Advancing Practical Physics

The Advancing Practical Physics (PDF/DOC)

Abstract

In countries where laboratory-based teaching has deep roots, many educators consider practical work essential to their teaching practice. It is widely acknowledged that practical work not only fosters skill acquisition but also enhances conceptual understanding. Despite extensive research on factors influencing practical science education in economically developed nations, little research has been conducted on the conditions and influences on practical physics education in African schools. This study aims to describe the current status and analyze potential beneficial interventions for teaching and learning practical physics in African secondary schools, with implications across all educational sectors.

Data collection encompassed qualitative and quantitative methods across four African countries. Surveys involved 550 final-year secondary students and 44 physics teachers. Qualitative insights were gathered from student focus groups and semi-structured interviews with physics teachers, science department heads, school principals, ministry officials, curriculum planners, educationalists from tertiary institutions, and Institute of Physics coordinators. Survey data underwent numerical analysis for descriptive statistics, while qualitative data were transcribed, coded, and thematically analyzed.

The study findings underscore a significant disparity between practices in developed countries and those observed in the studied African countries. This gap stems from various factors, including resource constraints and ambivalent or negative attitudes among teachers and students, often prioritizing theory over practical engagement. Additionally, there is a noted absence of practical physics assessment in some African countries, further disincentivizing practical engagement.

Drawing from these findings, the study proposes nine recommendations. These include conducting comprehensive audits of current practices, potentially revising the physics curriculum to allocate more time for practical activities, prioritizing initial and continuous professional development for physics teachers in practical teaching methods, integrating practical skills into qualification assessments, securing government funding for school laboratory infrastructure, promoting the use of learning technologies in physics education, fostering a community of practice among physics teachers through social media, enhancing teacher motivation through recognition, and emphasizing the relevance of practical physics skills for employability.

The study acknowledges its limitations and suggests further investigation to generalize its conclusions confidently across the continent

Table of Contents

Abstract
Chapter 1: Introduction.
1.1 Personal experience and motivation for the study
1.2 Background to the study
1.3 Purpose and research questions
1.4 Rationale for the study
1.5 Overview of the thesis

Chapter 2: Literature Review
2.1 Introduction
2.2 Definition of practical work
2.3 Aims of practical work
2.3.1 Large scale UK based studies
2.3.2 Other research on the aims of practical work
2.3.3 Non UK studies into the aims of practical work
2.4 Types of practical work
2.5 Barriers to practical work
2.6 The potential impact of ICT in practical physics teaching
2.7 Summary

Chapter 3: Sub-Saharan Africa—The Context
3.1 Introduction
3.2 Sub-Saharan Africa general data
3.2.1 Population
3.2.2 Rural-urban population balance
3.2.3 Economic development
3.2.4 Enrolment in education
3.3 Commentaries on individual countries
3.3.1 Ghana commentaries
3.3.2 South Africa commentaries
3.3.3 Nigeria commentaries
3.3.4 Tanzania commentaries
3.4 Summary

Chapter 4: Methodology and Protocol
4.1 Introduction
4.2 Research design
4.2.1 Qualitative methods
4.2.2 Quantitative methods
4.2.3 Overall mixed mode design
4.3 Research instruments
4.3.1 Survey questionnaire
4.3.2 Focus group
4.3.3 Interviews protocol
4.4 Rigor and trustworthiness of the instruments
4.5 Ethical issues in the study
4.6 Research visits— location and participants
4.6.1 Practical arrangements— Ghana
4.6.2 Practical arrangements— South Africa
4.6.3 Practical arrangements— Nigeria
4.6.4 Practical arrangements— Tanzania
4.7 Procedure for data collection
4.8 Procedure for data analysis
4.9 Summary

Chapter 5: Quantitative Results
5.1 Introduction
5.2 Participants
5.3 Teacher survey data
5.4 Student survey data
5.5 Individual country comments
5.5.1 Ghana opinions
5.5.2 South Africa opinions
5.5.3 Nigeria opinions
5.5.4 Tanzania opinions
5.6 Summary of findings

Chapter 6. Qualitative Results
6.1 Stakeholder responses
6.1.1 What are the current aims of the practical physics curriculum in African schools?
6.1.2 What is the present status of practical physics education in African schools?
6.1.3 What are the critical factors determining success and failure in the delivery of the intended curriculum?
6.1.4 How can the teaching of practical physics in African schools be improved in the short and long run?
6.2 Student focus groups and interviews.
6.2.1 Introduction.
6.2.2 What are the current aims of the practical physics curriculum in African schools?
6.2.3 What is the present status of practical physics education in African schools?
6.2.4 What are the critical factors determining success and failure in the delivery of the intended curriculum?
6.2.5 How can the teaching of practical physics in African schools be improved in short and long run?
6.3 Summary

Chapter 7: Discussion
7.1 Introduction
7.2 What are the current aims of the practical physics curriculum in African schools?
7.2.1 Broader physics learning
7.2.2 Practical specific learning
7.2.3 Motivation
7.2.4 Economic needs and priorities
7.3 Policies and opinions across SSA
7.4 What is the present status of practical physics education in African schools?
7.4.1 Nature of the practical activities
7.4.2 Resources and facilities
7.4.3 Lack of teaching time for practical physics
7.4.4 Student performance
7.4.5 Attitude of teachers and students
7.5 What are the critical factors determining success and failure in the delivery of the intended curriculum?
7.5.1 Resources and facilities
7.5.2 The physics curriculum
7.5.3 Attitude and motivation
7.5.4 System description of the factors affecting the teaching and learning of practical physics in Africa
7.6 How can the teaching of practical physics in African schools be improved in short and long run?
7.6.1 Resources and facilities
7.6.2 The physics curriculum
7.6.3 Attitude and motivation
7.6.4 Regional collaboration
7.6.5 Learning technology
7.7 Process of change for effective practical physics teaching
7.7.1 Improving the teaching and learning of practical physics in SSA
7.8 Summary

Chapter 8:Summary, Recommendations and Limitations
8.1 Summary
8.1.1 Key findings
8.2 Recommendations
8.3 Limitations of the study
8.4 Contribution to knowledge
8.5 Suggestions for further research
8.6 Final thoughts
References
Appendices

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Related Field(s):

Physics Education (82)