Physics In Physics

Erinosho (2013) submitted that physics is taught by teachers who specialize in sciences other than physics because,in Nigerian universities, Physics Departments and Science Education Departments physicsprogramme continue to witness shortfall of students, the result of which is serious insufficiency of physics teachers in secondary schools. This is a dominion effect: more students will have aversion to physics and this subsequently leads to poor performance of students in physics and consequently insufficiency of qualified physics educators.

Many students find some topics in senior secondary school physics rather abstract and difficult to understand. Some physics teachers do not help as theyoften evade such topics or subtopics due to their

Mathematics is an inherent component of science and serves as a universal language and indispensable source of intellectual tools. Mathematics is widely regarded as the language of science and technology (Omek, Robinson & Hanga, 2008). It plays a pivotal role in physics research and learning. It can be a useful tool or a hurdle too high to conquer for some students.

Oyedeji ( 2011) opined that the Nigerian economy requires mathematics so as to effectively put science and technology in the forefront of nation building. Mathematics education in Nigeria finds its root in the traditional society before the introduction of formal education. It was used mainly in trading activities and taking stock of daily farming. Most traditional societies have their number systems which could be seen in their market days and counting systems.

Further Mathematics affords Senior Secondary School students opportunity to be introduced to some topics in Advanced Level mathematics in order to prepare them to study mathematics or mathematics related courses in their next level of education. It can be argued that students’ understanding of further mathematics will contribute to their performance in general mathematics and

A research was conducted in the United Kingdom to determine whether college students performing at a preferred time-of-day would show better achievement in morning, intermediate or evening hours. Students who preferred morning and intermediate times-of-day outperformed those who chose evening times-of-day in regard to scores in exams. However, scores for students preferring morning and intermediate times-of-day were not significantly different.

The poor performance in physics is no gender exception. It cuts across both male and female. Effect of gender on school science cannot be overemphasised. As observed by Bello (2002), gender difference is characterised by female underrepresentation and underachievement in science.

There is gender disparity in science enrolment and also in job placement in Nigeria. Mari (2005) believed that gender discrimination in employment is one of the factors contributing to gender inequality in science, technology and mathematics education. He added that many employers of labour, sometimes including female employers prefer employing men to