Content coverage and students’ achievements in secondary school physics: The Delta state example of Nigeria

Conclusion

From the research, the following conclusions were drawn:

There exist a difference in students’ achievements in Ministry-made and teacher-made Physics tests in favour of teacher-made test.

An increase in teachers’ content coverage of specified curriculum leads to an increase in students’ achievement in both Ministry-made and Teacher-made Physics tests.

None of the ten schools under consideration was able to cover the specified content.

Recommendation for Action

In the light of the findings of this study, the research offers the following recommendations:

i. Ministries and all stakeholders should step-up teachers’ supervision to curb lousiness, laziness and sluggishness on the part of teachers to ensure proper coverage of academic schemes.

ii. Teachers should give out the scheme to be covered to enable them read on their own content areas that could not be covered in class.

ii. Teachers should be encouraged to attend an in-service teacher program which includeseminars and conferences to improve their knowledge of the contents they are teaching to avoid deliberate failure to teach some content areas.

Suggestions for Further Research

Based on the findings of this study, the following suggestions were offered for further research.

1. This study was carried out in Delta North Senatorial District of Delta State. Similar study should be carried out in other Senatorial Districts and states to confirm these results.

2. The study was carried out in Physics only. This study should be carried out in the other Sciences, Mathematics, Arts, and the Social Sciences to determine if the findings hold in all fields.