DEVELOPMENT AND VALIDATION OF PHYSICS TEACHERS’ TEACHING EFFECTIVENESS SCALE IN ANAMBRA STATE

Abstract

The purpose of the study was to develop and validate a Physics teachers’ teaching effectiveness scale in Anambra State, Nigeria. Four research designs with instrumentation research design were employed for the study. The participants for the study were made up of all the 6,092 Senior Secondary School two (SS2) students offering Physics in the 266 public secondary schools in Anambra State. The sample size of this study comprised 1,900 students drawn from the population for factor analysis and reliability testing using simple random and proportionate sampling techniques. A total of 68 items were generated using Rasch model as initial draft of the instrument which was subjected to preliminary validation to obtain 60 items. The 60 items which constituted the second draft of the instrument were trial-tested to obtain 43 items. The 43 items that constituted the third draft were subjected to factor analysis to obtain 30 items that composed the final draft of the Physics Teachers’ Teaching Effectiveness Scale (PTTES). Data collected were analyzed using principal factor analysis, varimax rotation, Cronbach alpha, mean, standard deviation and paired t- test. The findings of the study revealed that PTTES is a valid and reliable instrument for ascertaining the teaching effectiveness of Physics teachers in secondary schools. Based on the findings, it was recommended among others that school administrators should ensure that the present reliable Physics teachers’ teaching effectiveness scale is employed to ascertain the teaching effectiveness of Physics teachers in secondary schools. This will enable school administrators to know if it is necessary to organize conferences for Physics teachers on the need to improve their teaching effectiveness.