Advancing Practical Physics

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