INFLUENCE OF TIME-OF-DAY OF INSTRUCTION ON THE PERFORMANCE OF SENIOR SCHOOL STUDENTS IN PHYSICS IN ILORIN, NIGERIA

Oct 15, 2026

Uploaded by Aditya

The study examined how the time-of-day of instruction affected senior school students’ performance in physics in Ilorin, Nigeria. A descriptive design was used with 578 SS II students randomly selected from twenty co-educational public secondary schools. Proforma, questionnaires, and physics lesson timetables served as instruments. Percentage answered the research questions, while hypotheses were tested with a t-test at a 0.05 significance level. Findings showed peak time-of-day learners performed better, and gender and score levels influenced outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Physics in modern life and national advancement

Poor physics performance and contributing factors

Circadian rhythm and time-of-day learning

Evidence from prior studies

Gender and score-level considerations

INFLUENCE OF TIME-OF-DAY OF INSTRUCTION ON THE PERFORMANCE OF SENIOR SCHOOL STUDENTS IN PHYSICS IN ILORIN, NIGERIA Abdulrasaq Oladimeji AKANBI, Abdulrazaq SHEHU Abstract: The study examined the influence of time-of-day of instruction on students’performance in physics.The study was a descriptive research and 578 senior secondary two (SS II) students were randomly selected from twenty co-educational public secondary schools based on the time-of-day physics.Proforma, questionnaire and physics lesson timetable were the instruments used. Percentage was used to answer the research questions raised and the hypotheses were tested with t-test at 0.05 level of significance. The findings revealed that students who received physics instruction at times-of-day akin to their peak time-of-day outperformed those who received the instruction at times other than their peak time-of-day. Gender and score levels influenced the time-of-day of instruction on the performance of students in physics. It was recommended among others that school management, especially of the schools that enrol male students only, should construct the timetable and place physics lessons in accordance with the time-of-day that is congruent to the majority of the students. Key words: Time-of-day of instruction, Students’ Chronotype, Physics and academic performance. 1. Introduction Physics is essential as it makes a momentous input to many of the inventions that shape modern day and has contributed to explaining many of the events being encountered in everyday life. Physics is pivotal to the technological breakthrough of the modern world.Erinosho (2013) reported that physics is basic to understanding the complexities of modern technology and is indispensable for technological advancement of a nation. The world depends on energy which is one of the basic elements of physics.Omosewo (2009) defined physics as a branch of science that concerns energy and matter and their interaction. The study of physics has given rise to hydroelectricity, nuclear power, digital computer and satellite; and in the area of healthcare, it concerns the imaging, screening, diagnosis and treatment. Togonu-Bickersteth (2013) stated that in Nigeria, a sub-discipline, exploration geophysics, enabled extraction of oil and gas from under the seabed; and, alike, much of solid minerals and underground water resources. In spite of this huge benefit of physics, it is evident that the performance of senior school students in physics is not satisfactory as revealed by the poor academic performance of students in physics in external examinations such as the West African Senior School Certificate Examination (WASSCE) in the last few years. Akanbi (2003) submitted that poor performance in physics may be due to a number of fundamental reasons like shortage of physics teachers, inadequate laboratory equipment and facilities, and a shortage of suitable physics textbooks. Bamidele (2004) observed the lack of interest in physics by students, due to the preconceived idea that physics is a difficult subject, has affected the enrollment and performance of students in physics. This is in consonance with the submission of Erinosho (2013) that physics remains the least favoured science subject among students generally. In comparison with other science subjects, fewer students study physics at the senior secondary schools and subsequently, at the institutions of higher learning. One of the possible reasons why students have been recording low performance in physics is the timeof-day physics is taught. Learning and understanding have been found to be a factor of environment, sociology, physiology and psychology. Time-of-day of learning is governed by a physiological term called circadian rhythm. Marano (2016) defined circadian rhythm as a biological process that controls the body through cycles of sleep and alertness. A research was conducted in the United Kingdom by Hartley and Nicholls (2008) to determine

FAQs

What did the study investigate about physics learning?

The study investigated the influence of the time-of-day of instruction on students’ performance in physics.

What research design and sample were used?

A descriptive research design was used with 578 SS II students randomly selected from twenty co-educational public secondary schools.

What were the main findings about peak time-of-day instruction?

Students who received physics instruction at times-of-day matching their peak chronotype outperformed those taught at other times.

Oct 15, 2026

Uploaded by Aditya