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THE INFLUENCE OF TEACHERS’ PERCEPTIONS OF THEIR PUBLIC IMAGE ON STUDENTS’ PERFORMANCE IN PHYSICS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Although common sense implies that teacher quality influences student success, substantial data to support this assertion is rare. The ingenuity of teachers makes it difficult to determine the direction of causation in the relationship between teachers’ perception and students’ outcomes in physics, as well as to distinguish teachers’ perception from unobserved individual characteristics that may influence subject selection and academic performance.

According to Bajah, (2022), a random evaluation of teachers across schools would be the optimal method for determining the influence of instructors on student achievement. Besides parents, the instructors are unquestionably the group of individuals who will assist make this ambition a reality.

It would not be an exaggeration to argue that disrespectful or poor esteem for teachers has existed from the beginning of mankind. According to Frazer (2022), in this region of the world, teaching is a menial and laborious occupation. It only applies to those who have no other option but to serve as school administrators. One does not need to examine teaching thoroughly to determine that a lack of respect for instructors is one of the causes of the low academic success of pupils. This has been the primary cause, and the tendency will continue until this vital group is awarded their appropriate place in society.

This study investigates the relationship between instructors’ perceptions of their public image and the physics achievement of secondary school pupils. Despite the absence of data connecting student accomplishment to visible teacher traits, school officials, parents, and students overwhelmingly agree that teacher quality is crucial to student progress. There is little consistent evidence that kids do better when their teachers have more ‘desirable’ attributes, as determined by research examining the relationship between accomplishment and teachers’ characteristics, including their qualifications.

As indicated previously, according to Isola, (2022), it is common knowledge that students no longer score well on physics tests, a measure of sound growth and performance in physics, and one of the key culprits may be the professors’ public image.

Due to the nature of physics education, most physics professors think that it must be taught both practically and conceptually for pupils to effectively comprehend the material. Mitchell & Dejong (2022) and Thornton (2022) found that “good learning involves continual diversity in the learner’s deliberate intellectual processes and a variety of instructional strata.” Many teachers lack access to didactic materials and current educational tools (laboratory, printer, video, multimedia software, etc.) that may have facilitated learner-centered instruction. Multiple nations, including the United States, Australia, the Netherlands, and Nigeria, have performed research on the learning environment. Among these studies is Lim’s (2022) investigation of physics performance in different types of schools (excellent, medium, and below-average) and educational streams. In light of the incompletion of science without physics and the impossibility of technological growth in the absence of physics, it is essential to examine the instructors’ viewpoint and its effect on student accomplishment in physics in secondary schools. This study is current and beneficial at a time when the nation needs more authentic physics instructors to improve student progress.

1.2 STATEMENT OF THE PROBLEM

Despite the significance of the teacher as the motor that propels the educational system to the realm of knowledge, there is still a societal propensity to hold teachers in low esteem.

According to Kamoru (2022), instructors, being human, are occasionally cognizant of their standing in society, and these sentiments may manifest as an attitude toward their pupils. In view of the society’s contradictory messages regarding the teacher’s public image, it becomes vital to continue monitoring the teacher’s attitudes toward his or her profession and pupils.

What do instructors think their public image to be, and how do they believe it influences their duty performance in relation to the academic accomplishment of their pupils in physics? Inadequate laboratory equipment, ineffectiveness and lack of teaching skill on the part of instructors, a lack of competent teachers, and school conditions have been cited as important causes of science students’ poor performance in physics. Some forms of differentiated behavior toward pupils with varying curricular comprehension are permissible and fruitful. Clearly, it is vital to provide some students with more complex content than others because student skill levels vary and kids require varying quantities and types of instructor aid and attention (Kamoru 2022). However, the majority of the below-described teaching behaviors, which have been demonstrated to be related with high vs low expectations, cannot be argued as suitable modifications for particular student needs. Despite all these efforts, pupils continue to do poorly. However, little attention has been paid to the effect of instructors’ perspective and its impact on students’ physics success.

1.3 OBJECTIVES OF THE STUDY

The main aim of this study is to examine the influence of teachers’ perceptions of their public image on students’ performance in physics. Other aims of this study are:

i. To determine whether teachers perceptions on their public image affects academic performance.

ii. To find out whether there is a relationship between teachers perceptions of their public image and quality of teaching physics in secondary schools.

iii. To determine the strategies for improving teachers’ public image and its influence on the student achievement in physics.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i. Does teachers perceptions on their public image affects academic performance?

ii. Is there a relationship between teachers perceptions of their public image and quality of teaching physics in secondary schools?

iii. What are the strategies for improving teachers’ public image and its influence on the student achievement in physics?

1.5 SIGNIFICANCE OF THE STUDY

Students of education who wish to examine or research the perception of teachers in Nigerian society. It is good and will increase their awareness of the tremendous and vital role teachers play in society.

Also, it works as a mirror for the instructor, as they will utilize it to view themselves through the eyes of society or the public. It also goes a considerable far toward correcting the negative cultural perception of teachers.

According to Mkpanang, (2022), there are several statements regarding the unfavorable public perception of physics, but very little systematic research on the subject. As a result, this study provides systematic and empirical data on popular perceptions and physics misconceptions.

By evaluating the many pictures, attitudes, beliefs, and myths adults hold about physics, it is possible to question, encourage, or discourage such images, attitudes, and beliefs. The information gathered will improve public understanding of physics promotion methods and measurements.

The influence of cultural diversity on the image of physics professors highlighted by Moronfola, (2022), may assist to support or refute the assumption that physics is universal, value- and culture-free. The findings may provide light on whether differences in culture and value system may have contributed to the disparity in images of physics and, subsequently, the disparity in physics accomplishment.

1.6 SCOPE OF THE STUDY

This study focuses on the influence of teachers’ perceptions of their public image on students’ performance in physics. Specifically, this study focuses on determining whether teachers perceptions on their public image affects academic performance, finding out whether there is a relationship between teachers perceptions of their public image and quality of teaching physics in secondary schools and determining the strategies for improving teachers’ public image and its influence on the student achievement in physics.

Physics teachers of selected secondary schools in Calabar South LGA, Cross River State will serve as the enrolled participants for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.8 DEFINITION OF TERMS

Perception: Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the presented information or environment.

Public image: The opinion that many people have of a person.

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Full Project – THE INFLUENCE OF TEACHERS’ PERCEPTIONS OF THEIR PUBLIC IMAGE ON STUDENTS’ PERFORMANCE IN PHYSICS

Full Project – THE INFLUENCE OF TEACHERS’ PERCEPTIONS OF THEIR PUBLIC IMAGE ON STUDENTS’ PERFORMANCE IN PHYSICS

Full Project – THE INFLUENCE OF TEACHERS’ PERCEPTIONS OF THEIR PUBLIC IMAGE ON STUDENTS’ PERFORMANCE IN PHYSICS

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