EFFECT OF THE PHYSICS TEACHERS USE OF BEHAVIOURAL

OBJECTIVES ON SENIOR SCHOOL STUDENTS ACHIEVEMENT IN

PHYSICS

M.Ed. Research Proposal Seminar

By

AKANDE, Tajudeen Aimbola

(02/25OC140)

Department of Science Education

University of Ilorin, Nigeria

Supervisor: Prof. (Mrs.) E. O. Omesewo

1

CHAPTER ONE

INTRODUCTION

Background to the Problem

The history of behavioural objectives has been briefly reviewed by

Eisner, (1967). His review described the interest, development and utilization of Eisner, (1967). His review described the interest, development and utilization of

objectives since the beginning of the 20th Century. Beginning in the twenties

and continuing into the sixties, educators including Charters (1923), Tyler

(1934), Mager (1962), and Popham (1969) have been among those whose

influence has promoted the use of objectives in connection with educational

programs. Historically, the value of behavioural objectives has been a

controversial issue among educators. Evidence of the controversy is reflected in

the literature by articles such as "Behavioural Objectives? Yes" (Gagne, 1972)

and "Behavioural Objectives? No!

Behavioural objective indicates the specific behaviour a student

must demonstrate to indicate learning has occurred (Leslie, 2012). Abdullahi

(1981) defined behavioural objective as a means of conceiving instructional

strategy in a form that requires a specification of what tasks the students are

expected to be able to perform under what conditions and how such tasks will

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be evaluated. Students in the contemporary society have different objectives for

education when compared with students of a generation ago. The nature of

education and training has also changed, and the tendency today is towards a

more direct and straight forward emphasis on learning in the sense that the

appropriateness and effectiveness of teaching is been more and more

questionable. For this reason, writing precise behavioural objectives are capable

of observation and measurement is becoming increasingly important

(Omosewo, 1999). A behavioural objective is a statement of proposed change

expected from learners after they have been exposed to learning for specified expected from learners after they have been exposed to learning for specified

period of time. This change desired and valued by the teacher is expected to

occur in thoughts, actions and feelings of the students. These are the cognitive,

psychomotor and affective domains (Omosewo, 1999).

students should be able to do at the end of the lesson that they could not do

before? They usually form the starting point of the lesson plan for effective

teaching. Onogwere (2000) summarizes the lesson plan as processes to answer

the questions: where am I going? How will I get there? And how will I know

when I arrive? They act as destinations, specifying where one intends to go and

describe intended results of instruction, rather than the process of instruction

itself. Denga (1987) asserts that a lesson without objectives like a Journey

without destination.

These objectives are performance oriented; typically beginning

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with an action verb, written in the future tense and typically specifying the

derived level of performance. (Smaldino, et. al (2007); Alberto & Troutman

(1999) suggested that well written objectives should identify the following

elements:

1. Person(s) for whom the objective is written for (the learner).

2. Behaviour targeted for change.

3. Conditions under which the objectives must be completed.

4. Criteria for determining the standard that the learner must meet to reach

acceptable performance. acceptable performance.

From an educational perspective, behavioural objectives help to clarify,

organize and prioritize learning and describe something observable, measurable,

achievable, fair and equitable. They help students evaluate their own progress

and encourage them to take responsibility for their learning. They may serve the

purpose of motivating the learners (Uche & Umeron, 1998). Motivation, in turn,

has a tendency to increase meaningful learning which makes for longer

retention (Okoro, 2001).

Teachers should endeavour from time to time to let students be aware of

what is expected of them by the end of the material they are about to teach. A

common misapplication of objectives is for the teacher to state what he \ she is

going to do. It is the learning outcome that is important not the learning

activities that should lead to that outcome. Schunk (1996) concluded that

specific and clear objectives are more likely to enhance performance than

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objectives that are general and extend into the student's distant future. Clearly

defined objectives form the learning activities and assessment measures. To

ensure that learning objectives are effective and measurable, the teacher must

avoid using verbs that are vague or cannot be objectively assessed. The first

prerequisite for a clear and understandable objective is explicitness. It should

contain a clearly stated verb that describes a definite action or behaviour, and

serves to connect content and assessment around learning, and guide selection

of teaching / learning activities (Kenedy, et. al, 2006; Soulsby, 2009 and

Onogwere, 2000). Latham and Locke (1991) suggested that maximum effort is Onogwere, 2000). Latham and Locke (1991) suggested that maximum effort is

not attained under "do your best" vague performance goal, because the

uncertainty in doing one's best allows people to give themselves the benefit of

the doubt in evaluating their performance.

For many, if not most teachers, learning objectives are central to all

lesson plans they develop themselves or adapt from those written by others.

Objectives that are used in education, whether they are called learning

objectives, behavioural objectives, instructional objectives, or performance

objectives are terms that refer to descriptions of observable student behaviour or

performance that are used to make judgments about learning - certainly the

ultimate aim of all teaching (Bob, 2012). At some point, almost every teacher,

especially new teachers and teacher education students, must learn to write

these types of objectives. Here, such objectives are referred to as learning

objectives. Acquiring this skill is something of a rite of passage in the process

5

of becoming a teacher, yet it is a skill that requires practice, feedback, and

experience.

Over the past 30 years or so, the emphasis on, and attention paid to

learning objectives has waxed and waned as different ideas change about how

best to express instructional intent (Bob, 2012). To clarify a bit, I have included

a rationale for developing and using learning objectives that meet demanding

behavioural criteria. It provides in-depth information that you might find

helpful. Any skill is learned more effectively if the learner understands the

reason for learning and practicing it. Developing this skill in relation composing reason for learning and practicing it. Developing this skill in relation composing

learning objectives is no exception.

According to Bob (2012), learning objectives are about curriculum, not

instruction. They are concerned with ends, and not necessarily means. This is a

key point. Many tend to confuse learning objectives with objectives a teacher

may have that relate to student conduct or behaviour in a classroom. Properly

constructed learning objectives are about the evidence of learning; they specify

what behaviour a student must demonstrate or perform in order for a teacher to

infer that learning took place. Since learning cannot be seen directly, teachers

must make inferences about learning from evidence they can see and measure.

Learning objectives, if constructed properly, provide an ideal vehicle for

making those inferences.

In answer to the critics of behavioural objectives, Popham (1969) has

responded in a paper entitled, "Probing the Validity of Arguments against

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responded in a paper entitled, "Probing the Validity of Arguments against

Behavioural Goals," in which he responded to reasons educators have given for

their opposition to behavioural objectives. Popham included the following

reasons for his support of behavioural objectives.

1. Written objectives make it possible for the teacher to evaluate the worth of

his/her instructional goals.

2. Written objectives contribute to the centring of unplanned classroom

discussion toward worthwhile goals.

3. Written objectives permit the meaningful evaluation of changes in student 3. Written objectives permit the meaningful evaluation of changes in student

cognitive behaviour which is a primary responsibility of the schools.

4. Written objectives make efficient instruction possible.

5. Written objectives permit teachers to evaluate themselves in reference to

changes in observable student behaviours such as thinking, skill

acquisition.(p.9)

The arguments for and against behavioural objectives have not

concentrated directly on the issue of effect on student achievement, but have

focused on indirectly related issues such as curriculum planning, teacher

direction, and evaluation. However, some investigators have turned to research

to examine the relationship between behavioural objectives and student

achievement.

A teacher is that trained person who manages the teaching/learning

process efficiently. He helps the learners to imbibe ideas, and knowledge to

7

develop skills, understanding of good word so that he can develop his own

innate potentials. He is somebody who has a high intellectual capacity to

the management of teaching/learning systems. Ali (1983) stated that a teacher is

one whose major occupation is the sharing of the knowledge he possess with

experiences.

In general, studies conducted to determine the effect of behavioural

objectives on student achievement have produced inconclusive findings. objectives on student achievement have produced inconclusive findings.

These studies have examined independent variables including specificity of

objectives, learning level of objectives, learner aptitudes, and density of

objectives relevant to sentences in textual material. Many of these studies have

been plagued by improper experimental designs and insufficient thought

regarding the role which behavioural objectives play as aids to learning. The

number of studies which have been conducted with adequate design and control

are few in number; therefore, this study examined the use of Behavioural

Statement of the Problem

Physics is one of the important subjects taught in the senior secondary

schools and a course study in tertiary institutions in Nigeria, it is required for

scientific and technological development of any nation. Research has been

carried out based on students enrolment in physics, it was discovered that there

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is low enrolment of students and poor performance (Omosewo, 2008).

Over the years, the problem of under achievement of science students

in physics has been a general problem. The performance of students in senior

secondary sciences in Nigeria has remained consistently poor (Ajagun, 2000).

For example, many researchers in Nigeria have conducted series of research to

actually find out what could be responsible for the problem. In fact, a survey of

the performance of candidates in school science in Nigeria over the years

reveals a discernible decline (Ojerinde, 1998). This decline, of course, is in spite

of the various improved instructional materials and strategies well advocated of. of the various improved instructional materials and strategies well advocated of.

This phenomenon has remained a source of concern to science educators and

educational experts. (Nnaka and Anaekwe, 2004). Factors such as lack of

adequate laboratory equipment, ineffectiveness and lack of teaching proficiency

of teachers, lack of qualified teachers and school factors have been identified as

major causes of underachievement of science students in physics. Despite all

these efforts, the poor performance of students still exists.

It is possible that these various improved instructional materials and

methods have failed to improve on the performance of candidates in sciences

because they are expensive and are therefore not usually implemented. It is also

possible that even where these materials and methods are used, they still fail to

yield results because students are not usually told before the lesson what they

are expected to learn.

However, little emphasis has been laid on use

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of behavioural objectives on senior school

This henceforth justifies the needs for the secondary school physics teachers on

vement in physics.

Purpose of the Study

The main purpose of this study is to examine the effect of physics

use of behavioural objecti in physics.

Specifically, this study will determine whether there would be:

1. Difference in the performance of students exposed to behavioural

objectives and those not exposed. objectives and those not exposed.

2. Influence of scoring levels of students exposed to behavioural objective

objectives.

Research Questions

The following research questions would be answered:

1. Is there an improvement in the academic achievement of the students

when exposed to behavioural objectives over those who are not exposed

to behavioural objectives?

2. Is there any significant difference in the academic achievements of

high, average and low scoring students exposed to behavioural

objectives?

Research Hypotheses

The following null research hypotheses were formulated and tested based on the

research question raised:

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HO1: There is no significant difference in the achievement of students taught

with prior knowledge of behavioural objectives and those not taught

with behavioural objectives.

HO2: There is no significant difference in the academic achievements of high,

average and low scoring students exposed to behavioural objectives.

Scope of the Study

This is an experimental study. Two schools would be purposively

sampled, one experimental, the other one control. sampled, one experimental, the other one control.

Significance of the Study

The result from this finding may be beneficial to the teachers,

students, parents, teaching service commission, ministry of education and other

researchers.

The study may help the teacher to understand how to properly prepare

precise performance-based objectives for use in lesson planning and assessment.

Given the persistently poor performance of students in physics education

and the continuous quest for improvement of methods of teaching \ learning,

this study is significant in that it directs attention to an aspect of teaching

procedure (prior presentation of behavioural objectives) that is capable of

improving physics instruction but is ignored in schools.

The study could be of interest to teacher

Education and Faculties of Education in the Universities. The outcome of the

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study may be used in training the pre-service physics teachers with pedagogic

abilities and skills, having taking cognizance of behavioural objectives. This

secondary school level

The study may help the students to know and be able to do critical

components of any competency-based educational program given the nature of

the educational environment today, with all the emphasis on standards and

assessing student performance, it behoves candidate teachers to begin

professional work only after they have become familiar with writing and professional work only after they have become familiar with writing and

implementing precise educational objectives.

This study may reveal to the kwara State Teaching Service Commission

some of the programmes that should be organize for teachers to improve the

and other subjects

The outcome of this study may also be significant to the State and

Federal Ministries of Education in the area of policy making and other agencies

, Nigeria

Education Research Development Council(NERDC) in organising workshops

and seminars for science teachers so as to improve them in their teachings.

The study may also be useful for researchers, who may be interested

in, and wants to understand the use of behavioural objectives to

teaching/learning. This study provides one piece of information on the use of

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behavioural objectives.

Clarification of Major Terms

Effect

Outcome of the behavioural objectives as reflected in the achievement of SSS in

physics after treatment.

Behavioural objectives

A behavioural objective is a statement of proposed change expected from

learners after they have been exposed to learning for some specified time. learners after they have been exposed to learning for some specified time.

This change is expected to occur in knowledge, skills and attitudes of the

students. They describe what a learner will be able to do as a result of learning

and represent the translation of teacher's design aims into specific, measurable,

attainable learning achievements for student.

Achievement test

Achievement tests are exams that are designed to determine the degree of

knowledge and proficiency exhibited by an individual in a specific area or set of

areas. They show the outcome of instruction and the extent to which a student

has achieved his / her educational goals.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

Relevant literature is reviewed under the following subheadings:

1. Nature and objectives of senior secondary school physics curriculum 1. Nature and objectives of senior secondary school physics curriculum

2. Empirical study on behavioural objectives

3. Writing appropriate objective

4. Characteristics of an effective teacher

5. Student scoring levels and their achievement

6. Appraisal of the reviewed literature

Nature and Objectives of the Senior Secondary Physics Curriculum

The first half of the 20th century was marked by the search for the ideal

method(s) by educators and educationist. This intense methodological search

was inundated with claims and counter-claims and in the accompanying

with little or no professional consistency and consensus. In order to correct the

confusion that arose as a result of lack of specific distinctions among approach,

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confusion that arose as a result of lack of specific distinctions among approach,

method and technique (Lawal, 2001), proposed a solution in his submission, he

the highest level of

idealization as they cover a long term of attainment and implementation,

respectively. As goals are derived from aims so are both methods components

of approaches they both occupy an intermediate level in curriculum planning

and implementation. At the proximate level, objectives and techniques which

are located at the lowest theoretical level mostly belong to the province of the

teacher. teacher.

-structured met oye

(1979) stressed that discovery occurs when an individual is mainly involved in

using his mental processes to mediate or discover some concepts or principles.

He further classified components to be developed.

1. Concept to be developed

2. Materials required 2. Materials required

3. Pre-activity discussion questions

4. Pupils discovery activity

5. Open ended or post activity discussion question.

In his contribution, Enwieme (1982) showed that observational learning

implies learning about anything by touching, feeling and looking closely at it. It

15

implies learning about anything by touching, feeling and looking closely at it. It

is a sensorial type of learning through which an individual acquires the

knowledge of the world about seems to make use of all sense organs of the

body.

Osborne and Freeman (1989) stressed that scientists do engaged in certain

activities such as hypothesizing, observing, classifying and testing, and that

children in physics should be provided with an opportunity to experience these

that a style of teaching relies heavily on demonstration and exposition does not that a style of teaching relies heavily on demonstration and exposition does not

encourage these activities. At its worst it presents physics as a well-defined

body of knowledge with no potential for the new or unusual, ultimately giving

hat physics teachers

should use a range of classroom activities consisting of practical;

demonstrations have experiments, group discussions, games, computer

software, video and films to provide a range of different experiences and

activities for children. They prescribed that in future, physics will increasingly

be taught as part of modular, integrated or coordinated science courses to meet

the requirement for broad and balanced science courses.

Egbugara (1991) developed Lingua Analytic Strategy for Science

Teaching (LAST) to solve the problem created by bilingualism. In his

found in Nigeria educational system, vernacular integrating strategies may be

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found in Nigeria educational system, vernacular integrating strategies may be

best skill option for educ

experimented with Lingua Analytic strategy for Science Teaching (LAST) to

discussion method of teaching physics. He stressed that considering the

teaching physics in our senior secondary school.

Richard (1981) used the information processing theory in studying

problems solving in electrostatic (an aspect of physics). Though there was no problems solving in electrostatic (an aspect of physics). Though there was no

significant effect of treatment but the study was considered interesting because

it attempts to apply directly the finding of information processing analysis of

problem solving physics. Wright and Williams (1986) wor

meaning, what are happening, isolate unknown, Substitute and Evaluate. The

method was found to improve the grades of the subjects. Heller, Keith and

Anderson (1992) investigated the relationship between group and individual

problem solving in general physics. Context rich problems were used which are

more complex than standard textbook problems. Students were exposed to five

steps solution strategy; visualize problem; describe in physics term; plan

solution; execute plan; check and evaluate. The authors highlighted size

problem cues, giving information, explicitness, number of approaches that could

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problem cues, giving information, explicitness, number of approaches that could

consistently better than the best individual solution. It was also observe that the

problem solving processes were better done in group and that groups carry out

better qualitative analysis of the problem than any individual.

Iroegbu (1998) showed that there was significant main effect problem

based learning on physics achievement. He established that problem based

learning approach were found to generally enhance physics achievement, learning approach were found to generally enhance physics achievement,

problem solving stalls and line graphing skill over what is attainable with

convectional instruction.

In other study, Ogunleye (1982) reported, in his study on the relative

ics, that

the integrative style achieves significantly higher than the dominant style. Orji

(1998) showed that combined strategies of problem solving and concept (1998) showed that combined strategies of problem solving and concept

mapping were significantly more effective than each of the strategy taking

separately in stude

Empirical Study on Behavioural Objective

Behavioural objectives became known to many educators through a

book entitled Preparing Instructional Objectives, written by Mager that was

published in 1962. It was during the 60's and early 70's that many public school

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teachers were required to write behavioural objectives as a critical component of

their daily lesson plans. Many workshops for teachers were conducted and the

Mager model for writing behavioural objectives was taught. The Mager model

recommended that objectives be specific and measurable. The 1962 Magerian

model recommended three specific features of an objective as follows:

1. It should have a measurable verb (an action verb)

2. It should include a specification of what is given the learner, and

3. It should contain a specification of criteria for success or competency,

Formulation of behavioural objectives usually forms the starting point of

the lesson plan for effective teaching. The planning of the lesson involves

primarily, the setting of objectives while every other component involves how

to achieve the set objectives and how to know the objectives have been

achieved. Onogwere (2000) summarized the lesson plan as processes to answer

the following questions: the following questions:

constructed learning objectives are about the evidence of learning; they specify

what behaviour a student must demonstrate or perform in order for a teacher to

infer that learning took place. Since learning cannot be seen directly, teachers

must make inferences about learning from evidence they can see and measure.

Learning objectives, if constructed properly, provide an ideal vehicle for

19

making those inferences.

Behavioural objectives can be summed up using the mnemonic device

ABCD as presented by Schwier (1998), for instant, after having completed the

unit; the students will be able to answer correctly 90% of the question on the

post-test.

A-audience the student

B- Behaviour-after having completed the unit on a post-test

D-degree -90% correct.

To write a behavioural objective, a learning task has to be analysed to

determine into specific measurable tasks. The learning success may be

measured by tests developed to measure each objective. According to Gilbert

(1984), the qualities of specific learning objectives are: Relevant, unequivocal,

feasible, logical, observable, measurable and so on.

Westberg and Jason (1993) described the characteristics of an effective

objective in collaborative clinical education as follows:

Consistence with overall goals of the school

Clearly stated

Realistic and do able

Appropriately comprehensive

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Appropriately comprehensive

Worthy, complex outcomes

Not treated as if they were etched in stone

Not regarded as the only valuable outcome, etc.

In educational psychology, learning is defined as a change in behaviour. This is

a little confusing but if a student could not answer a particular question on a

pre-test, then received instruction, and then answered the question correctly in

the post-test, a change in behaviour is illustrated and learning is considered to

have occurred. In his own contribution, Harron (1972) explained the three have occurred. In his own contribution, Harron (1972) explained the three

domains of behavioural objectives as follows:

Cognitive domain: refers to intellectual learning and problem solving. Cognitive

levels of the learning include: knowledge, comprehension, application analysis,

synthesis, and evaluation.

Affective domain: refers to the emotion and value system of a person. Affective

levels of learning include: receiving, responding, valuing, organizing and levels of learning include: receiving, responding, valuing, organizing and

characterizing by a value.

Psychomotor domain: refers to physical movement characteristics and motor

skill capabilities that involve behaviour requiring certain levels of physical

dexterity and coordination. These skills are developed through repetitive

practice and measured in terms of speed, precision, distance, procedures, or

execution techniques. Psychomotor levels include: perception, set, guided

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response, mechanism, complex overt response, adaptation and origination.

Omosewo (1999) in a study on the impact of behavioural objectives on

concluded that students taught with behavioural objectives performed better

than those taught without behavioural objectives, and the students taught with

the use of behavioural objective retained what they were taught one month after

they had been exposed to the treatment. The researcher therefore concluded that

physics teachers should endeavour from time to time to let the students be physics teachers should endeavour from time to time to let the students be

aware of what is expected of them at the end of the lesson.

Umoren and Ogong (2007) carried out a research on the prior

presentation of behavio

concluded that the principle and effortless process of letting learners know the

behavioural objectives of a lesson before the lesson significantly enhances

achievement of students. It also shows that the best time to show learners the

objectives is immediately before the lesson in order to have maximum

enhancement of objective.

To Bozimo and Okam (1998) in their own research work on behavioural

objectives strategy for a more functional instruction in History concluded that

students were more intelligent, enthusiasm and students participated in the class

instruction when they were aware of the objectives of their history lesson. The

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study further stated that teaching by behavioural objectives is of child-centred

learning strategy, which in turn makes History learning exciting, interesting and

fulfilling. Thus, the researchers concluded that behavioural objectives are

important learning aids which contribute greatly to improved class performance

among History students. Beskeni et al (2011) determined how effective prior

understanding of difficulty chemistry concepts using a sample of 557 chemistry

students selected from six target zones. The researcher from their findings

reported that prior knowledge of the behavioural objective have tremendous reported that prior knowledge of the behavioural objective have tremendous

implication on the teaching of chemistry.

Yusuf (2010) observed the statement of learning objectives performs the

following functions among others, guiding the teacher relative to the design of

instruction, and for evaluation/test design (e.g., written tests, school

examinations, etc.). Further, it was opined that the statement of behavioural

objectives serves as a guide for the learner relative to learning focus and self-

assessment. It is also believed that the statement of behavioural objectives

brings about careful thinking of what is to be accomplished through instruction

and enhances the relationship between teacher and learner because with explicit

objectives the teacher is viewed less in an adversarial role because students are

not forced to guess what is to be learned.

Writing Appropriate Behavioural Objectives

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It should be recognized that behavioural objectives are about

curriculum not instruction. We should not confuse behavioural objectives with

objective a teacher may have that relate to student behaviour or conduct in a

classroom. Obed (1987) stated that behavioural objectives are learning

objectives, they specify what behaviour a student must demonstrate or perform

in order for a teacher to infer that learning has taken place. This is because

learning cannot be seen directly: therefore teacher must make inferences about

learning from evidence they can see and measure. If constructed properly,

behavioural objectives provide a veritable vehicle for making those inferences. behavioural objectives provide a veritable vehicle for making those inferences.

Majority of the student teachers and less experienced teachers do not

realize that the purpose of a behavioural objective should leave little room for

doubt about what is intended. According to Olawepo (1997), a well-constructed

behavioural objective describes an intended learning outcome and contains three

parts each of which alone means nothing but when combined into a sentence or

two, communicates the conditions under which the behaviour is performed, a

verb that define the behaviour itself, and the degree (criteria) to which a student

must perform the behaviour. If any one of these three components is missing the

objective cannot communicate accurately.

It is in line with this that a behavioural objective should contain the

following components as posited by Bob (2002) and Obed (1987).

Conditions: (a statement that describes the condition under which the

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behaviour is to be performed)

Behavioural verb: (an action word that connotes observable student

behaviour).

Criteria: (a statement that specifies how well the student must perform the

behaviour)

A behavioural objective is the focal point of a lesson plan (Okunloye,

2001). A behavioural objective is a description of an intended learning outcome

and is the basis for the rest of the lesson it provides criteria for constructing an and is the basis for the rest of the lesson it provides criteria for constructing an

assessment for the lesson as well as for the instructional procedure the teacher

designs to implement the lesson it is difficult. If not impossible to determine

exactly what a particular lesson is supposed to accomplish without behavioural

objective. One should begin with an understanding of the content to which the

objective will relate in order to write behavioural objectives. It should be the

goal teachers as well as students the understanding in more than one way the

content to be learned. In other words the teacher who prepares objectives as part

of lesson plan should have more than superficial knowledge of the appropriate

content. Inconsistency with the body of content in writing objective should be

avoided. This is because it is considered a mere waste of time by Association of

College and Research Libraries. (2001): it should be noted that the purpose of

this assertion is not to go into the area of curriculum consistency but rather

present hints to help students of teacher education and less experienced teacher

25

present hints to help students of teacher education and less experienced teacher

who may find it difficult in writing behavioural objectives.

Conditions: The conditions component of an objective specifies the

circumstances, commands directions etc that the students is given to initiate the

behaviour. The behaviour relevant to intended student-learning performance can

best be understood within the context of the condition under which the

behaviour is to be performed or demonstrated. Examples of the condition part of

behavioural objective usually start with this type of statements.

Upon request the students will give (some physical object) the students will. At Upon request the students will give (some physical object) the students will. At

the end of the lesson, the students should.

We should note that there is no mention of the description of instruction

that precedes the initiation of the behaviour. Here there is concentration on

describing only the conditions under which the desired students behaviour is to

be performed.

Behavioural Verbs Writing appropriate behavioural objective starts with Behavioural Verbs Writing appropriate behavioural objective starts with

choosing appropriate verb or phrase. A behavioural verb describes an

observable product or action in stating behavioural objective, the verb is an

action word; it is a special kind of action word that leads to a destination.

Behavioural verb is an action word that means an observable behaviour for

instance, the teacher may intend to make student appreciate or understand or

know one thing or another. It is impossible to see when a student appreciates,

26

understands or know something. What can be done is to make inferences that a

student appreciates understands or knows something based on what the student

does or says in a controlled situation.

Among the verbs that cannot and should not be used when stating objective are

as follows: to appreciate, to acquire, to know, to understand, to love, to have

faith in, to have mastery of, to believe in, to grasp the significance of, etc.

These verbs or phrases have certain features in common and the most

understanding are: understanding are:

(1) These verbs are imprecise (2) they refer to no-observable behaviour

which (3) are difficult if not impossible to evaluate. Teachers are therefore

advised not to use them when expressing behavioural objectives.

A behavioural verb is a word that denotes an observable action or the

creation of an observable product. Verbs such as identify, name, and describe

are appropriate because you can observe the act or product of identifying, are appropriate because you can observe the act or product of identifying,

naming, or describing. Some verbs are embedded in a phrase that gives them a

specific behavioural meaning.

The following verb and their definition as stated by Bob (2012) can be

helpful when writing behavioural objectives.

Define: To stipulate the requirement for inclusion of an object, word, or

situation in a category or class. Element of one of the following must be

27

situation in a category or class. Element of one of the following must be

included (1) the characteristics of the words, object, or situations that are

included in the class or category (2) the characteristic of the words, objects or

situations that are excluded in the class or category. To define is to set up

criteria for classification.

Construct: To make a drawing, structure or model that identifies a designated

object or set of condition.

Compose: To formulate a composition in written, spoken musical or artistic

form.

Classify: To place object, word, or situation into categories according to

defined criteria for each category. The criteria must be made known to the

students.

Distinguish: To identify under conditions when only two contrasting

identifications are involved for each response.

Apply a Rule: To state a rule as its applies to a situation object or event that is

being analysed. The statement must convey analysis of a problem situation and

/or its solution, together with the name or statement of the rule that was applied.

Demonstrate: The students perform the operation necessary for the application

of an instrument, model, device or implement. NOTE there is a temptation to

28

use demonstrate in objectives such as, the student will demonstrate his

knowledge of vowel sounds. As the verb is defined, this is an improper use of it.

Draw Diagram To construct a drawing with labels and with a specified

organization or structure to demonstrate knowledge of the organization or

structure. Graphing, charting and mapping are types of diagramming and these

terms may be used where more exact communication of the structure of the

situation and response is desired.

Locate: To stipulate the position of an object, place or event in relation to other

specified object, places, or events ideational guide to location such as grids, specified object, places, or events ideational guide to location such as grids,

order arrangement and time may be used to describe location, note: locate is not

to be confused with IDENTIFY.

Label: To stipulate a verbal (oral or written) response to a given object drawing

or composition that contains information relative to the known, but unspecified

structure of these objects, drawings or compositions. Labelling is a complex

behaviour that contains elements of naming and identifying. behaviour that contains elements of naming and identifying.

Solve: To effect a solution to a given problem in writing or to effect it orally.

The problem solution must contain all the elements required for the requested

solution and may contain extraneous elements that are not required for solution.

The problem must be passed in such a way that the student is able to determine

the type of response that is acceptable.

The Criteria: The criteria component of a behavioural objective is a

29

The Criteria: The criteria component of a behavioural objective is a

declarative statement that describes how well the behaviour must be performed

to satisfy the intent of the behavioural verb (Obed, 1987). It should be clear that

criteria are expressed in some minimum number or as what must be, as a

minimum included in a student response. For instance, in Social Studies and

Economics, an objective might be of the form. Given a list of the thirty-six

States in Nigeria (conditions), the students will identify (verb) the political

parties controlling tem (criteria). Or. At the end of the lesson (conditions)

students will state (verb) five of the factors influencing location of industry in students will state (verb) five of the factors influencing location of industry in

Nigeria (Criteria).

structure of industry. We should also know that the method used by the students

is not specified. The behavioural objective would need to be modified if the

students are expected to do more or less.

Characteristics of an Effective Teacher. Characteristics of an Effective Teacher.

It is necessary to probe into teacher quality to teachers ascertain their

shortcoming so that they can not only improve themselves but also increase

their teaching effectiveness, secondly, teachers with good effectiveness usually

value teaching performance, maintain teaching quality, pursue best teaching

arning effectiveness. Therefore, the

30

influences of the variables of different student backgrounds and school

environments on teacher.

The research direction chosen for teacher teaching effectiveness includes

-

knowledge and abilities at work, being particular about teaching methods,

getting familiar with teaching materials, encouraging students, creating a fine getting familiar with teaching materials, encouraging students, creating a fine

learning environment and atmosphere, and helping students to achieve

performance excellence in student (Lin, (2001).

Hipkins et al (2002) also indicated that when teachers take into account

can become more inclusive for students from diverse cultures, students with

special needs and special abilities. Certainly, access to proven techniques and special needs and special abilities. Certainly, access to proven techniques and

high quality teaching materials can contribute to a effectiveness. But

the key to being an outstanding teacher lies elsewhere outside the light of direct

observation. It lays in the mind-in the largely unconscious thought processes

that motivate behaviours. Without examining the

beliefs, values, assumptions, and other thinking processes behind an outstanding

behaviours, the behaviours themselves are relatively meaningless.

31

Having said so much about teaching effectives and its components let us

now examine what constitute being a competent teacher. By way of definition,

role is a function or performance of duties expected of an occupier in a position

of trust. With the above definition what then should be the role of a competent

teacher?

An excellent classroom teacher has to be more than a teacher. He or she

must be a father/mother, brother, sister, adviser, motivator etc. and as a result,

the following is considered as the qualities of a competent teacher; the following is considered as the qualities of a competent teacher;

Positive Thinking: Think positively and enthusiastically about learner and

what they are capable of becoming.

Communicative: Communicate personal thoughts and feelings on a wide

spectrum of issues and can listen to students in an emphatic manner, assuring

each conversation will be held in confidence.

Committed: Demonstrates commitment to student and the profession and is

self-confident, poised and personally in control of situations. Encourage

students to look at themselves in a positive manner.

Motivational: Enthusiastic with standards and expectations for students and

self.

Knowledgeable: Keeps up in his/her special areas and as the insight to

32

integrate new knowledge, takes knowledge and translate it to students in a way

which is comprehensible to

Patience: Is coming to conclusion, Strives to look at all aspects of situation and

believes that problem can be resolved if enough input and attention is given by

people who are affected.

Hard work: A good teacher must be embodiment of diligent and hard work. He

must be a tireless worker. must be a tireless worker.

Memory: A good teacher must possess a very good memory. He must be a

bank for storage of information that can be retrieved effortlessly.

Firmness: A good teacher must be firm and fair to all, and

Honesty and sincerity: A good teacher must be honest and sincere in all

activities.

A good teacher must not involve or indulge in examination malpractice in

any form, cultism, forgery, truancy, etc. Teacher must have the qualities of

persistency, perseverance, humour, smartness and objectivity.

Influence of Scoring Levels on Students Performance

Gender refers to men and women, boys and girls as social groups. Gender

is also a socio-psychological concept. It is the different cultural and social roles

33

is also a socio-psychological concept. It is the different cultural and social roles

societies around the world to describe to male and female in order to depict the

differences between them (Adebileje, 2001). Gender difference in school

science is characterized by under representation and under achievement in

science by female enrolment in science subject is very low. For instance

between 1987 and 1991 only about 40% of subject that sat for science subjects

at the final school certificate examination were female students (NEDRC,

1992). Ivowi (1999) also noticed that female participation in school science

world-wide is lower than male participation rate. Many researchers have

investigated the relationship between academic performance and gender. Sex investigated the relationship between academic performance and gender. Sex

differences ion academic achievement have been a focus of attention of

psychologists the world over.

It is a matter of considerable concern that girls, when offered a free

choice, opt away from physical science in large numbers (Osbrone and

Freeman, 1989). They identified many factors contributing to the problems:

1. Physics is often approached through conceptual framework that 1. Physics is often approached through conceptual framework that

lacks relevant applications and gives the appearance that the

subject lacks any connection with the real world.

2. Girls enter the physics laboratory with little experience of technical

activities from the home. They rarely have technical hobbies and

father/brother is the person that fixes those technical objects that

fail in the household.

34

Johnson and Murphy (1986) had given further research evidence of the

nature of the problem from the results of their national surveys at ages 11, 13

and 15. Natural monitoring of these groups found only small differences

between the average score for girls and boys when applying systematic

differences in favour of boys for physics concepts. The data for a group of 11

year olds shows a 42/6 split (42% of boys as opposed to 6% girls claiming to

have played with them), for making models from kits 59/30 for plying snooker

or similar games, 45/16 split for playing with toys electricity set and 50/23 for or similar games, 45/16 split for playing with toys electricity set and 50/23 for

making models with Lego. Similar patterns are demonstrated for using

measuring instruments watching television programmed and general interest in

scientific applications. The overriding message of this is that girls bring to the

physics classroom a substantially poorer set of prior experiences of making

things, taking them apart again and generally tinkering.

Harvey (1980) investigated the reason why less girls than boys in Britain,

are applying for higher education places in physics each year. The finding

showed that, while boys rate physics highly, girls rate it low in popularity.

Secondly, in proceeding beyond the secondary school level, more girls than

boys drop out of the school system. Thirdly, the ratio of boys to girls at both

ordinary and advanced level physics courses in the worst of all in sciences.

Running and McCurdy (1982) investigated the problem of solving

35

processes of science students. The result of the study shows that secondary level

students regard science as difficult, unimaginative, and hard to understand and

requiring much memorization. The result shows further that boys were higher

achievement perception of physics by the subjects show the immense difficulty

that this group of students have been having with science content and processes.

Adigwe (1992) experimented with senior secondary school students in

problem solving activity. The result of the study showed that male students

excel over female both in achievement and the acquisition of problem sovling excel over female both in achievement and the acquisition of problem sovling

skills. Okeke et al (1992) carried out an extensive study of gender, science

participation and achievement. He viewed physics, technology and Mathematics

as being masculine and called for special privilege to encourage girls to venture

into such field.

Appraisal of the Reviewed Literature

Mager (1962) said behavioural objectives should be specific and

measurable. His model recommended three specific features of an objective as

follows; It should have a measurable verb (an action verb), it should include a

specification of what is given the learner, and,it should contain a specification

of criteria for success or competency,

Omosewo (1999) in a study on the impact of behavioural objectives on

ademic achievement in physics carried out within Ilorin metropolis

36

ademic achievement in physics carried out within Ilorin metropolis

concluded that students taught with behavioural objectives performed better

than those taught without behavioural objectives, and the students taught with

the use of behavioural objective retained what they were taught one month after

they had been exposed to the treatment.

According to Olawepo (1997), a well-constructed behavioural objective

describes intended learning outcomes and contains three parts each of which

alone means nothing, but when combined into a sentence or two, communicates

the condition under which the behaviour is performed, a verb that defines the

behaviour itself and the degree to which a student must perform the behaviour.

If any one of these three components is missing the objective cannot

communicate accurately.

A behavioural objective is the focal point of a lesson plan (Okunloye,

2001). It provides criteria for constructing an assessment for the lesson, 2001). It provides criteria for constructing an assessment for the lesson,

Hipkins et al (2002) also indicated that when teachers take into

education can become more inclusive for students from diverse cultures,

students with special needs and special abilities.

Oladosu (2009), and Abimbola (2009) defines teaching as a process

that involves the acquisition of knowledge and that it takes place between a

37

that involves the acquisition of knowledge and that it takes place between a

teacher and the learner. Andrew (2008) specified the difference between a

teaching and other form or type of conservation to be an activities that is

beneficial to both the teacher and the learner. Teaching is a method of imparting

knowledge (Olaitan and Agusiobo, 1981 in Alabi 2004).

Teachers are the facilitators of learning in any educational system

(Usman, 2005). A teacher is the central force in educational universe from

where he makes or mars it. Dlakwa and Bazza (2010), emphasized that to where he makes or mars it. Dlakwa and Bazza (2010), emphasized that to

improve the quality and productivity of education at all levels, it must attracts

highly qualified teaching personnel because, teachers are the key to effective

teaching and learning. Ogar (1992), refers to teachers as the foundation of

quality in any educational system, they are responsible for translating national

education into realities. Pring (1997) defined professional teacher as one has

been trained and educated against a background of relevant and systematic

research and developed the capacities to research findings for improving

practices. Research findings have shown that teachers are the bedrock of all

profession and the quality of teachers determine the quality of educational

products in accord

planning (Okoye et al, 2008).

Johnson and Murphy (1986) had given further research evidence of the

38

nature of the problem from the results of their national surveys at ages 11, 13

and 15. Natural monitoring of these groups found only small differences

between the average score for girls and boys when applying systematic

differences in favour of boys for physics concepts.

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter will present the procedures to be employ in conducting this

study. These procedures include: Research Type, Sampling and Sampling

Techniques, Research Instrument, Instrument Validation, Procedure for Data

Collection, and Data Analysis Techniques.

Research Type

The research work is a quasi-experimental of the type pre-test, post-

test, non-randomize, non-equivalent, control group design involving a 2 x 3

factorial. The instructional strategy is at two levels (experimental and the

control group), while the scoring level is at three levels (high, medium and low).

The illustration is given below:

O1 X O2 Experimental group

O3 O4 Control group (no presentation of behavioural objective).

Sample and Sampling Technique

The target population would be all SS 2 physics students in Ilorin

39

The target population would be all SS 2 physics students in Ilorin

South of Kwara State. Two schools would be purposively selected and assigned

to different treatments. To avoid disrupting the school program or arrangement,

intact class would be used. A total number of 120 SS 2 students would be

involved. (The experimental group will contain 60 students and the control

group will contain 60 students).

Research Instrument

The in -

designed item multiple choice physics achievement test.

Validation of Research Instrument

Twenty five objective questions would be set on motion using past

WAEC questions over the year. The topic would be taught for three weeks. The

instrument would be validated by lecturers in the Department of Science

Education, University of Ilorin for proper scrutiny and necessary corrections.

Then the questions would be given twice to SS II students of a school who

would not participate in the study at an interval of three weeks and the results

would be compared.

Procedure for Data Collection

The experimental and the control group students would be taught

the concept of motion in physics for a period of three weeks. The students in the

40

experimental group will have access to the behavioural objectives

before the commencement of the lesson, while the students in the control group

will not. The usual physics teacher of the students would be used as the research

assistants after due training. The research instrument will be administer as pre-

test to both the experimental and the control groups of the study before the

treatment. They would be taught by their teachers while the control group

teacher will teach without giving the students the behavioural objective. At the

end of the instruction, the pre-test instrument, that is PAT, would be re-

organised and administered as post-test to both the experimental and the control organised and administered as post-test to both the experimental and the control

groups, thus marking the end of the experiment.

Data Analysis Techniques

The score in the physics achievement test will form the basis of data

analysis. The research hypothesis 1 will be tested using t-test and the research

hypothesis 2 will be tested using ANCOVA

41

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50

APPENDIX I

SIX WEEKS CONTENT OUTLINE (TREATMENT) ON THE MEASURING

INSTRUMENTS FOR EXPERIMENTAL GROUP

WEEKS LESSONS CONTENTS DURATION

PERIOD

1 1

2

Orientation to the teachers

Pre-test Administration

30mins

50mins

2 2 Teaching of motion 40mins

3 1 Teaching of motion 40mins

4 1 Teaching of motion 40mins

5 1

2

Revision

Post test Administration

35mins

45mins

51

6 1 Retention test 40mins

APPENDIX II

SIX WEEKS CONTENT OUTLINE (TREATMENT) ON THE MEASURING

INSTRUMENTS FOR CONTROL GROUP

WEEKS LESSONS

PERIOD

CONTENTS DURATION

1 1

2

Orientation to the teachers

Pre-test Administration

30mins

50mins

2 2 Teaching of motion 40mins

3 1 Teaching of motion 40mins

4 1 Teaching of motion 40mins

5 1

2

Revision

Post test Administration

35mins

52

45mins

6 1 Retention test 40mins

APPENDIX III

Physics Achievement Test (P.A.T.)

Pre and Post-test Administration

Answer all questions. Time: 40mins. Answer all questions. Time: 40mins.

1. Which of the following phenomena is the practical evidence for the

existence of the continual motion of molecule?

A. translational motion B. rotational motion C. Brownian motion D.

oscillatory motion

2. Each of the following physical quantities is classified as a vector or a

scalar quantity. Which of the classifications is correct? scalar quantity. Which of the classifications is correct?

A. electric potential (vector) B. momentum (scalar) C. gravitational field

intensity (scalar) D. magnetic flux density (vector)

3. A body starts from rest and accelerates uniformly at 5 ms-2 until it attains

a velocity of 25ms-1. Calculate the time taken to attain this velocity A.

2.5s B. 0s C. 10.0s D. 125.0s.

4. The frequency of a swinging pendulum is the

53

4. The frequency of a swinging pendulum is the

A. angle the bob swings through in one second

B. number of amplitude the bob makes in one second

C. number of complete oscillations the pendulum makes in one second

D. distance the bob covers in one second

5. A body is said to be moving with uniform acceleration if it experiences

equal A. increases in velocity at equal time intervals B. decreases in

velocity at equal time intervals C. increases in speed at equal time

intervals D. decreases in speed at equal time intervals.

6. A body dropped from a certain height above the ground level, falls with

uniform A. speed B. velocity C. acceleration D. retardation.

7. Which of the following is a vector quantity? A. energy B. time C. speed

D. momentum.

8. The motion of the bob of a simple pendulum when displaced slightly is

A. Circular B. oscillatory C. Rotational D. Translational

9. A body continues in its state of uniform motion in a straight line because

of I. An applied force II. Its acceleration

III. Its constant velocity. Which of the statements above are correct?

A. I and II only B. I and III only C. II and III only.

54

A. I and II only B. I and III only C. II and III only.

10. A body starts from rest and moves with constant acceleration. Which of

the following quantities varies/vary linearly with the square of the time?

I Velocity II displacement

III Momentum

A. I only B. II only

C.III only D. II only

E. II and III only (SC/GCE) E. II and III only (SC/GCE)

11. A body which is uniformly retarded come to rest in 10s after travelling a

distance of 20m.

A 0.5ms-I B. 2.0 ms-I C. 4.0 ms-I

D. 20.0 ms-I E. 200.0 ms-I (SC/GCE)

12. The distance travelled by a particle starting from elapsed from the

commencement of the motion. The resulting graph is linear. The speed of the

graph is a measure of:

A. initial displacement B. initial velocity

C. acceleration D. half the acceleration

E. half the initial velocity (JAMB)

13. A body moving with uniform acceleration a has two point (5, 15) and

(20, 60) on the velocity-time graph of its motion. Calculate a:

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A. 0.25 ms-2 B. 3.00 ms-2 C. 4.00 ms-2 D. 9.00 ms-2 E. 16.00 ms-2

(SSCE)

14. A mango fruit drops to the ground from the top of its tree which is 5m

high. How long does it take to reach the ground?

A. 1.0 s B.2.0s C. 3.0s D. 5s E. 0.5 s

15. Two buses of different makes are travelling in opposite directions at the 15. Two buses of different makes are travelling in opposite directions at the

same speed on a straight road. How far are they 40 seconds after they

cross each other?

A. Twice the distance of one minus the distance of the other after

crossing each other. B. Twice their velocities of each from their crossing

point. C. Twice the distance of each from their crossing point. D. Half

the velocity of one bus after crossing each other.

E. Half the distance of each from their passing point.

16. A body, projected vertically upwards from a certain height, hits the

ground after a few seconds. It has its maximum speed:

A. at the halfway mark travelling upwards B. at the halfway mark

travelling down ward C. at exactly its highest point. D. just before hitting

the ground e. just before it reaches its highest point.

17. Calculate the height from which a body is released from which a body

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is released from rest if its velocity just before hitting the ground is 30 ms-I

A. 15m B. 45m C. 60m

D. 90m E. 75m

18. Neglecting friction, how many seconds would it take for the body at A

(fig. 2.9) to roll down the inclined plane to B?

Fig. 2.9 B

10m

A

A. 0.5s B. 1.0s C 8.0s D. 4.0s E. 2.0s

19. Which is the incorrect formula for a body accelerating uniformly?

A. a = v2-u2 / 2s

2 2 2

Fig. 2.9 B

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B. v2 = u2+2as C. s= 1 ut + at2

2

D. v2 -u2=2as E. v = u + at

20. Which of the following types of motion does a body undergo when acted

upon by a couple?

A. vibrational B. translational C. rotational D. random

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21. A body starts from rest and accelerates uniformly at a rate of 5m/s2.

Calculate its velocity after moving 90m.

A. 18m/s B. 30m/s C. 225m/s D. 450m/s

E. 900m/s

22. An orange falling vertically downwards falls with

A. uniform velocity B. non uniform velocity

C. constant acceleration D. Constant retardation

E. non-uniform accelerator

23. When a body is moving with a constant force which of the following is 23. When a body is moving with a constant force which of the following is

correct?

A. its acceleration is constant

B. Its velocity is constant

C. Its momentum is constant

D. Its acceleration may be varying

E. Its power is not necessary constant.

24. If an object moves with a constant speed round a circle, it has an

acceleration which is:

A. Constant in magnitude and varying in direction

B. Varying in magnitude and constant in direction

C. Constant in magnitude and direction

D. Varying in magnitude and direction

E. None of the above

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25. A ball is thrown vertically upwards form the top of a tower with an initial

velocity of 20ms-1. If the ball took a total of 6s to reach the ground, what

is the height of the tower?

A. 80m

B. 60m

C. 120m

D. 100m

E. 160m

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