Technology Okeke Physics Textbook Pdf


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Buy Senior Secondary Physics on ✓ FREE SHIPPING on qualified orders. PN OKEKE PHYSICS TEXTBOOK PDF DOWNLOAD - However, senior secondary school physics textbooks (69%) Keywords: Readability. If searching for the ebook Senior Secondary Physics by Pius N. Okeke;M. W. Anyakoha in pdf format, in that case you come on to the correct site. We present the.

Okeke Physics Textbook Pdf

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Senior Sec Physics by Pius N. Okeke, , available at Book Depository with free delivery worldwide. senior secondary school physics textbook pdf secondary physics for sss – p.n. okeke & anyakoha pdf new school physics by anyakoha pdf. PN OKEKE PHYSICS TEXTBOOK DOWNLOAD - However, senior secondary school physics textbooks (69%) Keywords: Readability.

Authors, P. Okeke, B. Edition, illustrated. One of the others is N. Zee Kachi marked it as to-read Dec 29, Pages using okee officeholder with unknown parameters. In the wake of the military takeover of Januaryhe retired into private life and gave full rein to his private enterprise.

He was also a Knight of St. Amazon Drive Cloud storage from Amazon. Your recently viewed items and featured pn okeke physics textbook. If you are a seller for this product, would you like to suggest updates through seller support?

As minister he turned his attention to establishing Farm settlements throughout the region, which in turn led to an increase in food production.

He soon left his job as a tutor at St. In he went to St. Apr 06, Adeniran added it. Pn okeke physics textbook a customer review. Akinya Folasade marked it as to-read Jan 09, Customer reviews There are no customer reviews yet. The family also owns major property interests across West Pn okeke physics textbook and overseas. In the light of the above, the study is faced with the problem of evaluating the recommended Physics textbooks in the secondary schools relative to their content, proper arrangement of ideas required and readability.

Research Questions The following research question guided this study: 1. Evaluation design seeks to ascertain or judge the value of a program or resource by careful appraisal as determined by a pre-stipulate standard Carter. Ali defined evaluationresearch design as a study in which the major thrust is the collection of data in their natural and unmanipulated settings, concerning an event, programme. In recognition of the status of the event, process, etc on which data was collected, a value judgment is then made as to efficacy, relevance, appropriateness, usefulness, strength.

The first group of population of this study included a total of 22, senior secondary. The second group of population as shown in Table 1 also was senior secondary schools physics teachers in the senior secondary schools that offer physics in Anambra State.

In orderto refer- the fairness in the composition of the sample, since the number of schools across the five education zones that make up Anambra State is not equal, proportionate random sampling technique was used for initial drawing for the schools that participated in this study.

This PTRT was structured on the basis of doze technique which is a standard approach used in determining readability of a textbook.


A student is expected to identify the important key word missing in a sentence about the concept. A passage had quite a number of sentences containing a key or important missing words which the student fills. A correct word filled in each missing space of a sentence in the passage suggests that the sentence in question is readable.

PTRT for SS I consisted of three' passages each drawn froin each of' the five recommended physics textbooks whose readability and content were evaluated iri this study altogether, they were of fifteen passages.

Passages 1 and 3 were made up of ten items each while passage 2 was made up of -I5 items. Passages were drawn on the Mrs. Okafor basis of work clearly demarcated for the one particular class. This study altogether, they were made up of fifteen passages. Passage 1 and 3 were made up of fifteen items. PTRT for SS 2 consisted of 3 passages drawn from the five recommended physics textbooks whose readability and content were evaluated in this study.

Passage 1 consisted of twelve items. Passage 2 consisted 22 items while Passage 3 consisted of thirteen items altogether it was made up of fifteen passages.

PTRT for SS III consisted of 3 passages drawn from the five recommended physic s textbooks whose readability and content were evaluated altogether they were made up of fifteen passages. Passage 1 was made up of eleven items; passage 2 was made up of seven items, while passage 3 was made up of thirteen items. The passages selected in each of the textbooks, for determining readability and content were drawn randomly from the scheme of work for each-class level SS 1, SS 2.

The passages used were randomly drawn from the first, second and third term schemes of work for the different class level from each of the recommended physics textbooks in order to achieve equity and spread. QACEST procedure of evaluating science textbooks developed by Nworgu , was adopted and used for measuring the following five content validity measurement of any book to be evaluated.

Objective tests: O-level physics

The criterion of learning activities measures the degree to which the textbook provides learning activities which will ensure optimal participation of the learners. The criterion of the study question measures the extent to which physics textbook present or poses challenge to the learners.

The criterion of Illustration determines the extent the textbook uses example and ideas which explains the concepts. The criterion of chapter summaries determines the extent to which the chapter summaries of each chapter contain general overview that promote a more permanent understanding of the content of the textbook The QACEST adopted in the present study in line with Nworgu The first set of results was then correlated with the second set of results as a measure of equivalence of the five tests AI-El.

Technically, if the tests were not equivalent, the correlation value would be low.

The obtained result for SS I test correlation was 0. The correlation value obtained by correlating both sets of results for SS II student was 0. Based on the high correlation values of 0. The first research question was analysed with percentage as a measure of the readability of each of the five textbooks evaluated in this study. J June. Therefore, on topical coverage, the cut off is 0. This means that any score above 0. The third research question was answered using the calculated mean readability percentage score of each of the physics textbooks recommended for Anambra State.

The mean readability percentage score of students at each class level was interpreted based on a guide line provided by Borthmuth and Harrison , in which a score below 40, a book is considered not readable, between , a book is considered readable and above 45, a book is considered very readable.

The first hypothesis of this study was tested by comparing the mean readability scores of students for the five recommended physics textbooks for teaching Anambra state secondary schools.


Analysis of variance ANOY A test statistics was used to test whether the respective mean of the five recommended textbooks are significantly different. The overall readability scores and percentages are shown in Table 1.

Book B by Anyakoha had the highest readability score, The data obtained for answering this research question Mrs. The data of Table 3 show the result obtained for answering this research question. For Book B by Anyakoha, it was Table 3 Influence of class levels.

SS2, and SS 3 class levels on the index of topical coverage, index of learning I activities. I June, of Table 4 were used for answering the fourth research question: the data show that regardless of the book, SS 1 content rating in terms of topical coverage was 0.

The data for testing this hypothesis are presented in Table 5. Within Groups Since the F calculated is higher than the F critical, the researcher was led to reject the null hypothesis.

There is a significant difference in the mean readability scores of the five recommended textbooks of this study: Discussions and Conclusions , The important characteristics of how adequate five recommended physics books cover the content" of the curriculum as well as how readable the five books are to the level of understanding of students who use the books were investigated in this study. Thus all the books have low content rating scores such that their authors need to upgrade them in line with the current syllables.

No one book or class was the highest in the five content rating indicators. Also there is a significant difference in the mean readability scores of the five recommended physics textbooks used for teaching senior secondary school physics in Anambra State, mostly in favour of Book B, New School Physics for Senior Secondary Schools by Anyakoha..

A general' conclusion one can make about Mrs. Surprisingly the expectation that class level will influence the readability of textbooks, with the higher class level textbooks e.

SS III being most readable while SS I textbooks being of lower readability level, since the topics they cover are least complex and demanding, was not the case. One possible explanation for this observation is that the author of the books evaluated could not put themselves at the level of the young readers they wrote the books for so that such readers can read and understand the texts especially since all the authors are tertiary-level lecturers, not secondary school teachers.

The need for field-trial of new textbooks to ensure that they are readable before they are introduced in the market has been emphasized by Ali Because all the five recommended textbooks by Ali for teaching secondary school physics in Anambra were found to be deficient in either content coverage or readability for the SSL SS II, and or SS III, the need for periodic workshop to enable physics teachers there to develop teacher-made instructional materials better for the effectiveness of physics teaching is desirable and should be encouraged by government and teacher professional association such as the Science Teacher Association of Nigeria STAN.Secondary Schools Mrs T.

Cognitive competence and teaching ability of mathematics teachers in Nigerian secondary. The two would go on to become good friends. Javed Ali marked it as to-read Mar pn okeke physics textbook, Sodiq rated it it was amazing Nov 04, The family also owns major property interests across West Africa and overseas.

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