.authorMustapha, I. Sikirat
dc.date.accessioned2023-05-22T11:29:59Z
dc.date.available2023-05-22T11:29:59Z
dc.date.issued2023-02-20
dc.description.abstractThis study identified the difficult concept in physics syllabus by the pre-service teachers. Descriptive and inferential statistics were utilised in the analysis of the data gathered. The reliability of the instrument was tested using Cronbach Alpha Formula and a score of α ≤ 0.82 was derived. Two set of research questions were analysed using t-test of value p<0.50. The population of the study was all Physics education students in higher institutions in Kwara State. Data was collected through questionnaire tagged “Questionnaire on Difficult Concept in Physics Syllabus” “QDCPS” via google form The main findings of the study indicated that Friction and Viscosity, Fluid at Rest, Waves, Sound waves, Light waves, Refraction of Light, Electric Cells and Electrolysis are the topics perceived as difficult concept in physics syllabus by pre service teachers. The study established that the use of different terminologies in some topics makes it difficult to understand, lack of practical classes affects student’s ability to understand some topics in Physics; significant difference was found in perception of pre service teachers on difficult concept in physics syllabus based on mode of entry. Among the recommendations are; Seminars, Training and workshop should be created for teachers in schools to increase the competence of teachers in the teaching of difficult topics in Physics in both private and public schools and Innovation of proper curriculum development in Physics education should be made in Nigeria to enhance effective learning. And the conclusion includes that difficult concept in physics been perceived by the pre-service teachers are borne out of factors such as professional mode of entry and lack of instructional materials.en_US
dc.identifier.citationYusu, A. A., Akanbi, A. O., Mphammed R. E. & Mustapha, S. I. (2023). Identification of difficult concept in physics syllabus as perceived by pre-serviced teachers in higher institutions in Kwara State. Journal of Curriculum and Instruction (JCI),14(1-s) 161-172.en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/10682
dc.language.isoenen_US
dc.publisherDepartment of Science Education, Faculty of Education, University of Ilorinen_US
dc.subjectPre-service Teachers, In-service Teachers, Pedagogical Content Knowledge, Physics syllabus and Difficult Concepten_US
dc.titleIdentification of difficult concept in physics syllabus as perceived by pre-serviced teachers in higher institutions in Kwara Stateen_US
dc.typeArticleen_US

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