Students' and Teachers' Perceived Difficult Topics in Senior Secondary School Physics Curriculum in Akoko South West Local Government Area, Ondo State, Nigeria

Abstract

This study investigated students' and teachers' perceived difficulty topics in senior secondary school physics curriculum in Akoko – South – West Local Government, Ondo State. The study is a descriptive research of the survey. The subjects for the study were randomly selected from Five (5) secondary schools used for the study. A total of 250 students responded to the first part of the questionnaire while the same 250 students responded to the second part of the questionnaire. The instrument was subjected to crobach alpha which yielded a coefficient value of 0.65 thus ensured the validity if the instrument. The reliability was done through test – retest method. The reliability coefficient was found to be 0.72 which was considered high for this study. The analysis of the data was based on frequency counts and scores obtained were subjected to test statistics to test for the significant difference of the variables in each of the six (6) hypotheses raised for the study at 0.05 alpha level. The outcome of the study revealed that school location is a major determinant of students learning difficulties in Physics. There was no significant difference in the learning of the students by their gender. School type, public or private showed no significant difference in the topics perceived difficult by both the student's and teachers'. Some recommendations were made based on the outcome of the findings.