AN INVESTIGATION INTO THE EFFECT OF WHITEBOARD UTILIZATION STRATEGIES ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN PHYSICS

CHAPTER ONE INTRODUCTION 1.1Background of the study The foundation of education can be traced back to the traditional classroom setting. Instructional communication was deeply embedded in the use of the chalkboard—an instructional medium that primarily appeals to the visual sense, originally utilizing chalk on a black surface. During this early period, the 5Rs—Reading, Writing, Arithmetic, Religion, and Art—were central to education, and rote memorization served as the dominant approach to learning. The realization that students needed to take learning materials and classroom activities home underscored the necessity for writing, which led to the development of the blackboard. In 1801, a large slate was mounted on a wall in Scotland, giving birth to the blackboard and revolutionizing the global educational landscape (Akbas, 2018). The introduction of blackboards in classroom teaching marked the beginning of collaborative learning, wherein instruction became communal. Students were taught in small groups, promoting shared learning and cooperation. This interactive learning environment fostered key features of blackboard management. Among the notable benefits of chalkboard-based learning systems were increased accessibility, immediate feedback, improved communication, support for skill acquisition, and efficient problem-solving. According to Oktay and Hüseyin (2015), the integration of blackboards in an introductory Physics course at the University of the United States of America, Emirate University (UAEU), not only improved student-teacher engagement but also positively influenced students’ attitudes towards Physics. Chalkboards remain iconic instructional tools in education. Research shows that students achieve better learning outcomes when instructional content is delivered through various modes, particularly visual ones (Moseri, 2018). Other factors of blackboard management—such as the clarity of writing, the teacher’s use of illustrations and diagrams, communication proficiency, ability to motivate students, quality of the learning environment, and student study habits—can significantly impact students’ success in Physics learning. Achievement, in this context, refers to the extent to which a student demonstrates their academic goals, whether these are immediate or long-term. Akayi (2018) emphasizes that student achievement in Physics education varies depending on the classroom environment and the cognitive and chronological development of the students. The Oxford Bibliography (2018) defines academic achievement as the outcome of learning activities, reflecting how well a student accomplishes predetermined educational objectives within the school setting, which serves as a social learning environment. Academic achievement is often viewed as a crucial foundation for delivering effective Physics instruction, especially when combined with pedagogical content knowledge. Meanwhile, the persistent issue of female underperformance in science and Physics, along with a high dropout rate and delays in mastering Physics content, has long been a focus in Physics education research. This study aims to explore how effective blackboard utilization can benefit both male and female students equally. As part of classroom management, it seeks to evaluate how Physics teachers use the board while teaching and how this influences student achievement in the subject. In modern classrooms, many students may be unfamiliar with chalkboards but are accustomed to whiteboards and markers, which serve as contemporary alternatives. The traditional practice of dictating notes to students is steadily diminishing, particularly in Physics where complex and technical terms are increasingly common. Dictation, at its core, involves reading text aloud for students to transcribe. Traditionally, it is used in language classrooms to have students write down what is dictated and then compare it to the original for accuracy. While this method has its utility, there are now numerous ways to make dictation more engaging and student-focused. In many cases, instructors use dictation to clarify challenging concepts, especially abstract ones, and it remains prevalent when teachers are covering difficult material. Consequently, dictation has undergone a transformation and is now widely used as a strategy to minimize teacher workload, compensate for teacher absences, and complete syllabi within limited timeframes. Nonetheless, dictation carries educational benefits, and this research is expected to offer practical recommendations to teachers on how to use dictation more effectively in classroom instruction. 1.2 Statement of the Problem Several studies have been carried out to improve the teaching and learning of Physics in secondary schools. Despite the crucial role that Physics plays in Nigeria’s development, student performance in the subject remains consistently low (Kurumeh, 2017). This is evident in the results of the Senior School Certificate Examination (SSCE), conducted by examination bodies like the West African Examinations Council (WAEC) and the National Examinations Council (NECO). Numerous factors have been identified as causes for poor performance in Physics. However, an often-overlooked issue is how the chalkboard—or its modern counterpart, the whiteboard—is managed, including aspects like writing clarity, speed of presentation, student visibility, and cleanliness (e.g., regular wiping). These elements are typically taken for granted. In response to such challenges, technology has evolved to introduce whiteboards paired with marker pens. Regardless of whether a chalkboard or a whiteboard is used, the fundamental goal remains the same: to visually convey instructional content (Nwankwo, 2017). Previously, chalk was supplied by school authorities, but today, teachers often bear this responsibility themselves, sometimes without reliable compensation, which may affect their ability to consistently provide instructional materials for the benefit of both male and female students. This study aims to determine whether there is a significant difference in Physics achievement between students taught using whiteboards and those who primarily receive dictated notes. 1.3 OBJECTIVE OF STUDY 1To determine the influence of intense writing and copying from whiteboard on secondary school students’ achievement in physics. 2To determine the influence of legibility and speed of writing on secondary school students’ achievement in physics. 3To determine the influence of visual representation of material and notes taking from whiteboard on secondary school students’ achievement in physics. 4To determine the influence of whiteboard management factors on secondary school male and female students’ achievements in physics. 1.4 SIGNIFICANCE OF THE STUDY The study would be of benefit to students, teachers, curriculum planners, and physics educators. It would create an important teaching aid because it is a mirror through which students visualize the teachers mind, intense writing and students’ ability to copy from the whiteboard, legibility and speed of writing and visual representation of material. It stands a visual testimony of the teachers work and expression. 1.5 RESEARCH QUESTIONS The following questions would be answered to guide the study 1What is the influence of intense writing and ability of note copying from whiteboard board on secondary school student’s achievement in physics? 2What is the influence of legibility and speed of writing on whiteboard on secondary school student’s achievement in physics? 3What is the influence of visual representation of materials and notes from whiteboard taking on secondary school student’s achievement in physics? 4What is the influence of whiteboard management practice factors on secondary school male and female student’s achievement in physics? 1.6 HYPOTHESES The following hypotheses are formulated to guide this research. 1There is no significant difference in achievement between secondary school physics students’ intense writing, ability of copying from whiteboard and those whose notes are dictated to them. 2There is no significant difference in achievement between secondary school physics student’s legibility, speed of writing on whiteboard and those whose notes are dictated to them. 3There is no significant difference in achievement between secondary school physics student’s visual representation of materials, notes taking on whiteboard, and those whose notes are dictated for them 4There is no significant difference in achievement between secondary school male and female student’s whiteboard management practice factors in physics. 1.7 SCOPE OF THE STUDY The study is based on investigating the influence of whiteboard management factors on secondary school student’s achievement in physics in Calabar south, Cross River State, Nigeria. The study is delimited to SS11 physics students in public schools. The physics topic includes vectors, covering content areas such as, concept of vectors, representation of vectors, addition of vectors and resolution of vectors, including vectors orientation along parallel, perpendicular, inclined vectors and vector polygon. 1.8 LIMITATION OF THE STUDY The study faced challenges that tended to limit the generalization of its findings to secondary schools in Calabar Local Government. 1. The researcher was financially constrained such that delayed the development of the study instrument for data collection 2.Some of the schools in Calabar South are located in the remote areas. 3. Access to them was difficult and costly. 1.9 DEFINITION OF TERMS Whiteboard: A smooth, glossy surface, typically white, used by teachers during instruction to write or draw visual aids with erasable markers. It serves as a tool for delivering lessons interactively in classrooms. Utilization Strategies: The specific methods or techniques employed in using the whiteboard as an instructional aid to enhance learning. Examples may include illustrations, concept mapping, problem-solving demonstrations, or student participation activities.