Perception of Students Toward the Study of Physics in Senior Secondary Schools in Niger State

This study examined senior secondary school students' perceptions toward the study of Physics in Niger State, Nigeria. Physics consistently records low enrolment and high failure rates at the secondary level in Nigeria, and understanding students' attitudinal and perceptual orientations toward the subject is essential for designing targeted interventions. A descriptive survey design was used. The sample comprised 350 SS2 students from public secondary schools across Niger East, Niger Central, and Niger West senatorial districts, selected through proportionate stratified sampling. A validated Physics Perception Scale with 30 items assessing students' views on the subject's difficulty, relevance, teacher effectiveness, and career utility was administered. Cronbach's Alpha reliability was 0.80. Data were analysed using mean, standard deviation, and t-test. Findings revealed largely negative perceptions of Physics, with the majority of students rating it as extremely difficult and perceiving limited relevance to their immediate community realities. However, students who aspired to engineering or technical careers expressed more positive perceptions. Teacher enthusiasm and use of practical examples were identified as significant positive modulators of perception. Recommendations included contextualising Physics instruction with local technological applications, deploying motivational classroom strategies, and establishing Physics outreach events to inspire students. Keywords: student perception, Physics, secondary education, Niger State, subject attitude.