Students’ Challenges in Conducting Effective Physics Practical in Colleges of Education (original) (raw)
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Student challenges in conducting physics practical
A survey was made among physics students in a College of Education challenges in conducting effective physics practical. All students in year two and three in Physics Department were sampled. Results revealed that students had challenges in motivation, supervision, graph, calculations, writing report some recommendations to overcome these challenges and improve students' performance in physics practical.
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This study is a comprehensive research on the Impact of Physics Practical's on the Teaching and Learning of Senior Secondary Schools Physics in Selected School in Bo City Physics subject is an elective subject where students in the science stream pursue the subject during their upper secondary school. This is despite the fundamental role Physics as a science subject plays in the contribution of innovations and developments teachers tend to avoid the practical work in the laboratory which they consider waste of time and they do not understand the importance of laboratory experiments. Specifically, the study was set to achieve six objectives namely; To find out the Demographic Characteristic of respondents, To identify the knowledge of teachers and students on physics practical, To examine the attitudes of student and teachers towards physics Practicals, To examine the engagement of teachers and students in physics Practicals, To determine the effectiveness of teaching physics and To identify the factors affecting the teaching and learning of physics Practical. The research was carried out by six selected senior Secondary Schools in Bo City. The design of the research will adopt a descriptive survey. The population of the study consists of 676 pupils and twelve (12) teachers in the senior secondary school that offer and teacher teaching physics respectively. Out of which 169 students and all the twelve teachers were selected through a simple random sampling. Data was collected using questionnaires .the a questionnaire comprises of six sections. Each of the section dealt with one objective. The analysis of the data collected was done using SPSS version 25 and Excel. From the result of the research many problems were unfolded. These problems that were unfolded are: the teachers and student are not effective engage in Practicals and there are factors affecting students and teacher in the effective teaching and learning of physics practical The recommendations made will mitigate the problem.
European Journal of Education and Pedagogy, 2023
This study aims at presenting a literature review on four factors; attitude, instructional methods, students’ misconception, and teachers’ qualification that contribute to low academic performance of students in physics. Physics is one of the most fundamental natural sciences which involves the study of universal laws, and of the behaviors and relationships among a wide range of physical phenomena. Research has shown that both teachers and students’ attitude towards physics is a major reason for low academic performance in subjects across the globe. Naki (2018) argued that attitudes such as procrastination have a greater impact on students’ achievement. The attitudes of students towards physics, the thoughts and beliefs about the course, the habits of studying and constantly postponing tendency are very influential. Boabeng et al. (2014) opine that the quality of the teachers implementing a curriculum has a greater effect on the academic performance of students. Regardless of how well-resourced the school is or how extensive the curriculum is, teaching methods also have a significant impact on students’ academic progress as well as how easier for a misconception is to be dispelled. When the finest teaching strategies are employed, physics teachers can have a significant positive impact on students’ knowledge hence good performance.
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The 2009 report by Graham Foster and Brett A Armstrong identified barriers to learning in Physics at Stage 1 and suggested strategies that might improve students‟ view of, and confidence about, studying Physics at Stage 1. During 2010 several strategies were added to the mix in both Physics 120 „Physics of Energy‟ and Physics 160 „Physics for the Biological Sciences‟. The use of clickers, together with in-lecture problem solving, weekly bulletins, and Team Based Learning were some of the strategies implemented. In Semester1, 2011, these strategies were refined and applied. Additionally the opportunity was provided by Pearson Education to trial Mastering Physics, an on-line assignment strategy that had several advantages over the OASIS on-line system commonly used in Stage 1 Physics courses. These strategies facilitated the transfer from „content-focused‟ teaching to the „student-focused‟ teaching based on socio-cultural theory and the work being promoted in the Carl Wieman Science Education Initiative at the University of British Columbia, Canada. This paper places the strategies used in the appropriate theoretical context and reports the summative effect of implementing these strategies in the Physics 120 course. The student outcomes in both on-course assessments and examinations is analysed to determine the relative effectiveness of each strategy and the apparent gains that each strategy contributed to student performance. Conclusions and recommendations are provided.
International journal of academic research in business & social sciences, 2024
This research explores the students' difficulties in physics subject among secondary school students during learning in class. The study aims to address the primary research objective which is to examine the reasons for selecting physics subject between genders. To achieve these objectives, a comprehensive examination of students' difficulties in learning physics subject was conducted, considering various factors that contribute to the difficulties and the student's coping mechanism. The method approach was done using quantitative analysis. Quantitative data was analyzed using Statistical Packages for Social Science (SPSS), the software programs that calculate all the data run. The study also aims to provide evidencebased suggestions for teachers, students, and policymakers to improve the effectiveness of physics subject in secondary schools. The ultimate objective is to support the development of curriculum design and teaching methodologies, resulting in a more supportive learning environment that meets the various needs of secondary school physics students. The larger educational community as well as teachers and administrators who are interested in raising the standard of secondary school physics instruction are expected to find this research to be significant.
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This paper reviews recent literature in order to identify factors affecting student performance in introductory high school and college physics courses. An important factor identified was formation of cognitive structures such as formation of problem solving schemata. It was concluded that Piagetian concepts such as concrete and abstract reasoning are not as important as visual-spatial abilities, induced cognitive structures of sex roles, and external factors such as teaching style and, to some degree, curriculum. Contains 19 references. (JRH)
An Investigation into Physics Teaching in Senior High Schools
World Journal of Education, 2014
This study sought to examine the activities that go on in physics classrooms in Senior High Schools in Ghana. Specifically, the study sought to investigate the pattern of interaction and instructional methods used for teaching physics and level of coverage of physics syllabus. The survey design was employed for the study in which questionnaire was used for data collection. Participants for the study were physics teachers and final year physics students. Findings from the study suggest that classroom interaction seemed to be mostly teacher-centered and tended not to support inquiry-based teaching and learning which is noted for promoting conceptual change and enhance performance. It is recommended among other things that physics teachers should be exposed to efficient pedagogies of teaching and presenting information to learners. The traditional way of teaching where teacher decides on what goes on in the classroom has a limited space in the 21 st century science classrooms, particularly physics.
Integration of Practical Work into Teaching and Learning of Physics at the Senior High School Level
Integration of Practical Work into Teaching and Learning of Physics at the Senior High School Level, 2019
Practical work forms an integral part of teaching and learning as enshrined in the teaching physics syllabus designed for senior high schools in Ghana. This presupposes that the final grade of students is influenced by their performance in physics practical work. Hence, practical work in physics needs to be utilised to improve students' performance. This study, therefore, sought to examine how practical work is integrated into the teaching and learning of physics at the senior high school level in the Volta Region of Ghana. In all, 16 physics teachers and 212 science students randomly sampled took part in the study. It was found that though teachers accept practical work as an essential ingredient for students' understanding of concepts, they are not up-to-date on how practical work should be integrated into the teaching and learning of physics as prescribed by the syllabus for physics. Also, the teaching of practical work is done via group work, hands-on activity, interactive demonstrations, discussion and lecture. It is recommended that teachers should adopt integrating practical work into lessons instead of separating them from theory.