Effect of Students Exposure to Satellite Observations on their Achievement in Space Science Physics Study in Public Secondary Schools in Nsukka Local Government Area

Abstract

The pedagogy of physics needs to transform into a more experiential, holistic, integrated, inquiry-driven, discovery-oriented, and learner-centered approach. This method emphasizes enhancing the learning process through discussion, flexibility, and enjoyment, shifting the focus from traditional knowledge retention to the methodologies of knowledge acquisition. As a result, this transformation improves students' ability to apply knowledge to real-world challenges. In this context, space science observation emerges as a strong pedagogical alternative. It involves learning through active, firsthand engagement in significant experiences, often going beyond the confines of the classroom. Students often struggle to grasp abstract astronomical concepts due to a lack of direct sensory or experiential familiarity with phenomena such as the vastness of the universe or the dynamics of planetary motion. Therefore, space science education can seem disconnected from tangible reality, making assimilation difficult. Therefore, this research focused on effect of exposure to satellite observation on achievement in satellite studies among senior secondary school 3 physics in Nsukka Local Government Area. The study utilized a quasi-experimental research design sampling 4 secondary schools purposively in the area making up 2820 SSS3 students. One research question was posed and one null hypothesis was formulated at 0.05 level of Significance to guide the study. The researcher developed physics test on satellite topics in the SSS current physics curriculum with face and content validation. Reliability coefficient of o.85 was obtained using kuder-Richardson formular- 20. Data was analysed using mean and t-test. Pre-test and post-test results showed that physics students taught with space observation in their satellite study performed better than students taught without space observation using conventional teaching method and that gender had no influence in achievement of the students in the space science study.