Investigation Into Physics Practical Lessons In Senior High Schools
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This study aimed to examine issues concerning physics practical lessons in senior high schools within the Cape Coast Metropolis. Primary data were collected through a survey of 432 SHS physics students, whose responses formed the basis of this investigation. The principal research tool employed was a well-structured student questionnaire. Descriptive statistics were utilized to outline the demographic characteristics and motivations of the students studying physics, as well as to assess school and teacher-related factors affecting their practical lessons. Additionally, the study identified challenges that hindered the success of physics practical sessions in these schools. Binary logistic regression was employed to analyze the factors influencing achievement in physics practical lessons.
The findings indicated that approximately 69% of the students were male, and over 50% of both male and female students’ guardians had attained tertiary education. Moreover, 79.2% of students reported sufficient weekly periods allocated to physics lessons, 97.7% had access to libraries, 93.1% had science laboratories, and 93.5% had functional water reservoirs at their schools. Around 72.5% of the students regularly utilized physics formulas and laws to solve problems in their lessons. A significant majority (80.6%) demonstrated comprehension of mechanics practical lessons, followed by light (75.4%), heat (72.4%), and sound (57.5%). Statistical analysis indicated that achievement levels in sound, heat, mechanics, and light practical activities were positively correlated at a significance level of 0.01, with no significant differences observed among them.
In conclusion, the study found that students generally had a better grasp of mechanics practical lessons and were more adept at handling mechanical instruments compared to lessons involving light, heat, and sound. Additionally, it was noted that male physics students encountered fewer difficulties with handling instruments during practical activities than their female counterparts
ABSTRACT
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Significance of the Study
Delimitation of the Study
Limitations of the Study
Organisation of the Rest of the Study
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The Concept of Constructivism
Cognitive Constructivism
Social Constructivism
Radical Constructivism
Constructionism
The Origins of Practical Work in School Science Curricula
The Nature of Practical Work in Ghanaian SHS Physics Curriculum
Role of Practical Work in the Teaching and Learning of Science
Organisation and Impact of Science Practical Work
Empirical Studies on Teacher Factors Affecting Science Practical Work in Schools
Empirical Studies on Student Factors Affecting Science Practical Work in Schools
Empirical Studies on School Factors Affecting Science Practical Work in Schools
Methodological Issues in the Study of Determinants of Achievement in Science
Implications of the Literature Reviewed for this Study
CHAPTER THREE
METHODOLOGY
Research Design
Population
Sample and Sampling Procedure
Instruments
Data Collection Procedure
Data Analysis
CHAPTER FOUR
RESULTS AND DISCUSSION
Student Background
Gender
Guardians’ Level of Education
Access to Basic Instruments
Students’ Motivation for Studying Physics
Education after completing SHS
School Policy and Infrastructure
Physical Infrastructure
School Policy
Student Views on Teacher Instructional Activities during Physics Practical Lessons
Achievement in Physics Practical Lessons among Students Understanding of Physics Practical Lessons
Proficiency in Handling Instruments for Physics Practical Activities Determinants of Achievement in Physics Practical Lessons
Variation in Achievement Parameters
Relationship between Achievement Parameters in Physics Practical activities
Determinants of Achievement in Heat Practical Work
Difficulty in Handling Instruments for Physics Practical activities Problems of Physics Practical Lessons in the Schools
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Major Findings of the Study
Conclusions Recommendations Suggestions for Further Research
REFERENCES
APPENDICES
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