Secondary School Physics Teachers Research Articles

Teachers’ Experiences with the Use of Virtual Laboratories in the Teaching of Physics in Rwandan Secondary Schools: A Survey Design

Laboratory experimentation providing students with hands-on experiences can greatly enhance the teaching and learning of physics. However, traditional hands-on laboratories are very expensive, limiting the possibilities for practical activities. In addition, limited time for laboratory practices prevents teachers and students from conducting laboratory activities properly. A possible solution to these limitations could be the use of virtual laboratories (VLs). The present study was conducted to explore the availability of teaching resources to support experimental work, the use of these resources including VLs and the challenges teachers face in using VLs. An online survey with 107 secondary school physics teachers was used to collect data. The study is framed by the Concerns-Based Adoption Model for teacher use of curriculum innovations. Regarding VLs, a mere 6% of teachers reported regular use, revealing a significant gap in adoption. Challenges identified included a lack of awareness, limited information and communications technology tools and insufficient supporting resources. Cross-item analysis revealed that only 25% of 107 teachers reported having a well-equiped physics laboratory, 45% work without a physics laboratory but with science kits or improvised materials, while 30% have no access to a physics laboratory, science kits or improvised local materials. Thus, for teachers without access to a physics laboratory, science kits or improvised local materials, VLs represent a crucial opportunity to provide learners with a complete laboratory experience. The study recommends tailoring continuing professional development support to address teachers’ concerns regarding the use of VLs. This includes enhancing awareness and providing information for teachers without access to well-equipped physics laboratories, while addressing management concerns for those with or without such resources.

Critical Thinking and Teaching Conception of Nigerian Physics Teachers in Inquiry-based Learning Classroom

In as much as teaching is meant for attending people’s experience and beyond then teachers must be ready to negotiate their conceptions to tally with the people’s aspirations. This study revisited the long averted aspect of teaching (teaching conception and critical thinking) particularly in physics amongst secondary school physics teachers in Nigeria. Classroom observation and interview was conducted within a period of three months on a sample of 4 secondary school physics teachers who claimed to adopt the inquiry-based learning while teaching. The recordings were transcribed and analysed using content analysis method. The physics teachers were found to be more inclined towards the traditional method of teaching instead of the constructivist teaching method which serves as the main goal of teaching. A framework is therefore developed from the findings to assist physics teachers and educational planners to effectively implement the constructivist paradigm in physics lessons with particular reference to inquiry-based learning teaching strategy.

Gasing Game: Ethnoscientific Exploration of Circular Motion in Physics Learning on the Coast of East Sumatra to Build the Character of Perseverance

Purpose of the study: The aim of this research is to explore the role of the traditional gasing game as a local wisdom in the coastal areas of East Sumatra in the context of Ethnoscience Physics learning about circular motion.
 Methodology: This research uses a naturalistic type of qualitative research method. The subjects in this research were secondary school physics teachers and local community leaders. Data collection techniques use interviews and observation instruments (direct observation). The data analysis technique uses the Miles and Huberman model.
 Main Findings: The findings of this research indicate that integrated ethnoscientific physics learning can make physics education more enjoyable, meaningful, and contribute to the development of students' perseverance. The integration of spinning top games into physics education not only enhances practical understanding of physics concepts but also has a positive impact on students' learning enthusiasm and character formation.
 Novelty/Originality of this study: This research introduces novelty through serving as a cultural preservation tool for the younger generation and as a means to develop physics learning strategies oriented towards ethnoscientific physics. The aim is to build an understanding of the taught circular motion material and foster perseverance in students' characters.

A STRESS MANAGEMENT INTERVENTION FOR SECONDARY TEACHERS

Several studies have reported the prevalence of stressors and work- related conditions among educators in Nigerian school environments, but there are limited reports on the coping mechanisms of physics teachers. Therefore, this study aims to investigate the effect of rational-emotive behavior therapy (REBT) on stress management among secondary school physics teachers. A randomized controlled group trial design was used, and the sample population comprised 64 physics teachers who served as participants. Pretest, posttest, and follow-up data were collected using the Job Stress Questionnaire (α=.73). The results showed that participants undergoing REBT experienced a significantly greater reduction in work- related stress compared to those in the control group. The findings of this study were expected to contribute to the knowledge base in measurement, counseling, and physics education. In addition, the incorporation of REBT programs was recommended to assist physics teachers in effectively managing their work-related stress.

Assessment of Senior Secondary School Physics Teachers' Knowledge of Multi-Choice Test Construction Procedures

The main purpose of this study was to assess the senior secondary school physics teachers' knowledge of multiple-choice test construction. The study employed a survey type research design and the sample consisted of 50 senior secondary school teachers in Ilorin South, East, and West Local Government Areas, which were randomly selected as the sample for this study. Questionnaire was used as instrument that probed teachers' knowledge and their perceived use of test construction strategies. The reliability index of the instrument; Physics Teachers’ Knowledge of Test Construction Procedure (PTKTCP) was determined using Cronbach's alpha approach, which enables one to estimate internal consistency when the scoring of items on a test is not limited to 1 point (for correct) or 0 points (for incorrect response). The collected data were analysed using mean, independent t-test and ANOVA to test if there was a significant difference among the teachers on all the scales. Findings from this study indicated that most teachers consider the preparation of test blueprints important during test construction and that there are no gender differences or influences of teachers' level of experience on their knowledge of multiple-choice test construction procedures. The study recommended that teachers in training colleges of education and universities should be exposed to the technicalities in preparing test blue print in order for their assessment instrument to be valid.
 Keywords: Assessment, test construction, multiple-choice test, teachers, physics, senior secondary schools

Effect of Rational-Emotive Behavior Therapy on Physics Teachers’ Stress Management in Nigeria

Purpose: This study investigated how rational-emotive behavior therapy (REBT) helped secondary school physics teachers manage work-related stress. Design/methods/approach: 86 secondary school physics teachers participated in this study using a randomised control trial group design as the study population. An appropriately validated and trial-tested job stress questionnaire was used to gather data for the study (α=.84). Prior to receiving a 12-week REBT intervention treatment, the participants underwent a pretest. After the intervention ended, the subjects underwent a posttest and were also given a follow-up test two months later. Data generated for this research was analysed analysis of variance (specifically repeated analysis of variance). Findings/Results: The outcome of the research revealed that the work stress of the physics teachers exposed to REBT was reduced significantly more than those of the control group.Implications: The research implication is that the work stress of physics teachers can be better managed using the REBT program. The study contributes to advancing the therapeutic space and concern that REBT treatment can be applied.

Educational Game-based Design Training on Newton's Laws for Physics Teachers: A Need Analysis for Module Development

Game-based learning (GBL) is one of the approaches that could foster students' learning, motivation and the development of 21st-century skills. Past studies have shown that students face problems learning Newton's laws. Educators are eager to integrate GBL into their teaching but often lack the knowledge and training.
 Aims: This study was conducted to identify the problems teachers face while teaching Physics, the implementation level of GBL in Physics classrooms, the need for a training module development and the module's requirements.
 Study Design: Quantitative research design.
 Place and Duration of Study: This study was conducted in Malaysia between June 2022 and October 2022.
 Methodology: A stratified sampling method was used, involving 338 secondary school Physics teachers in Malaysia answering an online need analysis survey. Quantitative data were analysed using SPSS software to obtain the percentage, mean and standard deviation.
 Results: The findings showed that the significant challenges faced were a lack of experience in implementing GBL in teaching Newton's laws, students' low motivation and insufficient time. Subsequently, the results showed an inadequate implementation level of GBL in teaching Physics. The findings also revealed a need for developing a training module that could assist teachers in designing educational games and implementing GBL in teaching Newton's laws. The requirements of the module were identified in this study.
 Conclusion: The data obtained from this study will be used to design and develop an educational game design training module that meets the teachers' needs and thereby help them to create educational games and implement GBL better.

Effect of brain-based teaching strategy on students’ retention and self-efficacy in heat energy

Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics. This situation pose a great threat to the realization of classroom objectives especially during physics lessons because students struggle to remember the concepts that have been learnt overtime. The use of adequate teaching strategy might break this limitation thus making every student to engage in meaning learning. This paper has two objectives; (i) to investigate the effect of brain-based teaching strategy on students’ retention in heat energy (ii) to investigate if self-efficacy influence physics students’ retention in heat energy when taught using brain-based teaching strategy. This investigation adopt the pre-test post-test control group quasi experimental design. It involved 99 (experimental group, n= 46; control group, n=53) students randomly selected from two schools in Ondo. A researcher designed instrument titled heat energy test (HET) was used to obtain data for this study. HET was validated by three science education experts and two secondary school physics teachers. The data collected were analysed using mean, t-test and analysis of covariance (ANCOVA). The findings from this study reveal that brain-based teaching strategy has significant effect on the retention of physics students in heat energy and self-efficacy did not influence physics students’ retention in heat energy. This paper concludes that brain-based teaching strategy enhances the retention of physics concepts thus breaking the limitation posed by differences in the characteristics of the students.

TEACHER’S EXPERIENCE, EDUCATIONAL QUALIFICATION AND MASTERY OF DIFFICULT CONCEPTS IN PHYSICS IN CALABAR METROPOLIS, CROSS RIVER STATE, NIGERIA

The study aims to determine teachers’ experience, educational qualification and mastery of difficult concepts in physics. An ex-post facto research design was used for the study. Two research designed questions and two hypotheses were posited and tested at 0.05 levels of significance. Influence of Teachers’ Experience and Educational Qualification on Mastery of Difficult Concepts in Physics Questionnaire (ITEEQMDCPQ) was designed using a 5-point Likert scale. The reliability of 0.78 was obtained using the Pearson Product Moment Correlation Coefficient. The questionnaire was administered purposively to 246 senior secondary school Physics teachers, and 240 was retrieved from 98 senior secondary schools in the area of study. Data was analyzed using One-way Analysis of Variance for a single mean. Results of the analysis shows that teacher experience and educational qualification has a significant influence on mastery of difficult concepts in Physics, based on the findings it was recommended that teachers should undergo more training programs to gain more experience in teaching to enhance their mastery of concepts. Teacher should be encouraged to further their education to acquire higher educational qualifications.

Game-Based Learning: Current Practices and Perceptions of Secondary School Physics Teachers in Malaysia

Game-Based Learning: Current Practices and Perceptions of Secondary School Physics Teachers in Malaysia

Professional Learning of Physics Teachers in Lesson Study: Exploring Inquiry Tasks

Background: Research concerning teachers’ professional learning in lesson study has been highlighted in Physics teaching; however, studies that examine this process from the elaboration of inquiry tasks are still scarce. This kind of task makes it possible to explore physical concepts and relationships due to their open nature, which contemplates the students’ interest, involves a practical dimension, and promotes successful learning situations. Objectives: To understand Physics teachers’ professional learning in planning inquiry tasks to study Ohm’s Law. Design: The investigation, of a qualitative and interpretive nature, involved 18 meetings of 2.5 hours. Setting and Participants: The lesson study engaged four secondary public school Physics teachers from the state education network. Data collection and analysis: The empirical research material consists of data produced in the development of the inquiry tasks, the transcripts of the audio recordings of the lesson study sessions, the investigative lesson, the material produced by the students, and the transcripts of the interviews carried out at the end of the lesson study. Results: The analysis showed professional learning about the development of inquiry tasks, analysis, argument, and inference of scientific knowledge, passing through engaging, exploring, explaining, elaborating, and evaluating activities on physical concepts. Conclusions: The research contributes to the knowledge development about teachers’ professional learning, especially about the research lesson.

Perception of secondary schools' students about Physics practical work: Intended and enacted curriculum perspective

The syntactic and pragmatic nature of science is learnt better through practical work. Practical work supports cognitive, neuromotor and attitudinal domains of learning through scientific reasoning. Laboratory apparatus availability, their functionality, usability and standard schedule in academic curricula are essential for smooth conduct of practical work. Teachers’ perceptions about practical and students’ scientific inquiry about practical work are linked with effective curriculum implementation. The current study was planned to examine the gap between intended curriculum and enacted national curriculum of physics focusing conduct of practical and the availability of laboratory apparatus. The study was descriptive in nature, following quantitative research design, and a survey method was used to frame the study. A multistage stratified random sampling technique was used to collect the data. Secondary school physics teachers, students, laboratory stock register and the national curriculum for physics were sources of the data. The sample of study consisted of 2,880 students enrolled in 10th grade. The reliability of the instrument was confirmed through calculating Cronbach’s Alpha score; 0.823. The results of the study showed moderate practice 55.8% for the conduct of practical and poor practices 20.2% for the availability of laboratory apparatus for the conduct of practical. There existed gap between theory and practical periods 8:1 in schools’ timetable. Further, the results of the independent sample t-test claimed a significant difference between urban and rural schools’ teachers in conducting practical work, urban teachers were conducting more practical as compared to rural schools’ teachers. The study recommended that government may provide funds to purchase laboratory apparatus, head-teachers ensure availability and functionality of laboratory with apparatus and physics teachers are provided training to conduct practical.

The Effect of Professional Training on In-service Secondary School Physics 'Teachers' Motivation to Use Problem-Based Learning

Professional training for in-service teachers is at an utmost level to improve their teaching practices. Therefore, this study aimed to assess the effect of professional training on in-service secondary school physics teachers' motivation to use Problem-Based Learning (PBL). A pre-and posttest quasi-experimental design was used to conduct the study. A two-day professional training on PBL was delivered as an independent variable, while teachers' motivation to use PBL was conceived as the dependent variable. The study involved fifty (50) in-service physics teachers (20 in control and 30 in the experimental group) from 25 secondary schools in four districts of Southwestern Uganda. Data were analyzed with SPSS v.23.0 using descriptive statistics, and paired, and independent samples t-test. The findings indicated a high statistically significant (p<.05) positive change and a greater motivation to use PBL among teachers who received professional training in PBL compared to those who did not receive it. It was recommended that the Government, in conjunction with school administrators, regularly organize similar training and, if possible, for all teachers national wide.

Assessing Ethics in Physics Instruction in Secondary Schools

The study assessed ethics in Physics instruction in secondary schools in Obio-Akpor Local Government Area of Rivers State, involving 56 teachers. The study adopted a descriptive survey on the Assessment of Secondary School Physics Teachers Perception using\ Ethics Questionnaire (ASSPTPEQ) and the science teaching methods outlay developed by Glectman, Reisberg and Gross (2017). Research questions were analyzed using the percentage, mean and standard deviation. Findings of the study showed that science teachers adopt conventional lecture method a high frequency (89.29), Demonstration method (92.86%) avoiding innovative teaching strategies (collaborative 0.0%, metacognitive 0.0%, technological innovative methods of blended learning strategy (0%) and flipped classroom method (0.0%), use of models (0.0%). There existed a high level of relationship between mean scores of teachers perception of ethics and mean scores of prevalent teaching methods (r=0.772). There was a significant relationship between teaching perception of ethics and prevalent teaching methods on Physics. Based on these findings, it is recommended that teachers of Physics should equip themselves with innovative digitalized teaching methods in order to improve in students’ awareness and performances in Physics and enable learners become aware of the ethical concerns in their learning experiences.

Professional Development of Outstanding Secondary School Physics Teachers—Analysis Based on the Personal Life Histories of Special Class Secondary School Physics Teachers

Special class secondary school physics teachers represent outstanding secondary school physics teachers in China. This paper analyzes the personal life histories of 13 outstanding secondary school physics teachers. We coded and analyzed the sample materials and summarized the laws of professional development of outstanding secondary school physics teachers. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. Their professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period. Individuals’ own efforts and continuous learning, guidance from master teachers and experts, and support from family and school play an important role in the professional growth of outstanding secondary school physics teachers. Outstanding secondary school physics teachers can apply lifelong learning, do educational research, and develop their own distinctive physics teaching styles.

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.

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>

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.

The Teaching Practices Level among the Secondary School Physics Teachers for the Second Grade in Light of the Scientific Inquiry Characteristics in Riyadh City

The Teaching Practices Level among the Secondary School Physics Teachers for the Second Grade in Light of the Scientific Inquiry Characteristics in Riyadh City

E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization

Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on this findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.