Classroom Practices of Senior High School Physics Teachers in the Hohoe Municipality

Abstract

The purpose of the study was to investigate the activities and practices of physics teachers in terms of their pedagogical skills and assessment practices. The study was limited to physics teachers and students in eight (8) senior high schools in the Hohoe Municipality of the Volta Region, Ghana. Descriptive cross-sectional survey design was employed in carrying out the study. A total sample of 200 senior high school physics students and 2 physics teacher were involved in data collection. A questionnaire consisting mainly of closed ended items and observation schedule were used in collecting data from respondents. Data collected was analysed using simple frequencies, percentages, mean and standard deviation. It was found that, most of the physics teachers do not often respond appropriately to students’ wrong answers and misconceptions. Most physics students also raised concerns about their physics teachers not often linking what they teach to their daily life occurrences. However, evidence from observation indicates that physics teachers possess and exhibited sufficient knowledge on diverse pedagogical skills. Physics teachers often use interactive formative assessments such as oral question and answer technique. Based on the findings, it was recommended that, physics teachers should carefully pay attention to and often address their students’ wrong answers and misconceptions, make learning of physics interesting by making students appreciate the importance of what they teach.