THE EFFECT OF WHITEBOARD MANAGEMENT PRACTICES ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN PHYSICS

1.1 Background of the Study The roots of formal education can be traced back to traditional classroom settings, where instructional communication was primarily delivered through chalk and blackboard—tools that engaged students visually. In the early stages of modern education, teaching was centered around the 5Rs: Reading, Writing, Arithmetic, Art, and Religion, with rote memorization being the main learning strategy. As the need arose for students to take their classroom experiences home, the blackboard emerged as a pivotal educational tool. In 1801, the first large slate was mounted on a wall in Scotland, marking the birth of the blackboard and initiating a significant transformation in teaching and learning practices worldwide (Akbas, 2018). This innovation gave rise to collaborative learning environments, where students could engage in group-based learning and knowledge sharing. Consequently, several features of effective blackboard use were identified—such as improved accessibility, immediate feedback, stronger communication, enhanced monitoring of skill development, and more efficient problem-solving. A study by Oktay and Hüseyin (2015) at the United States of America Emirate University (UAEU) revealed that the use of blackboards in introductory physics classes not only promoted better interaction between students and instructors but also positively influenced students' attitudes toward physics. Chalkboards have since become one of the most enduring tools in classroom instruction. Research supports that students tend to learn more effectively when concepts are presented in varied formats, especially through visual methods (Moseri, 2018). Other elements of effective blackboard use—such as legible handwriting, the teacher’s use of illustrations, communication skills, motivation techniques, classroom environment, and students’ personal study habits—can all impact students’ performance in physics. Student achievement generally refers to the extent to which learners fulfill their educational goals, whether these are short-term or long-term objectives. According to Akayi (2018), students’ performance in physics is influenced by their learning environment and their level of cognitive and chronological maturity. The Oxford Bibliography (2018) defines academic achievement as a measurable outcome that reflects how well a learner has attained defined objectives within a school setting. It is often seen as a central indicator for effective physics instruction, particularly when integrated with subject-specific pedagogical knowledge. Meanwhile, persistent issues such as the underperformance of female students in science subjects—especially physics—and the high dropout rate or delayed understanding among learners have remained major concerns in physics education research. The current study is aimed at exploring how blackboard usage can be optimized to benefit both male and female students equitably. This includes evaluating how physics teachers position themselves when using the board, and how their instructional methods influence student achievement in the subject. While many students today may be unfamiliar with chalkboards, they are often acquainted with whiteboards and markers, which now serve as direct replacements. This technological shift has also contributed to the decline of traditional note dictation in classrooms—especially in physics, where terminology has become increasingly complex. At its core, dictation involves a speaker reading aloud so that listeners can write down what is heard. In language classrooms, the aim is often for students to transcribe exactly what the teacher says, and then compare their work against the original. Although this traditional method has value, it can be made more engaging and learner-centered with modern adaptations. Dictation is often used to explain difficult concepts and has become more prominent when instructors are unavailable or under pressure to complete the syllabus. This shift has resulted in dictation being used as a time-saving tool, a substitute for absent teachers, and a way to manage large workloads. Despite criticism, dictation does offer several benefits, and this study seeks to explore how teachers can utilize it effectively as part of their classroom strategy—particularly in physics. 1.2 Statement of the Problem Over the years, considerable research has been devoted to improving the teaching and learning of physics in secondary schools. However, despite the subject’s importance in Nigeria’s national development, students’ performance in physics remains alarmingly low (Kurumeh, 2017). Data from national examinations such as those conducted by the West African Examinations Council (WAEC) and the National Examination Council (NECO) support this trend. Multiple factors have been cited as contributing to poor physics performance. One often overlooked factor is the handling of chalkboards—or more recently, whiteboards—with respect to legibility, writing clarity, student visibility, speed of presentation, and proper cleaning (Nwankwo, 2017). As technology has evolved, the traditional chalkboard has largely been replaced with the whiteboard and marker. Regardless of the tool, the primary purpose remains the same: to visually communicate knowledge. In the past, schools typically provided chalk, but now many teachers must supply their own, often without timely or consistent salaries to support such purchases. This raises concerns about whether both male and female students are equally supported in their learning. The study aims to determine whether students taught physics using whiteboards perform differently compared to those taught through dictated notes. In essence, this research investigates how the method of instructional delivery—through blackboard or whiteboard usage versus dictation—affects student achievement in physics. The goal is to explore whether visual teaching tools enhance understanding and whether such tools can help close gender gaps in academic performance. 1.3 PURPOSE OF STUDY 1 To determine the influence of intense writing and copying from whiteboard on secondary school students’ achievement in physics. 2 To determine the influence of legibility and speed of writing on secondary school students’ achievement in physics. 3 To determine the influence of visual representation of material and notes taking from whiteboard on secondary school students’ achievement in physics. 4 To 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 1 What is the influence of intense writing and ability of note copying from whiteboard board on secondary school student’s achievement in physics? 2 What is the influence of legibility and speed of writing on whiteboard on secondary school student’s achievement in physics? 3 What is the influence of visual representation of materials and notes from whiteboard taking on secondary school student’s achievement in physics? 4 What 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. 1 There 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. 2 There 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. 3 There 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 4 There 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. 1.1 LIMITATION OF THE STUDY The study faced challenges that tended to limit the generalization of its findings to secondary schools in Calabar Local Government. The researcher was financially constrained such that delayed the development of the study instrument for data collection Some of the schools in Calabar South are located in the remote areas. Access to them was difficult and costly.