Secondary School Physics Research Articles

A METHOD OF TEACHING PHYSICS IN SECONDARY SCHOOLS

A METHOD OF TEACHING PHYSICS IN SECONDARY SCHOOLS

Effects of circle-the-sage strategy on secondary schools students' numerical ability in physics in Nigeria

The study examined effect of circle the sage instructional strategy on students’ numerical ability in Physics in senior secondary schools in Ikere local government of area of Ekiti state. A sample of sixty (60) students was selected for the study. A self-structured Physics Numerical Ability Test was used for data collection. A pre-test post-test quasi experimental research design was employed for the study. Two secondary schools in Ekiti state were chosen for the study. A test-retest method was employed to ascertain the reliability of the instrument, using Pearson Product Moment Correlation (PPMC). Three (3) hypotheses were formulated for the study. Self constructed twenty items multiple choice questions was used to collect the date and the data collected were analysed using ANCOVA. The findings of the study revealed that there was no significant effect of treatment on numerical ability of students in Physics, there was no significant effect of gender on numerical ability of students in Physics and there was no significant interaction effect of treatment and gender on numerical ability of students in Physics. Therefore, the study recommended that, though there was no effect of circle the sage strategiy on students’ numerical ability but cicle the sage with other strategies should be used to teach Physics at all level and be incorporated into the teaching of Physics at the secondary school level.

Experiments for students with built-in theory: ‘PUMA: Spannungslabor’ – an augmented reality app for studying electricity

With the help of augmented reality apps objects and text can be added virtually to the physical world (e.g. physical experiments) in real time. The augmented reality (AR) app ‘PUMA: Spannungslabor’ enhances simple electric circuits experiments for students with virtual representations based on the electron gas analogy including visualisations of interior processes in various components such as lamps and resistors. This opens up new possibilities for connecting theory and experiment in secondary school physics teaching. While using the AR app students are enabled to acquire qualitative and semi-quantitative knowledge about the basic concepts of current, voltage, potential, and resistance as well as the laws of series and parallel circuits easier and more directly. This holistic approach of learning through experiments can facilitate a deeper and more interconnected understanding of the topics covered in physics lessons.

How Physics Courses Can Make Highly Valued Strategies and Dispositions Visible to Physics Teacher Students

Students who aim to become physics teachers for secondary education partake in physics courses together with other physics students. The aim of this study is to understand what is valued, taken for granted, and possibly reproduced in physics teaching given for future secondary school physics teachers. This study is based on observations in classrooms, in two courses conducted over a three-year period. Field notes are thematically analyzed and themes emerge about dispositions and strategies that are valued in the teaching context. The courses’ teachers are engaged in pedagogical development and explicitly dissociate themselves from traditional physics teaching. They stress the value of student participation. Physics is described as a difficult, important, and beautiful science. To be passionate about physics is highly valued, as is a willingness to work hard and collaborate. The modern physics researcher is put forward as an ideal. Students are encouraged to plan for a future in physics research, while teaching and pre-university physics are never mentioned as career options. Course teachers distance themselves from traditional teaching methods but stick to traditional views of learning outcomes and the students’ future careers. This study shows, for example, how new teaching methods do not necessarily lead to new values. This could be seen as an implication for further research.

Towards Enhancement of Students Achievement in Physics Using Concept Mapping Strategy and Guided Discovery Method

This study investigated the relative effectiveness of Concept Mapping Strategy (CMS) and Guided Discovery Method (GDM) in enhancing students achievement in Physics. Gender influence on students achievement was also examined. A total of one hundred and fifteen (115) secondary school Physics students were involved in the study; the research work was carried out in the Wukari Education Zone of Taraba State. This research work adapted a quasi-experimental research design involving pre-test and post-test. Three research questions and three hypotheses were raised. Physics Achievement Test (PAT) was used for data collection. The items of PAT were subjected to item analysis. The reliability coefficient of the instrument was obtained using Kuder-Richardson 20 formula is .8. Mean and standard deviation was used to answer the research questions, while Analysis of Covariance was used to test the hypotheses formulated at .05 significance level. From the analysis, it is revealed that a statistically significant difference exists in the mean academic achievement scores of students taught physics using CMS and those taught using GDM in favor of CMS. Gender differences are not statistically significant in the mean academic achievement scores for both CMS and GDM groups. It is evident from the findings of this study that the use of CMS could provide a good way for students to learn Physics. It is recommended, based on the findings of the study, that Physics teachers should be encouraged to use a CMS while teaching Physics concepts to actively involve the students in identifying relationships in concepts. Government should utilize the services of various professional bodies like the Science Teachers Association of Nigeria (STAN) in collaboration with the Nigeria Educational Research and Development Centre (NERDC) to organize seminars, workshops, conferences, in-service training and symposia to inform and train physics teachers on the use of innovative teaching method especially concept-mapping.

Cacoepy (bad pronunciation or mispronunciation) of scientific terms and their effect on learning of secondary level science students

This research investigates cacoepy of science terminology encountered by the secondary level school students of Kohat district. The problem of cacoepy of scientific terms needs investigation due to the assumption that mispronunciations if learned in secondary level were still frequently performed by the advanced level students or may be throughout their life. The current research was designed in order to identify the cacoepy of common science terminologies by secondary school students and to study the science teachers’ views on secondary level science textbooks produced by the Khyber Pakhtunkhwa Textbook board. It was found that majority of the students like science subjects and find the terminologies difficult in which most of the terms contain more than 7 alphabets and were considered as complex terms. Due to this complexity, students feel difficulty in learning of scientific terms. Most of science terms were derived from Greek, Latin and other ancient languages, so students cannot understand their meanings. Almost every chapter of secondary school biology, chemistry and physics is overloaded with difficult terms and students felt difficulty in preparation of those subjects in which mostly difficult terms were found in biology. Usually, science teachers prioritize goals for school science that are solely focused on preparing students for the next academic level (for future formal study of science) and completing his course within the sessions while disregarding the students' pronunciation of scientific terms. It is advised that authors use basic phrases and limit terminology with more than seven alphabets. It is critical to expose secondary pupils to workload that is appropriate for their learning requirements rather than annual book revision and insertion of heavy workload. Teachers should insert few terms into science lessons for practicing daily, and it is enough to devote a minute or two to some pronunciation issue so that fluency during lecture is not interrupted a lot. Pointing out a pronunciation problem when it has just arisen in the course is a good way of introducing correct pronunciation into the class. English plays an important part in the development of students because of its present and future as an international language. Real life activities or examples should be associated with important topics. Textbooks should be altered for language of explanation to match the level of students in secondary schools in Khyber Pakhtunkhwa, and some outdated themes should be replaced with new themes to meet the needs of the 21st century. It is suggested that the textbook board in Khyber Pakhtunkhwa should include the Urdu phonology and meaning of the found terminologies at the start of each chapter.

Trend Analysis on Content Knowledge Problems in the Secondary School Physics Teacher Selection Test

Trend Analysis on Content Knowledge Problems in the Secondary School Physics Teacher Selection Test

CAUSES AND EFFECTS OF PHYSICSPHOBIA AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE, NIGERIA: IMPLICATION FOR STUDENTS’ ENROLMENT IN PHYSICS

<p>This study investigated the presence, causes and effects of Physicsphobia among Senior Secondary School physics students in Rivers State. The study had a descriptive survey design. Three research questions guided the study. Purposive random sampling technique was used to select 500 Senior Secondary 1 and 2 (SS1 and SS2) Physics students from forty-four (44) schools in three Local Government Areas of Rivers State, which are Obio-Akpor Local Government Area, Port Harcourt Local Government Area and Gokana Local Government Area. The research instrument was a validated researcher-developed questionnaire titled ‘Students’ Physicsphobia Questionnaire’ with a reliability coefficient of 0.79 obtained using the Cronbach alpha formula. The findings of this study showed that Physicsphobia exists in students. The study further revealed some of the causes of Physicsphobia to be rumors and misleading information about Physics, teaching method, the uninteresting nature of physics lessons, as well as abstract, difficult and mathematical nature of Physics. The study also revealed some of the effects of Physicsphobia in students to be anxiety, rapid heartbeat, frustration, depression and a feeling of leaving Physics class. It was then recommended that conscious effort should be made to paint a better picture of physics, especially for students who are about to start the study of Physics.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>

TEACHERS’ COMPETENCIES AND CONSTRAINTS IN THE IMPLEMENTATION OF E-LEARNING IN PHYSICS IN COVID-19 PANDEMIC ERA

<p>The study investigated teachers’ competencies and constraints in the implementation of e-learning in Physics in the pandemic COVID-19 era. The study adopted the mixed-method research design, specifically descriptive survey and exploratory analysis. The purposive sampling technique was used to select a sample of 66 secondary school Physics teachers in secondary schools in Port Harcourt and Obio-Akpor Local Government Areas of Rivers State. The research instruments were Basic e-Learning Implementation Competencies and Constraints Questionnaire (Be-LICCQ) (r = 0.82) and the Structured Interview Template on e-learning (SITe-L). Data were analyzed using Mean. The study revealed that Physics teachers lack basic competencies in utilizing e-learning facilities in secondary schools. Several constraints were identified by Physics teachers such as inadequate technical support, teachers’ resistance to e-learning adoption, epileptic power supply, poor internet connectivity, and administrative barriers among others. The study, therefore, recommends training and retraining of Physics teachers in other to empower them with the skills needed for the implementation of e-learning in Physics, especially in the pandemic era.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0283/a.php" alt="Hit counter" /></p>

Problem-solving a lesson from relativity in physics education

The principle of relativity is of fundamental importance in practice when we are solving problems in physics since the axiom states that the result of any physical experiment is the same when performed with identical initial conditions relative to any inertial coordinate system. Hence, conceptual knowledge of coordinate systems is central in any physics problem-solving framework. This opens up the question whether upper secondary school students should be taught to set up coordinate systems and apply basic coordinate transformations systematically when solving problems or if it should be left for physics courses at a college or university level? Given that working with coordinate systems does not require any advanced algebra or analysis knowledge, a case can be made for introducing the concepts of coordinate systems and transformations together with a uniform problem-solving framework. The purpose here, given that coordinate systems are central in problem-solving, is to revisit the method of drawing free body diagrams in engineering mechanics but adapted for upper secondary school physics. This method relies on the existence of a coordinate system and can be described by an activity diagram—a connected sequence of actions and decisions. The activity diagram is a map for problem-solving. The central actions in the activity are to introduce a coordinate system, draw a free body diagram and decide if the system should be transformed besides actually working out any algebra and numerical calculations. Here the notion of ‘transformation’ should be read as a graphical transformation rather than an algebraic group operation that is not suitable, neither to teach, nor to use at upper secondary level. A basic example is provided to illustrate why the methodology simplifies the problem-solving process and the student’s understanding of the subject.

Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics

In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic interactions, we suggest that transparency of student reasoning and students' engagement with each other's ideas are two key aspects in dialogic argumentation. We examine what levels might exist in these key aspects and how they can exist simultaneously. We collected data by video recording mathematics and physics lessons in lower secondary school, and created a coding scheme for students' dialogic and justifying moves. By using the coding scheme, we recognized different kinds of argumentation with respect to how dialogic student–student interaction is and how transparently student reasoning is expressed. Furthermore, we found different ways how students can provide justifications as a dialogic reaction to others' ideas.

Secondary school students’ awareness and practices of science practical work in Saudi Arabia

The key objective of the present research is to investigate the nature of students’ knowledge and practical work in secondary school biology, chemistry, and physics (BCP). Furthermore, comparisons will be made between knowledge and practical work practices in different year groups (Grades 10, 11, and 12). The sample consisted of 438 secondary school students from the first, second, and third years of secondary schools in the Al-Jouf region of north-eastern Saudi Arabia. Additionally, an analytical framework has been applied in the study to assess students’ attitudes in the cognitive, affective, and psychomotor domains. A mixed methods approach was adopted for this study, in which questionnaires and interviews were used to collect data. The findings of the research indicated that Saudi students generally displayed positive attitudes towards practical learning in various domains (cognitive, affective, and psychomotor). Nonetheless, significant differences were identified in the psychomotor domain between Grade 10 and Grade 12 students, with Grade 10 showing the most favourable attitudes, followed by Grade 12 and lastly Grade 11. With regard to the cognitive and affective domains, no significant differences were found. Moreover, the findings of the study also showed that a majority of Saudi students understood the importance of practical work in learning science in Saudi secondary schools.
 
 Keywords: Attitudes, Practical work, School science, Secondary school.

TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL

This study assesses the level of application of the 5E’s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E’s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and learning mechanics concepts in the way of four observations for each teacher before being trained on 5E’s educational model. This was done to help the researcher to have the real picture of the prior ability of teachers to incorporate 5E’s aspects in their usual teaching practices. Similarly, a total of 24 observations were done after teachers’ training. The collected data were tabulated in Microsoft Excel, and descriptive statistics were analyzed and presented. The overall mean scores on the teachers’ ability to apply 5E’s educational model during lesson delivery on introductory mechanics were low before training and increased due to teacher training on the use of 5E’s educational model. The main findings from this study revealed that 5E’s educational model is more effective in stimulating students’ motivation and strong interaction and a better understanding of mechanics concepts through interactive activities, discrepant events, and computer simulations. Based on the findings of this study, some recommendations were suggested that would improve more physics students’ active learning. Keywords: active learning of mechanics, 5E's educational model, classroom observation, physics students, secondary school, Rwanda

IMPROVEMENT OF METHODOLOGY OF SOLVING DIFFERENT TYPES OF PROBLEMS FROM PHYSICS IN SECONDARY SCHOOLS

The article describes the methodology for improving the methodology for solving various types of problems related to isothermal processes in physics in secondary schools.

Spatial visualisation ability as correlate of senior school students’ achievement in physics in Sokoto state, Nigeria

This paper examined spatial visualisation ability as correlate of senior school students’ achievement in Physics in Sokoto State, Nigeria. The objectives of the study were to: (i) examine the relationship between senior school students’ spatial visualisation ability and their achievement in Physics; (ii) determine the relationship between senior school students’ spatial visualisation ability and their achievement in physics based on gender; (iii) assess the relationship between students’ spatial visualisation ability and their achievement in physics based on school type. This research adopted ex post facto research of the co-relational type. The population for the study were Senior Secondary School II (SSS II) students in Sokoto State. Proportional sampling technique was used in sample selection. Seven hundred and thirty-one (731) SSS II students, offered Physics in senior secondary schools across the three senatorial districts in Sokoto State, Nigeria, formed the sample for the study. Research instruments, employed to elicit data for the study, were: Students’ Spatial Ability Test (SSAT), and Physics Achievement Test (PAT). The instruments were validated by experts in science education, and Practicing Physics teachers in Sokoto, giving reliability coefficients 0.79 and 0.89 respectively. The data gathered were analysed using Pearson Product Moment Correlation Statistic and Z-test statistic, at .05 level of significance. The findings of the study were that: there was statistically significant relationship between students’ spatial visualisation ability and their achievement in Physics (r=0.32, p < .05); there was statistically significant difference in the strength of the relationship between students’ spatial visualisation ability and their achievement in Physics based on gender as the Zobs – value (-2.01) was outside ±1.96 boundary in favour of female students; and iii there was statistically significant difference in the strength of the relationship between spatial visualisation ability and achievement in Physics based on school type as the Zobs – value (-5.08) was outside ±1.96 boundary in favour of private schools. It was concluded, that students’ spatial visualisation ability positively predict their achievement in Physics. It was recommended, that students should be trained on spatial ability so as to be able to predict correctly their achievement in Physics

Effect of Indigenous Knowledge Systems Strategy on Secondary School Students’ Performance in Physics in Lagos State, Nigeria

Poor performance and low enrollment in senior secondary school physics examinations have drawn the attention of the examination bodies, researchers, parents and other stakeholders in Nigeria. This is because despite the importance of physics in the scientific, technological and consequently, economic development of any nation, physics in Nigerian secondary schools, has suffered serious setbacks, ranging from poor teaching, poor learning, poor performance and finally to low enrollment. Of all these, poor teaching stands out as the fundamental, since if the learners did not learn, then the teacher, has not taught. This study therefore was carried out using our indigenous knowledge system strategy to present physics in the classroom as a familiar science. Three research questions were raised and two null hypotheses were formulated to guide the study. This study adopted mixed method research design, where both qualitative and quantitative data were collected and analysed. The qualitative approach involved the use of Focus Group. The quantitative approaches of data gathering employed was non-equivalent control pre-test and post-test quasi experimental design using a sample of 321 Senior Secondary two physics students consisting of two intact classes from two schools. One hundred and thirty three students (69male and 64 Female) formed the treatment group while 188 students (101 male and 87female) formed the control group. Focus Group Discussion Protocol (FGDP) was applied to unravel the indigenous knowledge systems within the community where the school is located while pre- and post-achievement tests were used for quantitative data collection for the study. The instruments were validated by two experts in physics education. Data collected were analyzed with ANCOVA using SPSS 23.0. Findings showed that students from the locality possess rich indigenous knowledge backgrounds and systems that can be deployed to teach physics. Results also revealed that students taught harnessing their indigenous knowledge system performed better than those taught using the conventional method [F (1,318) =68.27; p<0.05]. More so, there is no statistically significant difference in performance between male and female students taught using indigenous knowledge system strategy [F (1,130) =0.002; p>0.05]. It is therefore recommended that physics teachers should use indigenous knowledge system strategy in teaching classroom physics for meaningful learning and consequent better performance.

The Analysis of Nigerian Physics Teachers’Knowledge for Teaching :Focused on Motion

This study investigated the knowledge for teaching of Nigerian secondary school Physics teachers focused on motion. The study examined 119 participants from Government and private secondary schools in Keffi and Karu Local Government of Nasarawa State, Nigeria.
 Data were collected and analyzed to address the research questions based on common content knowledge, specialized content knowledge, knowledge of content and students, and knowledge of content and teaching. Descriptive statistics, independent samples t-test and ANOVA were used to analyze the data using SPSS version 20. The study revealed that out of the four components of knowledge for teaching examined by this study, the teachers displayed some level of adequacy in common content knowledge and knowledge of content and teaching. The teachers performed below average in specialized content knowledge and knowledge of content and students. The study shows statistically significant difference between professional (certified) and non-professional (non-certified) PKT in favor of the professional teachers. Also, significant difference was found between the mean PKT score of teachers with varied teaching experience in favor of teachers with over 5 years of experience.

Students’ Conception of Heat Energy in Senior Secondary School Physics

The purpose of the study was to determine students’ conceptions of heat energy in senior secondary school physics. Three research questions and two null hypotheses guided the study. Ex-post facto research design was adopted for the study. The population of the study consisted of 6,270 senior secondary school two (SSS2) physics students in all the government owned educational secondary schools in Onitsha Education Zone in Nigeria. The sample size of the study comprised of 357 senior secondary two (SS2) students drawn from the population using multi-stage sampling procedure. Heat Energy Conception Test (HECT) which consists of 16 essay items was used as instrument for data collection. The reliability coefficient of 0.747 for the instrument was ascertained using Cronbach Alpha. Frequency and percentage were used to answer research question one and students’ responses were described based on research question two. Chi-square was used in testing the two null hypotheses of the study at 0.05 level of significance. The findings of the study showed that the level of students’ conception is low; only 5.6% have Sound Conception, 6.7% have Partial Conception, 13.7% have Alternative Conception while 74% have No Conception. Based on the findings of the study, recommendations were made.

ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

ICT integrated active learning has proven to tremendously improve learners’ educational outcomes and their classroom engagement unlike the traditional classroom approach. This can be attributed to the fact that active learning shifts the learning process and activities from teacher-focused to become more learner-centered, and is guided by the learning ability of the students. Through this, learners get to experience the learning process in their own pace. So despite the existence of differences and multiplicities in terms of learning styles and achievement levels in a classroom, through active learning, the learners are in full control of the learning process and they can engage with the learning materials at their own level of understanding, review confusing concepts, or break the sessions’ learning content into bits that they can easily comprehend. For instance, in teaching and learning of Physics, the instruction methods have been demonstrated as the major reason for the decline of its performance and less populous among students in Kenya. This paper, therefore, explores the need to enhance the teaching and learning of Physics in secondary schools by adopting learner-centered teaching methodologies, and providing a systematic review of frameworks for the integration of technology towards enriching active class learning. Then we leverage these insights coupled with field experience to derive and design a framework for ICT integration in teaching and learning of Physics in developing countries (case of Kenya). The hybrid framework will be learner-centered and will eliminate the learner barriers that exist due to personalities, temperaments among others. The review adopted the scoping review technique to map the key concepts underpinning the study to the main sources of the literature.

Problem Based Learning and Students’ Academic Achievements in Physics in STEM Model Public Secondary schools in Nairobi Metropolitan Kenya

Problem Based Learning and Students’ Academic Achievements in Physics in STEM Model Public Secondary schools in Nairobi Metropolitan Kenya