Teacher Factors in Enhancing Quality Assurance in Physics Education: A Panacea for Transforming Physics Education for Sustainable Development

Abstract

The study employed a descriptive survey to investigate Senior Secondary Three ( SSS3) Physics students' perception of the teacher factor in enhancing quality assurance in the teaching and learning of physics in Umuahia Education Zone of Abia State of Nigeria. A sample of one hundred and ninety- eight (198) SSS3 physics students from Senior Secondary Schools in Umuahia North Local Government Area was selected. The instrument of data collection was a researcher's developed questionnaire of the Likert type. The reliability of the instrument was obtained as r = 0.89. Two research questions and one null hypothesis tested at 0.05 level of significance guided the study. Data collected was analyzed using mean, standard deviation and chi- square test. Findings revealed that qualified physics teachers, physics teachers' adequate use of appropriate instructional methods, proper use of instructional materials, maintainance of school records, ensuring adequate preparation of lessons, professional development of teachers and proper delivery of lessons by teachers in the teaching and learning of physics can enhance quality assurance in physics education. The study recommended that educational institutions in Nigeria must engage in quality assurance activities that meet best practices by ensuring they explore ways of forging collaboration within and outside their location for sustainable development and also employ good quality and qualified teachers to teach physics in the secondary schools.



Author Information
Agommuoh Patience Chinyere, Michael Okpara University of Agriculture Umudike, Nigeria

Paper Information
Conference: NACE2014
Stream: Education for sustainable development

This paper is part of the NACE2014 Conference Proceedings (View)
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