Effect of Regular Conduct of Physics Practicals on Students Achievement in Physics

This study investigates the effect of the regular conduct of physics practicals on students'
achievement in physics which was carried out in secondary schools in Ethiope East Local
Government Area, Delta State. A descriptive survey design was employed, involving 100 senior
secondary school students randomly selected from four schools in the local government area. The
study aimed to determine whether students who participated in regular physics practical sessions
performed better academically than those who did not. The study also examined differences in
achievement based on school location (rural vs. urban) and gender. Data were collected through a
structured questionnaire and the analysis of students' past physics results. The questionnaire was
divided into demographic information, students' involvement in practical activities, and students'
academic scores. Data were analyzed using descriptive statistics such as means and standard
deviations, while an independent sample t-test was used to test the research hypotheses. The
findings revealed a significant difference in the academic achievement of students who regularly
participated in physics practicals compared to those who did not. Students in schools where
practicals were regularly conducted had a higher mean score (62.00) compared to those in schools
where practicals were not regularly conducted (54.82), with a mean difference of 7.18.
Furthermore, there was a significant difference in the academic performance of male and female
students, with male students performing better. The study also found a significant difference
between students' performance in rural and urban schools, with urban students slightly
outperforming their rural counterparts. The study concludes that regular conduct of physics
practicals enhances students' understanding of physics concepts and improves their academic
achievement. It recommends that schools should prioritize practical activities in their teaching of
physics, ensuring that all students, regardless of location or gender, have equal access to laboratory
resources. Additionally, strategies to address gender disparities in physics achievement should be
implemented to encourage female students' participation in physics-related fields.