Secondary School Students’ Perception of Physics Classroom Learning Environment in the Context of Insecurity Challenges in Gusau, Zamfara State, Nigeria

Abstract

The consequence of insecurity on the disruption of schooling in Gusau, Zamfara State has been far-reaching, having the tendency to negatively influence their classroom learning environment. The aim of this study therefore seeks to investigate the secondary school students’ perception of physics classroom learning environment in Gusau, Zamfara State. The study was guided by three (3) research questions. Descriptive survey research design was adopted for this study. The population comprised 5,809 senior secondary students II out of which 134 students taken physics constituted the sample. Purposive sampling was used to select the sample schools while proportionate stratified random sampling was employed to select the sampled students. Questionnaire on Classroom Learning Environment was used to collect data from the sample. The instrument QCLE was validated by three experts in the Faculty of Education Federal University Gusau, Zamfara State. Research questions were answered using frequency and percentage. It was reported that secondary school students’ perception of physics classroom learning environment in Gusau, Zamfara State, were negative.  Teachers-student relations in physics classroom learning environment was discouraging. The disciplinary climate created in secondary schools do not support physics classroom learning environment. Lastly, teachers did not stimulate secondary school students’ engagement in studying physics. The implication is that, physics classroom learning environment in secondary schools in Gusau should be improved on to support the needed transformation in 21^st century. Also, Zamfara State government should encourage its citizen toward embracing formal education as well as contending insecurity challenges in the region.