Article ID: IJRLIS_02_01_001 Perception on The Adequacy of Infrastructure in the Evaluation of the Implementation of The Physics Curriculum Using Davis Process Model Among Unity Colleges in North Central Nigeria

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International Journal of Humanities Social Science and Management (IJHSSM)
Volume 4, Issue 4, Jul.-Aug., 2024, pp: 1262-1268 www.ijhssm.org
| Impact Factor value 7.52 | ISO 9001: 2008 Certified Journal Page 1262
Evaluation of Physics Students’ Perception on Physics Teachers’
Performance in the Implementation of the Physics Curriculum
Using Davis Process Model among Unity Colleges in North
Central Nigeria.
Fadipe Bayo Michael
Department of Science Education
Faculty of Education
Veritas University Abuja.
fadipem@veritas.edu.ng
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Date of Submission: 12-08-2024 Date of Acceptance: 25-08-2024
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ABSTR ACT
This study evaluated Physics students’ perception
of Physics teachers’ performance on Physics
curriculum implementation using Davis process
model among unity colleges in North Central
Nigeria. The study was guided by two objectives,
two research questions and one null hypotheses.
The study used a descriptive survey research
design. The population for the study consists of all
the Unity colleges in North-central Nigeria. The
target population were Senior Secondary School
(SSS) two Physics students. Purposive sampling
was employed to select Niger, Nasarawa, and the
Federal Capital Territory out of the seven states in
North central, Nigeria. A sample size of 385
Physics students were randomly selected from the
Unity colleges in the three selected states and were
used in the study. The questionnaires used for data
collection in the study was based on Davis Process
Model. It was validated by three experts. The
questionnaire was trial tested and the data obtained
were subjected to statistical analysis using
Cronbach Alpha Correlation Formula and
reliability coefficient of 0.86 was obtained.
Descriptive statistics of Mean and Standard
Deviation was used to answer the research
questions. Null hypotheses were analysed using
Mann-Whitney U test. Findings of the study
revealed that, Physics students have negative
perceptions on the strategies adopted by Physics
teachers and the perception for both male and
female Physics students is negative, this implies
that, physics students in north Central Nigeria are
not contented with the teaching strategies adopted
by Physics teachers in accordance with Davis
process Model in the Implementation of the
Physics Curriculum. In line with the findings, it is
recommended that, training and re-training of
Physics teachers should be organized for Physics
teachers among Unity colleges in North Central
Nigeria on evaluation strategies and skills.
Key words: Evaluation, Physics, Students,
Performance, Curriculum, Davis-Process model.
I. Introduction
The six geopolitical areas that make up
the Federal Republic of Nigeria are the North-
Central, North-East, North-West, South-East,
South-South, and South-West regions. The Federal
Capital Territory of Abuja is one of 36 states that
make up these geopolitical areas (Ukeje, 2016). In
order to lay a solid foundation for a technologically
oriented workforce in line with the needs of
national development efforts, the National Policy
on Education (FRN, 2020) has advocated
improvements in the teaching and ]learning of
Science, Technology, and Mathematics (STM).
This is because the importance of science
education to individuals and society at large is
widely acknowledged, and it is an essential tool in
our society for driving technological advancement.
As a result, mastering the sciences becomes
increasingly crucial for society as a whole as well
as for the individual (Offorma, 2015). According
to the National Policy on Education (FRN, 2014),
each senior secondary student in Nigeria is
required to take a science subject (Biology,
Chemistry or Physics). as part of their curriculum.
This is due to the fact that these disciplines are the
prerequisites for any student wishing to enroll in a
technologically focused programme at a higher
education institution.
More specifically, the Federal
Government of Nigeria stresses scientific

International Journal of Humanities Social Science and Management (IJHSSM)
Volume 4, Issue 4, Jul.-Aug., 2024, pp: 1262-1268 www.ijhssm.org
| Impact Factor value 7.52 | ISO 9001: 2008 Certified Journal Page 1263
education, which is taught at all educational levels
and made mandatory in both elementary and
secondary schools, in order to prepare pupils to
live successfully in this contemporary age of
science and technology. Science is a required
subject at the tertiary level and is part of the
admissions requirements for programs in pure
sciences, medical sciences, agricultural sciences,
environmental sciences, and engineering.
Additionally, it is covered in general education
courses in Nigerian universities, Polytechnics, and
Colleges for students in all fields of study. Similar
to this, for the purposes of admission into Nigerian
higher education institutions, the proportion of
sciences to liberal arts is 60% to 40%, with
functionality and integration of theoretical and
practical. (Amusa, 2015). The three core sciences
taught at the Senior Secondary School level are
Biology, Chemistry, and Physics. To meet the
prerequisites for admission to study natural/pure,
physical, environmental, and agricultural sciences
and engineering in Nigeria's higher educational
institutions, students must pass these subjects at the
conclusion of their senior secondary school at the
credit level. Standard examinations and
assessments demonstrated that students'
achievements in sciences is below the expected
level (Abdullahi & Bichi, 2015), despite the
critical role played by science and technology in
progressing society and much of Government
assistance at all levels. In Nigeria's senior
secondary schools, pupils' academic performance
in the sciences has been extremely underwhelming,
(Obinna 2019).
In this extremely competitive atmosphere,
academic accomplishment is considered as a
barometer for students' future success, making it
one of the primary goals of school. According to
Abdullahi and Bichi (2015), academic
accomplishment is regarded as a crucial indicator
for assessing a person's overall potential and
capacity. Academic accomplishment is defined as
the "amount to which a student is benefiting from
instruction in a particular area of learning, that is,
the achievement is reflected by the amount of skill
or knowledge that has been imparted to him. Kelly
(2018) opined in their study, that, academic
accomplishment also refers to the information
acquired and the skills gained in a particular topic
over the course of education.
Physics is a natural science that relies on
experiments, measurements, and mathematical
analysis to discover quantitative physical laws for
everything from the Nano world of the micro
cosmos to the planets, solar systems, and galaxies
that occupy the macro universe, according to
Norwegian University of Science and Technology
(NTNU, 2016). The type of education
implemented has a big impact on how a country
develops. Such nations' educational policies are
based on their needs and ideals. For instance, the
Federal Republic of Nigeria's National Policy on
Education for Nigeria highlighted the necessity of
teaching Nigerian individuals how to influence
their environments for societal progress. The
policy emphasized that education must lead to man
being trained to comprehend his environment. A
relevant education system with a suitable
curriculum must be put in place for a country to
flourish properly.
The goal of teaching Physics in schools is
to produce young scientists who will create the
technological innovations that will help people live
more comfortably and easily go about their daily
lives National Policy on Education (FRN, 2014).
Despite the introduction of the Physics curriculum
to Nigerian schools many years ago, the nation still
lacks the technology that may improve living
conditions and make life more enjoyable (Ajayi,
2017). Since the goals are not being met, one can
wonder if the curriculum is not being implemented
effectively. The National Curriculum for Senior
Secondary Schools created by the Federal Ministry
of Education in 2022 and the National Policy on
Education of the Federal Republic of Nigeria
(FRN, 2020) both state that Physics instruction in
secondary schools should foster the development
of students' fundamental scientific knowledge,
attitudes, and abilities in order to prepare them for
technological applications that will inspire and
foster their creativity.
Study by Ajayi (2017), have shown that a
number of factors, such as poor instruction, lack of
learning resources, student attitudes, governmental
policies, parental backgrounds, lack of student
readiness, poor management style, and shortage of
qualified teachers, have affected the teaching and
learning outcomes of Physics over the years. The
sort of scientists, technicians, engineers, and
doctors that society produces is frequently
determined by the type of science that is taught in
schools and the depth with which Physics is
covered in secondary school curricula. The goal of
the Physics curriculum is to advance science and
technology in order to improve the environment
and make it more hospitable for humans. To give
future engineers, technicians, scientists, and
medical professionals a strong basis, specialists
created the Physics curriculum for senior high
school education (FRN, 2020). In senior secondary

International Journal of Humanities Social Science and Management (IJHSSM)
Volume 4, Issue 4, Jul.-Aug., 2024, pp: 1262-1268 www.ijhssm.org
| Impact Factor value 7.52 | ISO 9001: 2008 Certified Journal Page 1264
schools, the course of instruction lasts three years.
It includes a number of themes and subtopics that
students are required to master before taking the
Senior Secondary School Examinations. each
Physics course has a distinct objective that, if not
taught, might have an impact on the learner's
performance in the Senior Secondary School
Examinations and their future profession.
The Latin term "currere" (which means
"race course") was used to create the English word
curriculum, which refers to the sequence of actions
and experiences that help youngsters develop into
responsible people. The list of classes and their
subjects that are provided at a school or university
make up the curriculum. A more comprehensive
syllabus serves as the foundation for a prescriptive
curriculum, which basically lists the things that
must be comprehended and to what level in order
to meet a certain grade or norm. In other words, all
of a school's courses may be referred to as its
curriculum. According to (Kelly ,2018), the
school's planning and directing of all learning,
whether it is done in groups or alone, inside the
school or outside, is known as the curriculum. In
other words, the curriculum outlines our goals and
the methods we will use to attain them. Offorma
(2015), stated that a curriculum is a deliberate
learning experience that is provided to students. It
is a three-part program of studies, consisting of a
program of studies, an activity program, and
supervision. In order to accommodate the
educational requirements of various courses of
study, the definition of the term "curriculum" has
also altered. A curriculum was described as a set of
knowledge items and/or subjects by (Amusa,
2015). The curriculum is the vehicle through which
knowledge and skills are imparted or given to
students using the most efficient techniques
possible. The curriculum is a structured plan of
study that includes the learning experiences and
objectives that will be employed to attain these
goals. In a broader sense, it is a method of
educating people so that, they can contribute to
society and be valuable members of it. Curriculum
is a tool in education that helps to humanize and
educate the full person. The curriculum, according
to a modern view, includes all of the information
and experiences learners gains within and outside
of the school's walls, whether they are scheduled
lessons or extracurricular activities (Akinsola &
Abe, 2016).
Davis Process Model provides a simple
overview' of the processes involved in" evaluation
of curriculum implementation. It is suitable for
'Use by individual teachers. The first stage of this
model involves what Davis (1980) calls the
delineating sub-process. No investigation of
classrooms or curricula will be able to capture the
total picture so decisions must be made which
structure and focus the evaluation. Evaluators
should begin by asking for whom is the evaluation
intended and what does the audience want to find
out. Examples of prospective audiences might
include: teacher, senior administrators (senior
masters/mistresses, deputies, principals), Ministry
of Education Officials, parent and community
groups commercial organizations
The type of information will 'also vary
and could include: teacher attitudes, student
performance, community perceptions,
organizational structures, curriculum performance,
strategy selection.
Davis Process Model focuses on the
evaluation of, student performance, organizational
structure, strategy choice, instructors' attitudes,
curriculum performance, and community
perception
The public is upset with students' Physics
performance, and this is because secondary schools
in Nigeria cover non-curriculum topics such topics
that are not relevant to students’ academic
achievement in physics. For instance, despite how
crucial Physics is to a country's technological
growth, Akuche and Okunola (2017) found that
student performance in the subject remained below
average. In order to address the alleged causes of
students' low performance in Physics, Research has
been conducted over the years and is still ongoing.
The failure faced in external Physics examinations
is could be traced to challenges faced in the
implementation of the Physics curriculum and
problems associated with curriculum
implementation. Some of the basic implementation
problems are inadequate and qualified physics
teachers, poor teaching methods, inadequate
infrastructure, such as enough classroom, school
bus, laboratory among others (Isa & Ayodele,
2019). This research work seeks to find out if the
Physics curriculum is properly implemented
among Unity Colleges in North-Central Nigeria
and to further research into the areas of weakness
and areas of strength in the Physics curriculum. To
this end, the researcher seeks to use the Davis
Process Model to evaluate the Senior Secondary
School Physics Curriculum Implementation in
North-Central Nigeria.

International Journal of Humanities Social Science and Management (IJHSSM)
Volume 4, Issue 4, Jul.-Aug., 2024, pp: 1262-1268 www.ijhssm.org
| Impact Factor value 7.52 | ISO 9001: 2008 Certified Journal Page 1265
II. Research Objective
The aim of the study is to
evaluate Physics
student Perception on Physics teachers’
performance on Physics curriculum
implementation using Davis process model among
unity colleges in North Central Nigeria.
Specifically, the objectives of the study are as
follows:
1. To determine perception of Physics
students on strategies adopted by Physics teachers
in evaluating Physics students in North central,
Nigeria.
2. To determine perception of male and
female students on strategies adopted by Physics
teachers in evaluating Physics students in North-
Central Nigeria.
III. Research Questions
1. What is the perception of students on
strategies adopted by Physics teachers in
evaluating Physics students in North central,
Nigeria?
2. What is the perception of male and female
students on strategies adopted by Physics teachers
in evaluating Physics students in North-Central
Nigeria?
Research Hypotheses
H o1 . There is no significance difference in the
perception of male and female students on the
strategies adopted by Physics teachers on
curriculum implementation
IV. Materials and Methods
This research adopted a descriptive survey
research design, this is because, it enabled the
researcher gather vast data from heterogeneous
audience involving the use of questionnaire as
instrument. This approach was used in Assessing
Students’ Perceptions on teachers’ performance on
Physics curriculum implementation using Davis
process model in North Central Nigeria. 385 SS II
students that offer Physics were used for the study.
There are seven states in the north-central region.
The states were formed into strata, that is, Niger
and Kogi State, Benue and Kwara State, then
Plateau and Nasarawa State. Purposive sampling
was then employed to select Niger, Nasarawa, and
the Federal Capital Territory. The Federal Capital
Territory was selected because of its peculiar
position as the capital of Nigeria and its centrality,
Niger and Nasarawa were selected because both
state shares boundary with the federal capital
territory and to keep the volume of work within a
manageable proportion two Unity Colleges from
the selected states were used to collect data using
the instrument. There are twenty-four (24) Unity
schools in the North Central. The states selected
have fifteen (15) Unity Colleges, forming 62.5% of
the entire Unity Schools as revealed in the table 1
below. The sample size was done based on Krejcie
and Morgan sample size determination table.
The instruments, Secondary School
Evaluation of Physics Curriculum Implementation.
Questionnaire for Students (SSEPCIQS) was
subjected to both face and content validity by
experts in the Depart of Science and Technology
Education at the Federal University of Technology
Minna, Niger State and one expert from Veritas
University Bwari Abuja
A pilot study was carried out on the
instrument to further determine its reliability. The
pilot study was carried out on 60 students in Niger
State. The copies of questionnaire were returned.
These were coded and subjected to reliability
statistics using Cronbach's Alpha Reliability Test.
The result showed 0.86, reliability of the
instrument which was considered adequate. The
collected data were analyzed using mean and
standard deviation to answer the research questions
while Mann-Whitney U test was be used for testing
the null hypotheses at 0.05 level of significance.
Items with mean criterion of 2.50 and above was
accepted while a mean below 2.50 criterion was
rejected. For the test of hypothesis, the null
hypothesis was rejected if the p value is equal to or
greater than the 0.05, the null hypothesis was not
rejected if the p value is be less than 0.05.
Table 1 Sample size for Physics Students, based on Krejcie and Morgan sample size determination
State
Students
Niger 1,837
FCT 2,719
Nasarawa 1,039
Total 5,595
Sample Size 385

International Journal of Humanities Social Science and Management (IJHSSM)
Volume 4, Issue 4, Jul.-Aug., 2024, pp: 1262-1268 www.ijhssm.org
| Impact Factor value 7.52 | ISO 9001: 2008 Certified Journal Page 1266
Table 2: Sample size of selected Schools
Source: Federal Ministry of education Abuja (2023)
Answer to Research Question
Two research questions raised in this work, was
answered using Mean and Standard Deviation. The
answers to the questions are presented as follow:
Research question one
1.What is the perception of students on strategies
adopted by Physics teachers in evaluating Physics
students in North central, Nigeria?
To answer research question one, Mean and
Standard Deviation were used as presented in
Table 3
Table 3: Mean and Standard Deviation on perception of students on strategies adopted by Physics
teachers in evaluating Physics students in North central, Nigeria
S/N
Items
N
Mean
Std.
Decision
1
My Physics teacher evaluates us on every topic
taught (Diagnostic evaluation)
334
2.93
0.79
Agree
2
My Physics teacher evaluates us on every
lesson taught (Formative evaluation)
334
2.93
0.80
Agree
3
My Physics teacher evaluates us at the end of
every week or term (Summative evaluation)
334
2.81
0.93
Agree
4
We do practical often
334
2.34
0.96
Disagree
5
Quiz competition is organized often by our
Physics teacher
334
1.81
0.82
Disagree
6
My Physics teacher organizes inter-class
Physics competition regularly
334
1.78
0.85
Disagree
7
Our Physics teacher engages us in project work
334
2.42
1.07
Disagree
8
We do practical test in Physics
334
2.51
1.09
Agree
9
We do practical examination in Physics
334
2.48
1.13
Disagree
10
The Physics department organizes exhibition
termly in Physics
334
2.07
0.95
Disagree
Average
334
2.41
0.94
Disagree
Decision Mean: 2.5
Table 3. presents the mean and standard
deviation on perception of students on strategies
adopted by Physics teachers in evaluating Physics
students in North central, Nigeria. The mean of 2.5
and above was used as the bench mark for ‘Agree’
and the mean of less than 2.5 was considered
‘Disagree’. Consequently 10 items were listed, the
table revealed that item 1, 2, 3, and 8 had mean
scores between 2.51 and 2.93 which are above the
benchmark of 2.5; this implies that students agreed
to have positive perception on strategies adopted
by Physics teachers in evaluating Physics students
in North central, Nigeria. However, item 4, 5,6,7,9
and 10 had mean scores between 1.78 and 2.48
which is less than the benchmark of 2.5; this
implies that Physics students’ have negative
perception on strategies adopted by Physics
teachers in these items.
The table further revealed that the average
mean score response to the 10 items is 2.41, which
is below the decision mean of 2.5; this indicates
that Physics students have negative perception on
the strategies adopted by Physics teachers in
evaluating Physics students in North central,
Nigeria. Hence, Physics students perceived that,
strategies adopted by Physics teachers in
evaluating Physics students are not effective in
North central, Nigeria. The standard deviation of
State
Student
Niger 125
FCT 135
Nasarawa 125
Total 385

International Journal of Humanities Social Science and Management (IJHSSM)
Volume 4, Issue 4, Jul.-Aug., 2024, pp: 1262-1268 www.ijhssm.org
| Impact Factor value 7.52 | ISO 9001: 2008 Certified Journal Page 1267
the respondents on the perception of the strategies
adopted by Physics teachers in evaluating Physics
students in North central, Nigeria is between 0.57
and 1.13, while the average standard deviation is
0.94; signifying that there was no meaningful
deviation on the perception of students on
strategies adopted by Physics teachers in
evaluating Physics students in North central,
Nigeria.
Research question two
What is the perception of male and female students
on strategies adopted by Physics teachers in
evaluating Physics students in North central? Mean
rank and sum of ranks were used to answer this
research question as presented in Table 4
Table 4.: Mean Rank and Sum of Ranks on the perception of male and female students on strategies
adopted by Physics teachers in evaluating Physics students in North central
Gender
N
Mean Rank
Sum of Ranks
Mean Rank Difference
Male
160
170.05
27208.50
4.90
Female
174
165.15
28736.50
From the table, the mean rank and sum of ranks of
male students are 170.05 and 27208.50. While, the
mean rank and sum of ranks of female students are
165.15 and 28736.50 with a Mean Rank Difference
of 4.90 which is insignificant, indicating both male
and female Physics Students hold similar
perception on the strategies adopted by Physics
Teachers in the implementation of the Physics
Curriculum.
Testing of Research Hypotheses
One formulated research hypotheses was tested at
0.05 level of significance using Mann-Whitney U
test as follows:
Hypothesis
There is no significance difference in the
perception of male and female students on the
strategies adopted by Physics teachers on
curriculum implementation.
In testing the hypothesis, the perception of male
and female students on strategies adopted by
Physics teachers on curriculum implementation
was analysed Mann-Whitney U test as presented in
Table 5.
Table 5: Mann-Whitney U test on the perception of male and female students on the strategies adopted
by Physics teachers on curriculum implementation
Gender
N
Mean Rank
Sum of Ranks
Mann-Whitney U
P-value
Male
160
170.05
27208.50
13511.500
0.643ns
Female
174
165.15
28736.50
NS: Not Significant at 0.05 (p>0.05)
Table 5. shows the Mann-Whitney U test
on the perception of male and female students on
the teaching strategies adopted by Physics teachers
on curriculum implementation. From the table, the
mean rank and sum of ranks of male students are
170.05 and 27208.50. While, the mean rank and
sum of ranks of female students are 165.15 and
28736.50 with a U-value = 13511.500, p = 0.643.
The p-value is greater than the level of
significance, hence hypothesis eight was not
rejected. Therefore, there is no significance
difference in the perception of male and female
students on the teaching strategies adopted by
Physics teachers on curriculum implementation;
this implies that both male and female students on
the teaching strategies adopted by Physics teachers
on curriculum implementation are the same.
V. Summary of Findings
i. Physics students have negative perception
on the strategies adopted by Physics teachers in
evaluating Physics students in North central,
Nigeria;
ii. there was no significance difference in the
perception of male and female students on the
teaching strategies adopted by Physics teachers on
curriculum implementation in North central,
Nigeria;

International Journal of Humanities Social Science and Management (IJHSSM)
Volume 4, Issue 4, Jul.-Aug., 2024, pp: 1262-1268 www.ijhssm.org
| Impact Factor value 7.52 | ISO 9001: 2008 Certified Journal Page 1268
VI. Discussion of Findings
The study revealed that Physics students
have negative perception on the strategies adopted
by Physics teachers. This finding is in line with
that of Samuel (2015) whose finding showed that
ineffective evaluation methods affect the
implementation of the social studies curriculum.
Tobi (2015) study also showed that schools’
teachers do not make use of these materials.
Similarly, the study also revealed that there was no
significance difference in the perception of male
and female students on the strategies employed by
Physics curriculum in North central Nigeria. This
implies that, male and female students of Unity
colleges in north central Nigeria are not
comfortable with the strategies employed by
Physics teachers in evaluation in accordance with
Davis process model.
VII. Conclusion
The study affirmed that both male and
female students do not appreciate the strategies
employed in evaluation by Physics teachers,
teaching in Unity colleges in North Central
Nigeria.
Recommendations
Based on the findings of this work, it is
recommended that:
Training and re-training of Physics teachers should
be organized on best practices and strategies on
evaluation.
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