Assessing Improvised Equipment in Physics Laboratory and its Implications for Utilization and Management of Teaching and Learning Resources

In M. A. G. Akale (Ed.), Science, Technology & Mathematics Education for Sustainable Development in Africa (416-419), 2002. Proceedings of the 43rd Annual Conference of Science Teachers Association of Nigeria (STAN). Ibadan: Heinemann Educational Books Nig. Plc.

4 Pages Posted: 20 Sep 2016

Date Written: August 15, 2002

Abstract

The focus of the paper was on assessing improvised equipment in physics laboratory and its implications for utilization and management of teaching and learning resources. A total of 45 teachers teaching in secondary and tertiary schools in Kogi State took part in the survey study. A Likert scale type of questionnaire based on the 10 identified Suitability Assessment Factors (SAF) grouped into 5 lower orders and 5 higher orders SAF was used for data collection. It was face validated and trial tested with a test retest reliability coefficient of 0.76. Data were analyzed using percentage, t-test and chi square (x2) statistical techniques and the result showed that: (1) Ten SAF was identified with percentage suitability rating range of 60 to 100. These (SAF) were grouped into 5 lower orders and 5 higher orders SAF. (2) There was a significant difference between the teachers rating of some improvised physics equipment in the lower order SAF and the higher order SAF. (3) The teachers’ total rating for lower and higher order SAF was contingent upon the areas or fields of improvisation in physics. Recommendations were advanced for effective assessment, utilization and management of improvised teaching and learning resources in physics.

Keywords: Assessment of improvised equipment; physics laboratory; Utilization of laboratory equipment; Management of laboratory equipment; Teaching and learning resources

Suggested Citation

Achor, Emmanuel Edoja, Assessing Improvised Equipment in Physics Laboratory and its Implications for Utilization and Management of Teaching and Learning Resources (August 15, 2002). In M. A. G. Akale (Ed.), Science, Technology & Mathematics Education for Sustainable Development in Africa (416-419), 2002. Proceedings of the 43rd Annual Conference of Science Teachers Association of Nigeria (STAN). Ibadan: Heinemann Educational Books Nig. Plc., Available at SSRN: https://ssrn.com/abstract=2839522

Emmanuel Edoja Achor (Contact Author)

Benue State University ( email )

Department of Science and Mathematics Education
Makurdi, 97001
Nigeria
+2348035157702 (Phone)

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