UNIVERSITY OF CAPE COAST.
INVESTIGATING FACTORS INFLUENCING POOR PERFORMANCE OF
SENIOR HIGH SCHOOL STUDENTS IN PHYSICS. A CASE STUDY IN
(KOMENDA, EDINA & EGUAFO-ABREM) KEEA DISTRICT, CENTRAL
REGION.
BY
BOAKYE EZEKIEL
ASHAI AMARH EZEKIEL
ADDO LYDIA
BOATENG FLORENCE
KONADU SANDRA
2016
DECLARATION
Candidate’s declaration
We hereby declare that this project work is the result of our own original
research work and that no part thereof has been presented for another degree
in this university or elsewhere.
Candidate’s Signature: ………………………… Date: ………………………..
Name: Boakye Ezekiel
Candidate’s Signature:………………………… Date: ………………………..
Name: Ashai Ezekiel Amarh
Candidate’s Signature: ………………………
Date: ………………………..
Name: Addo, Lydia
Candidate’s Signature: ………………………
Date: ………………………..
Name: Boateng, Florence
Candidate’s Signature: ………………………
Date: ………………………..
Name: Konadu, Sandra
Supervisor’s declaration
I hereby declare that the preparation of this project work was supervised in
accordance with the guidelines on supervision of project work as laid down by
the University of Cape Coast.
Supervisor’s Signature: …………………….
Name: Dr. Kofi Acheaw Owusu
Date: ………………………
ABSTRACT
The general objective of this study was to investigate factors
influencing poor academic achievement of SHS students in Physics in the
KEEA district. The study employed the descriptive survey design. The simple
random sampling techniques were used to sample 90 respondents for the
study. Questionnaire designed by the researchers was used to elicit responses
for the study. Data collected from the respondents was analysed into frequency
and percentages to help answer the research questions that were posed to guide
the study. The study found that students have negative perception towards
physics as a subject of study. The students therefore find Physics lessons as
too abstract and difficult to understand, boring and feel helpless when doing
physics home works. The study also found that the students have negative
perception towards their physics teachers’ teaching. On the research question
three, the study found that there are inadequate teaching and learning materials
for teaching physics, inadequate equipment in the physics lab, very few
physics text books in the school library, insufficient computers in ICT lab to
aid the teaching and learning of physics and very few physics lab technicians
to guide students during physics experiments. It was recommended that
students in Senior High Schools should be exposed by the physics teachers
continually to challenging life situations about the benefits of physics. This
will help shape their attitude positively toward physics as a subject of study.
Furthermore, the teacher training institutions that train physics teachers for the
senior high schools should ensure that teachers are well equipped with the
knowledge and skills desirable for teaching the subject in the senior high
schools.
ACKNOWLEDGEMENT
It is an undeniable fact that an academic work of this nature cannot be
accomplished successfully without seeking advice and guidance from others.
It is very unfortunate that we would not have enough space to mention them
all. We wish to express our sincere gratitude to our supervisor Dr. Kofi
Acheaw Owusu of the department of science and mathematics education,
University of Cape Coast, for his suggestions, criticisms, patience, enormous
encouragement and excellent supervisory role during the entire process of this
work. We thank our parents and all those who supported us financially and
spiritually
during
this
Headmasters/Headmistresses
research.
whose
We
schools
acknowledge
we
administered
the
our
questionnaires. Special thanks to the respondents who helped in the research.
Finally, to the authors whose books we quoted and acknowledged in the
references.
DEDICATION
To our parents and all our love ones. We say God richly bless you all.
TABLE OF CONTENTS
DECLARATION
ii
ABSTRACT
iii
ACKNOWLEDGEMENT
i
DEDICATION
v
CHAPTER
ONE INTRODUCTION
1
Background to the study
1
Statement of problem
3
Purpose of the study
5
Objectives of the study
5
Specific Objectives
5
Research questions
5
Significance of the study
6
Limitations of the study
7
Delimitation of the study
7
Definition of significant terms
7
Organization of the study
9
TWO REVIEW OF RELATED LITERATURE
11
Overview
11
Students’ attitude and academic performance
11
Teachers characteristics and academic performance
12
Resources(Institutional facilities) and academic performance in physics 15
Summary of literature review
THREE METHODOLOGY
16
17
Overview
17
Research design
17
Population of the study
17
Sample and sampling procedure
18
Demographic characteristics of the respondents
18
Research instrument
20
Validity of the instrument
21
Reliability of the instrument
21
Data collection procedure
22
Data analysis
22
FOUR RESULTS AND DISCUSSION
23
Overview
22
KEEA SHS students’ perceptions of physics
23
KEEA SHS students’ perception of their teachers’ teaching
KEEA SHS students’ perception on school resources
25
and facilities available for the teaching and learning of physics
29
FIVE SUMMARY CONCLUSIONS AND RECOMMENDATIONS
32
\
Summary
32
Overview of the study
32
Key findings
32
Conclusions
33
Recommendations
34
Suggestions for further studies
35
REFERENCES
36
APPENDICES
43
LIST OF TABLES
Table
Page
1. Gender of the respondents
19
2. Age of the respondents
19
3. Schools of respondents
20
4. KEEA SHS students’ perception of physic
23
5. KEEA SHS students’ perception of their teachers’ teaching
25
6. KEEA SHS students’ perception on school resources and facilities
available for the teaching and learning of physics
29
CHAPTER ONE
INTRODUCTION
Background to the study
The development of any nation or community largely depends upon
the quality of education available to its citizens. Education is an avenue of
training and learning, especially in schools or colleges, to improve knowledge
and develop skills. Quality and functional education at all levels have been the
clamour for education policy makers since time immemorial. The ultimate
purpose of education is to empower an individual to excel in a chosen field of
endeavor, and to be able to positively impact his/her environment. This is
because the true test of quality education is the degree to which one can share
what he has learnt with others to improve the quality of life.
On the contrary, the end results of the processes of education have
failed to maintain a high degree of academic distinction and excellence
amongst learners and recipients of education in institutions of learning as of
these days Assefa, (2008). In Ghana, the sciences taught in SHS are biology,
chemistry, physics, and integrated science. The SHS physics syllabus builds
upon the foundations laid in the Junior High School (JHS) integrated science
at the basic level and the integrated science at the SHS Curriculum Research
and Development Division [CRDD], (2008).
The topics in the syllabus have been selected to enable the students
acquire the relevant knowledge, skills and attitudes needed for tertiary level
education, apprenticeship, and for life. Science has been regarded as the
bedrock of modern day technological breakthrough. Nowadays, countries all
over the world, especially the developing ones like Ghana, are striving hard to
develop technologically and scientifically, since the world is turning Scientific
and all proper functioning of lives depend greatly on Science Tuffour, (1989).
Science is a dynamic human activity concerned with understanding the
workings of our world. This understanding helps man to know more about the
universe. Without the applications of science, it would have been difficult for
man to explore the other planets of the universe.
Science comprises the basic disciplines such as Physics, Chemistry,
Mathematics and Biology. Many investigations have shown that secondary
school students are exhibiting dwindling interest in Science Ogunleye, (2002).
Physics is believed to be one of the oldest and probably the most developed of
all the sciences Keith, (1996). Physics as one of the Science subjects remains
one of the most difficult subjects in the school curriculum according to
CRDD, (2008). Physics addresses the most fundamental questions regarding
the nature of the physical universe. It asks questions such as; what is the
nature of the universe? What is matter made of? What are the fundamental
forces of nature? Because physics is the study of these and other basic
questions, it provides the underpinnings for all other physical sciences.
‘The ultimate description of all physical systems is based on the laws
of physical universe usually referred to as ‘the laws of physics’ Nathan,
(1995).
Very often, passing a physics course means mastering the required problem
solving techniques and solving problems of the course Wright and Williams,
(1986). One of the more common views of professionals in physics and nonprofessionals is that the mathematics used to solve physics problems makes
the physics quite difficult.
Studies have revealed that the academic performance of Ghanaian
students in senior high school Physics has been generally and consistently
poor over the years Orleans, (2007). Physics is an important subject for
economic, scientific and technological development American Physics
Society, (2008), Zhaoyao, (2002). The desire to pursue physics at higher levels
(beyond secondary education) is influenced by the success rate and foundation
a student receives in physics at the high school. The physics subject is an
interesting subject and is the most utilized basic science subject in most
technology and technology- related profession but has become a phobia for
most students Olarinmoye, (2000). Many factors have been attributed to this
situation. Some of these factors include: students’ negative attitude towards
Physics, students’ lack of interest in Physics and the teaching and learning of
the subject Akanbi, (2003), Asikhia, (2010). Physics is perceived to be a
difficult course because of its abstract nature Isola, (2010). Physics subject
students usually performed poorly in all level of the educational system. As
observed by Askhia, (2010), that the trend in the enrolment and performance
of secondary school students in science subjects, especially Physics assumed
threatening and frightening dimension.
Statement of the problem
Performance of Ghanaian students in physics has been generally and
consistently poor over the years Anamuah-Mensah, (2007). The performance
statistics by West Africa Examination Council (WAEC) from 2003 to 2009
shows that majority of the physics candidates did not obtain the pass grade
(A1 – C6) to qualify for admission to tertiary education WAEC, (2003 –
2009). This high failure rate of S.H.S. students in physics results into little
number of students continuing physics at the university level Olonade, (2000).
Similarly, the performance of S.H.S. students in physics in the KEEA district
in the Central Region of Ghana has constantly not been encouraging over the
few years WAEC, (2007 – 2009). The trend in performance indicates that
from 2011 to 2012, out of 950 candidates who sat for the WASSCE physics
papers 375 (39.5%) obtained grade A – D7. As compared to biology where
747 (78.62%) candidates obtained A1 – C6 and chemistry where 799
(84.15%) obtained A1-C6. From 2012 to 2013, 432 (47.5%) candidates, out of
910 who sat for the WASSCE physics papers, obtained grade A1 – C6
WAEC, (2012-2013).
Moreover, when compared to WAEC Chief Examiner’s Report for
SHS physics, the results indicated that performance of candidates in physics
was poor WAEC, (2011-2013). The WAEC, (2011) reported that “quite a
number of candidates could not solve mathematical-related problems
accurately” (p. 259) and the WAEC (2012) painted a very gloomy picture of
students’ performance in physics (WAEC, (2012).
The WAEC, (2012) report stated that “poor knowledge of subject matter and
inadequate preparations were some of the weaknesses that adversely affected
candidates’ performance in physics (p. 376).
Although several efforts have been made to improve the performance of
physics and few studies have investigated the factors that account for the poor
performance in physics in the Senior High Schools Osaki, (1999): Wilson,
(2011) and Omari, (2002), students in the KEEA are still not performing well
in physics.
This research therefore sought to find out why SHS students of KEEA
district perform poorly in physics; a means to understand the problem faced by
students and to provide recommendations for improving academic
performance in the three schools and to educational authorities to develop
appropriate strategies to improve their output.
Purpose of the study
The main objective of the study is to investigate factors that influence poor
performance of students in physics in Senior High Schools in KEEA district.
Objectives of the Study
The general objective of this study was to investigate factors that are
responsible for the poor academic achievement of students in Physics in the
KEEA district.
The specific objectives of this study were:
1. To identify students’ attitudes responsible for their poor academic
achievement in physics in some selected Senior High Schools in
KEEA district.
2. To find out education administration issues that contribute to the poor
academic performance of students in physics in some selected schools
in KEEA district.
3. To identify teacher factors and teaching methodology that contribute to
the poor academic performance of students in physics in some selected
schools in KEEA district.
Research Questions
In order to achieve the purpose of this study, the following research questions
guided the study:
1. What are S.H.S. students in KEEA district perception of physics?
2. What are Physics students in S.H.S. in KEEA district perception of their
teachers’ teaching?
3. What school resources and facilities are available for the teaching and
learning of Physics in S.H.S. in KEEA district?
Significance of the study
It was envisaged that the findings of this study had both theoretical and
practical implications for future performance trend in physics in Ghana. The
research provided the basic understanding of theory and practical of education
regarding evaluation. In view of this, this current study was significant in the
following ways:
First, the study was expected to contribute to the advancement of
knowledge about performance enhancement in physics. It also highlighted the
factors influencing students’ performance in physics in WASSCE.
Secondly, the finding of this study was expected to be of great
significance to the practicing teachers, teacher educator and administrator who
may need to understand the current strategies for students Education
examinations.
Thirdly, the study further outlined factors causing dismal performance
in WASSCE in secondary schools in Ghana. The research findings was of
great value in schools to the administrator, stakeholder and teachers who will
train their personnel on factors that influence students’ poor performance in
WASSCE.
Finally, the study was of benefit to the ministry of education and
school administration who will gain intervention measures for pursing
WASSCE performance in senior high schools.
Limitation of the study
The study was carried out under the following limitations:
(i) The sample size and scope further affected the generalization of the
findings of the study.
(ii) The researcher was unable to control the attitudes of the respondents as
they respond to the instruments and this may lead to biasness.
(iii) The study was limited to 90 students selected from the three Senior High
Schools in KEEA.
Delimitation of the study
The following were the delimitations of the study:
First, the study was limited to 3 public Senior High Schools taking WASSCE
in KEEA only.
Secondly, the study involved physics students in KEEA only.
Private schools and physics students in private schools were not included in
the study.
Definition of significant terms
It is important to define some key concepts that have been used in order to
clarify the context within which they are being used in this study.
a. Academic achievement:
This refers to a successful accomplishment or performance in a
particular subject area. It is indicated by grades, marks and scores of
descriptive commentaries. It includes how students deal with their
studies and how they cope with or accomplish different tasks given to
them by their teachers in a fixed time or academic year Hawis and
Hawes, (1982), Dimbisso, (2009). In order to avoid monotony,
different terms such as academic performance, student performance are
used in this study. All meant to refer to academic achievement.
b. Low Academic Achievement:
This refers to a situation in which the student performs below his or
her potential in both class tests and WASSCE, resulting in low levels
of knowledge acquisition that fall short of what is required to
successfully complete Senior High School and continue to University
level in the country. The concept is interchangeable with poor
academic performance in this study.
c. School Resources and Facilities factor:
Refer to the quality of the physical environment, buildings and
facilities. Students’ perceptions of their school environmental influence
on their academic performance and engagement in school.
d. Teacher factors:
Refer to his/her commitment to teaching, qualification and experience,
his or her mastery of the subject matter and methods of teaching.
Teacrs are believed to be the major source of knowledge for students
as well as the main actors in educational curriculum implementation
Anamuah-Mensah, et al, (2007).
e. Student’s Characteristics:
Refer to student well-being, perception of the school environment,
interest, feelings, motivation, involvement in scholastic and cocurricular activities and efforts of students, perception of students’ on
parental support and involvement, and locus of control in all areas have
significant effects on a students’ academic achievement Engin-Demir,
(2009).
f. Attitude:
According to Oxford Advanced Learner’s Dictionary, attitude is defined as the
way one thinks and feels about something or somebody especially as shown
by their behavior.
g. School-based factors:
Refer to student factors, teacher characteristics and school resources
and facilities that have influence on the academic performance of
students.
Organization of the study
The research was organized in five chapters.
Chapter one provided details about the background of the study,
objectives of the study, research questions, limitations of the study,
delimitations of the study, basic assumptions and definition of significant
terms in the study and finally the organization of the study.
Chapter two presented interactive review of publications on schoolbased factors influencing students’ performance in physics in WASSCE.
Chapter three was made up of the research design and methodology,
population, sample size and sampling procedure, research instruments,
validity, reliability, data collection procedure and data analysis.
Chapter four presents data analysis, interpretation and discussions.
Finally, Chapter five dealt with the summary of the study, research findings,
conclusions, recommendations and suggestions for further research.
CHAPTER TWO
REVIEW OF RELEVANT LITERATURE
Overview
This section gave a review of literature that provided insight into
factors influencing poor performance of SHS physics students in KEEA
district. The review of this study focused on Students’ Attitude and Academic
Performance, Teacher Characteristics and Academic Performance, School
Resources and Facilities and Academic Performance.
Students’ Attitude and Academic Performance
Teaching-learning transactions in the classroom is a contributing factor
to the students’ attitude towards physics. Current theories of learning hold the
view that learning is an inmate, active and constructive goal-oriented process
which every individual is involved and in which the cognitive and emotive
parts of the human brain are engaged in complementary manner, Anderson,
(2007). Observations of formal lessons in schools suggest that, rather than
guide the lesson on a process in which all students are actively involved, most
teachers hijack the exercise and convert it into a one-way mechanical flow of
knowledge from the teacher to the student, with most students playing a
passive role Somerset, (1987).
The daily achievements of the students in class work boot their
confidence in handling science subjects especially the ‘hands on activities’ in
the laboratory SMASSE, (2009). One of the most important factors for
improving performance is students’ involvement Polya, (2011). By
involvement, it means how much time, energy and effort students devote to
the learning process Mthethwa, (2011). There is a good deal of research
evidence to suggest that the more time and efforts students invest in the
learning process and the more intensely they engage in their own education,
the greater will be their growth and achievement, their satisfaction with their
educational experiences and their persistence in school, and the more likely
they are to continue their learning Umameh, (2011).
Students are unlikely to learn unless they are somehow involved in the
process of learning; they seldom learn much when they are treated as simply
as passive receptors Obodo, (2012). For Bush, (2009) students bring to the
instructional setting their abilities, motivational propensities, personal
background; home background, community values and these can mar or make
or supersede teachers’ intervention of whatever ability. Osafelintic, (2009)
posits that if a student has a positive attitude towards physics, he/she will not
only enjoy studying it but will also derive satisfaction from the knowledge of
the physics ideas he/she gains. Obodo, (2012) explains further if a student has
a positive attribute towards physics, he/she will definitely be interested in its
teaching and learning.
Teachers Characteristics and Academic Performance
The role of teacher is very important in any teaching exercise
especially since his/her direct participation can
range from complete control over what is learned to minimal intervention. A
teacher can impact students learning in different regards. However, among this
the way and how he delivers the subject or methodology is directly related to
learners Selim, (1983). The means or strategies employed by teachers in an
attempt to impact knowledge to the learner are referred to as methodology.
Therefore, teachers planning should include:
1. Choice of appropriate teaching material
2. Choice of appropriate teaching method
3. Intensive research on the topic to be taught
4. Determination of the objectives for the lesson
Poor academic performance in physics could be attributed to many
factors among which teacher’s strategy itself was considered as an important
factor Nega, (2012). This implies that the mastery of Physics concepts might
not be fully achieved without the use of instructional materials. The teaching
of physics without instructional materials may certainly result in poor
academic performance Basses, (2002). Teachers use resources to enhance
learner's participation in class activities for effective learning Klier, (2005).
According to Agosiobo, (2007), the use of teaching resources is important
because they motivate learners to learn as they offer stimulus variation and
assist in sustaining learners' attention throughout the lesson. Learning
resources clarify information, sometimes a concept may be complex and
words alone cannot offer a clear explanation. Instructional materials stimulate
lively class discussion after watching a film in a class or listening to a radio.
They also challenge independent thinking especially when used individually in
an assignment or as a class activity.
Learning resources also increase learning and generate more interest
and create a situation where the learner would fully engage in classroom and
outdoor activities. The adequate use of learning resources also gives the
learner a practical experience which can help selection of learning concepts
more easily. Miller and Seller, (2006) assert that instructional materials are
critical ingredients in learning and the intended programme cannot be easily
implemented without them. Instructional materials provide information and
opportunities for pupils to use what they have learnt, without resource
materials and facilities, the teacher may not be able to set the objectives that
he would like his students to attain. It would mean that students cannot be
taught using the most suitable methods. The learning of physics is largely
dependent on the role of the teacher as an instructor or facilitator Nespor,
(1994). Teacher’s professional competence determines the academic and
professional qualifications of the teacher, content knowledge and teaching
approach/pedagogy a teacher uses and how effective the teacher will use the
approach. The learners’ age determines what they are taught and what they
can learn and the type of school (public or private) as teaching environment
affects the learning outcomes Scheerens, (2009). Compared to the significant
influence of a good teacher, academic qualifications and systematic in-service
training, the teacher’s age, sex and a pre-service professional training have
only minimal influence on the student’s achievement Nord & West, (1997).
As emphasized by Darling-Hammond, (2000), Thoreson et al, (2001) and
Goldhaber & Anthony, (2003), a contemporary view of teaching also includes
professional activities on the school level which have greater impact on
student achievement.
Also, classroom climate (teacher and students’ relationships) is used
for its strong influence on cognitive and motivational aspects of student
learning Scheerens, (2009).
Science is about constructing meaning out of knowledge. It is not a simple
matter for a teacher to ascertain whether or not a child has understood the
concept, because the construction of knowledge comes about through the need
to assimilate, translate, and accommodate knowledge into various bodies of
existing ideas Clark, (1972). Scientific claims do not depend on interpretation
of events but also on our understanding of the concepts like ‘atmospheric
pressure’, Kariuki, (2007).
Resources (Institutional Facilities) and Academic Performance in physics
Generally, education deals with the development of humankind in so many
ways. In this process, education is being given to students with different
methods namely Teaching, Demonstration, Laboratory Practice, Field Study
and etc. Most effectively, the struggle to study physics is the main aim of the
student in the physics teaching and learning process Mallory, (2004) and Al-
Mathen et al, (1992). However, for this achievement, students need so many
infrastructure facilities at the SHS to acquire sufficient knowledge in Physics.
Student’s number has been increased in the SHS but basic facilities are not
being increased and improved. Findings stressed that a professionally qualified
physics teacher no matter how well trained would be unable to put his ideas
into practice if the school setting lacks the equipment and materials necessary
for him or her to translate his competence into reality.
The School learning resources include, print electronic, models and multimedia, print media which refers to books, magazines, newspaper, chart, map
and posters. The print media make learning practical and the learners can see
models which make learning real or represent real things. Learning materials
are meant to stimulate the total growth and development of children.
Utilization of learning resources and performance are closely related because
learners are able to master the learning strategies. This mastery comes after
learners are exposed to a number of objects. Lowe, (2009) recommends that
learners should be allowed to learn in a way which suits the preferred style of
learning. Through the use of variety of learning resources, learners are given
an opportunity to learn their own learning style. Interactive displays in the preschool and collections of carefully selected resources, entice the learners to
explore a wide range of ideas
On the other hand, Frazer et al, (1992) opined that science is resource
intensive, and in a period of economic recession, it may be very difficult to
find some of the electronic gadgets and equipment for the teaching of Physics
in SHS adequately Amin, (2005).
Summary of Literature Review
This study intended to investigate the extent to which factors such as;
students’ characteristics, teacher factors, and school administration factors,
influence poor performance in physics in WASSCE. Different scholars have
done several researches on the same topic yielding different results. The
reviewed literature indicated that administration style of the head teachers
influence performance positively or negatively. On analysis of qualification of
teachers other studies established that characteristics such as; qualification, inservice training, age, experience and tenure of service in the school influence
performance of students. Other studies also found that effective teaching and
learning resources is influenced by availability, quality and variety of relevant
teaching materials which influence performance in WASSCE. Other studies
also mention students’ performance as being affected by frequent transfer of
teachers, shortage of teachers, and students’ attitudes towards learning, the
shortage of teacher which was found to hamper the provision of quality
education in schools leading to dismal performance in WASSCES. Therefore
the current study was expected to enrich the literature review on schools based
factors that influence student’s performance. Secondly, the study was based on
Senior High Schools in KEEA district.
CHAPTER THREE
RESEARCH METHODOLOGY
Overview
This outlined the research methods that were used in the study
including the research design, sampling techniques and procedures, population
definition, instrumentation. It also described the data sources including the
methods of data collection, ethical concerns and data handling procedures.
Research Design
The survey design was employed for this study. This design was
considered most appropriate since questionnaire was the main instrument that
was used for data collection from the segment of the population of interest.
Similarly, survey was more economical since different subjects were studied
at the same time Mitchell and Jolley, (2004). Also, findings from the study
were generalized for the entire population (all physics students in KEEA
district). The design of the study was descriptive survey, because it was only
interested in describing and collecting data on facts about ‘Investigating
factors influencing poor performance of students in physics in Senior High
Schools in KEEA.
Population of the study
The accessible population was final year physics students of Senior
High Schools in KEEA district. The final year students were targeted because
these students would have experienced physics teaching for almost three years
and were therefore be in the position to share their experiences in relation to
the teaching and learning of physics.The number of 3rd year physics students
taken from each school has been tabulated below.
30
physics
students

School A

School B

School C
from
Population
90 physics students from all
three schools
each school
Source: Administration; Students’ Records Office from each school
Sample and Sampling Procedures
The sample size was 90 (i.e. taking 30 respondents from each of three
schools) since it reflected the limit of our budget. Thirty (30) physics students
were selected from each school. A list of all names of 3rd year physics students
was accessed with permission from the students’ records section and the
administration in each school. A consecutive number from 1 was assigned to
the last number of the population in each school. Random numbers were
obtained using random number tables. This list of random numbers was then
used to select the required sample size of 30 out of the population in each
school. There were 90 respondents that were sampled out of a total of 134 3rd
year physics students in all the schools.
Demographic Characteristics of the Respondents
This section deals with the demographic characteristics of the
respondents who were physics students in the School A-School B-School C
District in the Central Region of Ghana. The demographic characteristics of
the respondents which were considered in this section were gender, age,
school and class. These demographic characteristics are discussed in Tables .
Table 1: Gender of the Respondents
Gender
Frequency(N)
Percentage(%)
Male
50
58.1
Female
36
41.9
Total
86
100.0
Source: Field Data, 2016
Table 1 shows the gender distribution of the respondents. The Table
shows that 50(58.1%) of the respondents were males whilst 36(41.9%) of the
respondents were females. This means that more males were involved in the
study that females.
Table 2: Age of the Respondents
Age
Frequency(N)
Percenatge(%)
15 years and below
1
1.2
16-20 years
82
95.3
Above 20 years
3
3.5
Total
86
100.0
Source: Field Data, 2016
Table 2 shows the age distribution of the respondents. According to the
Table, majority (95.3%) of the respondents were between 16-20 years whilst
3(3.5%) of the respondents were above 20 years and only 1(1.2%) of the
respondents was either 15 years or below. This means that majority of the
respondents are relatively old enough to provide responses which are
appropriate for this study.
Table 3: Schools of the Respondents
Schools
Frequency(N)
Percenatge(%)
School A
29
33.7
School B
29
33.7
School C
28
32.6
Total
86
100.0
Source: Field Data, 2016
Table 3 shows the schools of the respondents. From Table 3,
29(33.7%) of the students were sampled from School A, 29(33.7%) of the
students were from School B whilst 28(32.6) of the respondents were from
School C. This shows that all the schools from which the students were
sampled from were mixed in nature. It is also important to note that all the
students were sampled from 2 Science 1 and 2 Science 2 with each class
providing 50% of the respondents.
Research Instrument
A questionnaire was used and was deemed most appropriate for the
study. Questionnaires are easy to administer, low cost in terms of money, and
respondents’ anonymity was assured, friendly to complete and fast to score
and therefore took relatively less time from researchers and respondents. The
questionnaire was designed for 3rd year physics students.
The questionnaire was made of 20 structured items for 3rd year physics
students. The items were rated on a 5-point likert scale having these options;
strongly agree (SA), Agree (A), Disagree (DS) and Strongly Disagree (SD). A
total of 90 questionnaires were distributed. These questionnaires were given to
the above mentioned schools among the 3rd year physics students on the
factors which might be influencing poor performance in physics in the school.
The questionnaires were closed ended questions so that respondents included
rich information including feelings, attitudes and understanding of the subject.
Most of the items were close-ended to maintain physics students’ and physics
teachers’ focus on specific areas of the study for easy comprehension and
efficient analysis.
Validity of the instrument
According to Anastasi, (1988), it is almost axiomatic that the choice of
validation mechanism will primarily depend on the purpose of the test
instrument. Considering the main function of the instrument developed in this
study, the researcher used the construct validity as the most suitable approach
for establishing the validity. Construct validity of a measure is directly
concerned with theoretical relationship of a variable with other variables. The
questionnaires were read through by lecturers within the department so as to
detect lack of clarity in the phrasing of the questions and to enhance the
comprehensibility of the items.
Reliability of the instrument
The SPSS software was used to determine the reliability of the items in
the questionnaire. The reliability coefficient was calculated using the
Cronbach - alpha formula. The set of scores were also be correlated to yield an
internal consistency using the same Cronbach - alpha formula. All the items
were constructed using simple language to avoid any ambiguity that might
arise. This is to ensure that all respondents understand items in the
questionnaire.
Data collection procedure
The study used primary data that was obtained through selfadministered questionnaires. A duly signed introductory letter was collected
from the Department of Science and Mathematics Education. The letter sought
permission to collect data from the schools (School A, School B and School
C). Copies of the introductory letter were given to the heads of these schools
who gave the permission to administer copies of the questionnaires to the 3rd
year physics students. The 3rd year physics students were briefed on the
rationale behind the exercise before copies were given to them. The
questionnaire was then administered to the 3rd year physics students. The
respondents were asked to give a response to all items on the questionnaire
base on their level of agreement or otherwise. The questionnaires were then
collected for further discussions.
Data Analysis
The response to the items posed in the questionnaires was collected,
compiled, sorted, classified and tabulated with regards to the response from
each school. The responses were be grouped according to the research
question each item answered. In the analysis of the data collected, each
completed questionnaire, coded with numerical value, was keyed into the data
view of the statistical package for the social sciences (SPSS) computer
software, described by Youngman, (1979); and Bryman and Crommer, (1990).
This data inputted were converted into frequency counts and simple
percentages, and charts which were used to address the research questions
posed in the study.
CHAPTER FOUR
RESULTS AND DISCUSSION
Overview
This chapter is devoted to the presentation and discussion of the results
collected from the field. The chapter has two sections. The first section deals
with the demographic characteristics of the respondents. The second section
focuses on the discussion of the main data to answer the research questions
that underpins the study.
KEEA SHS students’ perception of physics.
Research question one sought to find out the perception students have
towards physics as a subject of study. In order to address this research
question, a five point likert scale with responses ranging from strongly agree
to strongly disagree questionnaire was administered to the students. The
responses of the students which have been analysed into frequencies and
percentages are presented in Table 4.
Table 4: S.H.S. Students in KEEA District Perception of Physics
Response
Statement
SA
A
U
D
SD
N (%)
N (%)
N (%)
N (%)
N (%)
26(30.2)
50(58.1)
4(4.7)
6(7.0)
0(0.0)
16(18.6)
34(39.5)
7(8.1)
21(24.4)
8(9.3)
I don’t like physics
26(30.2)
44(51.2)
5(5.8)
8(9.3)
3(3.5)
Physics is boring
9(10.5)
21(24.4)
9(10.5)
31(36.0)
16(18.6)
Physics lessons are
too abstract
I find it difficult
to understand
physics lessons
I hardly learn physics
15(17.4)
36(41.9)
5(5.8)
21(24.4)
9(10.5)
I feel helpless when doing
15(17.4)
31(36.0)
6(7.0)
24(27.9)
10(11.6)
Physics experiments are 26(30.2)
41(47.7)
4(4.7)
8(9.3)
7(8.1)
physics home works
boring
Source: Field Data, 2016
N: Frequency
%: Percentage
Table 4 presents the perception students have towards physics as a
subject of study. From Table 4, 76(83.4%) of the respondents agreed that
Physics lessons are too abstract whilst 6(7.0%) of the students disagreed to the
statement that Physics lessons are too abstract. This means that students do not
understand the concepts well and become bemuse since they consider it
abstract. By implication, students may struggle to understand physics lessons.
It was therefore not surprising that 50(58.1%) of the respondents agreed that
they find it difficult to understand physics lessons whilst 29(33.7%) of the
respondents disagreed that they find it difficult to understand physics lessons.
The lack of understanding of the students in Physics lessons is likely to affect
their like or dislike for the subject. From the responses as shown in Table 4,
60(81.4%) of the respondents agreed that they don’t like Physics whilst
11(12.8%) disagreed that they don’t like Physics and 5(5.8%) of the
respondents were uncertain.
This could imply that students do not do well in Physics because they
dislike the subject and this may influence how they learn the subject. As
evident from their responses, 51(59.3%) of the respondents agreed that they
hardly learn physics whilst 30(34.9%) of the respondents disagreed to the
statement that they hardly learn Physics. Students hardly learn Physics due to
the fact that they feel helpless when studying Physics especially if it relates to
their home works. As can be seen from the table 4 in which, 46(53.4%) of the
respondents agreed that they feel helpless when doing physics home works
whilst 34(39.5%) of the respondents disagreed.
In spite of the negative perception (such as physics is boring, physics is
difficult and physics is too abstract) of students towards the study of Physics,
47(54.7%) of the respondents disagreed that as a subject of study, Physics is
boring whilst 30(34.9%) agreed that Physics is boring. This means that
although the students have negative perception about the subject, they
consider the content of the subject as interesting. By implication, the negative
perception of the students towards the study of Physics in the Senior High
Schools is caused by some factors that are not related to the content of the
subject. Although the students do not consider Physics as boring, majority
(77.9%) agreed that Physics experiments are boring whilst a few (17.4%) of
the students disagreed. This could imply that equipment available at the
laboratory the difficulty that is involved in performing physics experiments
influence students to think that Physics experiments are boring.
KEEA SHS students’ perception of their teachers’ teaching
Research question two sought to find out the perception of SHS
students in KEEA towards their teachers’ teaching of Physics. In order to
address this research question, a five point likert scale questionnaire was
administered to the students. The responses of the students which have been
analysed into frequencies and percentages are presented in Table 5.
Table 5: Physics Students in S.H.S. in KEEA District Perception of their
Teachers’ Teaching
Response
Statement
SA
N (%)
My physics teacher hardly
A
U
D
SD
N (%)
N (%)
N (%)
N (%)
uses teaching and learning 23(26.7)
materials
when
32(37.2)
4(4.7)
19(22.1)
8(9.3)
57(66.3)
1(1.2)
2(2.3)
1(1.2)
33(38.4)
4(4.7)
15(17.4)
10(11.6)
22(25.6)
6(7.0)
23(26.7)
17(19.8)
49(57.0)
9(10.5)
8(9.3)
4(4.7)
60(69.8)
2(2.3)
8(9.3)
5(5.8)
32(37.2)
5(5.8)
15(17.4)
12(14.0)
19(22.1)
6(7.0)
21(24.4)
15(17.4)
teaching
physics.
The teacher hardly creates the
opportunity for me to actively 25(29.1)
participate in physics class.
The teacher hardly takes us on
field trips for the purpose of 24(27.9)
learning physics.
The teacher hardly performs 18(20.9)
physics experiments with us.
My
teacher
does
not 16(18.6)
demonstrate mastery over the
physics contents
My physics teacher does not
motivate us to learn and read 11(12.8)
other physics related books.
We hardly solve a lot of 22(25.6)
physics problems in class.
We don’t often work in 25(29.1)
groups
during
physics
lessons.
Source: Field Data, 2016
N: Frequency
%: Percentage
Table 5 shows the perception of SHS students in KEEA towards their
teachers teaching of Physics. The Table shows that the students have negative
perception towards their teachers’ teaching of Physics. As shown in Table 5,
55(64.0%) of the respondents agreed that their physics teachers hardly use
teaching and learning materials when teaching physics whilst 27(31.4%) of the
respondents disagreed to the statement that their physics teachers hardly use
teaching and learning materials when teaching physics.
This means that the teaching and learning of Physics in the Senior
High Schools is rarely involves the use of teaching and learning resources. Not
only do teachers avoid the use of instructional resources in the teaching and
learning of Physics, they also use instructional resources that neglect the
students from the teaching and learning process. As evident from the Table,
82(95.0%) of the respondents agreed that their teachers hardly create the
opportunity for students to actively participate in physics class whilst 3(3.5%)
of the respondents disagreed. This confirms the findings of Somerset (1987)
that rather than teachers being guide in the lesson on a process in which all
students are actively involved, most teachers hijack the exercise and convert it
into a one-way mechanical flow of knowledge from the teacher to the student,
with most students playing a passive role.
Also, majority (82.6%) of the respondents agreed that physics teacher
does not motivate them to learn and read other physics related books whilst a
few (15.1%) of the respondents disagreed. This means that students are not
motivated by their Physics teachers to learn and read physics related books
that can enhance their academic performance. This confirms the findings of
Agosiobo, (2007) that most science teachers do not motivate students in the
teaching and learning process. Similarly, 54(62.8%) of the teachers agreed that
they hardly solve a lot of physics problems in class whilst 27(31.4%) of the
respondents disagreed that they hardly solve a lot of physics problems in class.
This means students do not get the opportunity to learn how they should
answer physics questions in examinations from their teachers. Neither do
teachers use collaborative learning to engage students. From their responses,
44(51.2%) of the respondents agreed that they don’t often work in groups
during physics lessons whilst 36(41.9%) of the teachers disagreed. This is
consistent with the findings of Scheerens (2009) that most teachers do not
allow students to work in groups and this affect the performance of the
students.
Again, 57(66.3%) of the respondents agreed that the teacher hardly
takes them on field trips for the purpose of learning physics whilst 25(29.1%)
of the respondents disagreed that the teacher hardly takes them on field trips
for the purpose of learning physics. This means that although there are various
avenues where teachers can take students to have experience of the theories
they have been learning in the classroom, the teachers hardly undertake such
exercise and this will obviously affect the perception of the students towards
the subject. However, the students were equally uncertain in their responses as
to whether the teachers’ perform physics experiments with them or not as
40(46.5%) agreed to the statement whilst 40(46.5%) of the respondents
disagreed.
Lastly, majority (75.6%) of the respondents agreed that their teacher
does not demonstrate mastery over the physics contents whilst a few (14.0%)
of the respondents disagreed. This means that teachers do not even show to
students that they know the content they teach. This may affect how students
learn and appreciate the subject and hence their perception about their
teachers’ teaching. As said by Thoreson et al, (2001) science is about
constructing meaning out of knowledge but science teachers lack the
knowledge for teaching the subject especially if the spend beyond six years in
the teaching profession after their training.
School resources and facilities available for the teaching and learning of
physics in SHS in KEEA District.
Research question three sought to find out from the students the school
resources and facilities available for teaching and learning of Physics in the
Senior High Schools. In order to address this research question, a five point
likert scale questionnaire was administered to the students. The responses of
the students which were analysed into frequency and percentages is presented
in Table 6.
Table 6: KEEA SHS students’ perception on school resources and
facilities available for the teaching and learning of physics
Statement
Response
SA
A
U
D
SD
N (%)
N (%)
N (%)
N (%)
N (%)
42(48.8)
30(34.9)
0(0.0)
5(5.8)
9(10.5)
There are inadequate equipment 37(43.0)
32(37.2)
2(2.3)
9(10.5)
6(7.0)
27(31.4)
5(5.8)
12(14.0)
7(8.1)
22(25.6)
3(3.5)
9(10.5)
9(10.5)
22(25.6)
3(3.5)
4(4.7)
9(10.5)
There are inadequate
teaching and learning
materials for
teaching physics.
in the physics lab
There are very few physics text 35(40.7)
books in the school library.
There
are
insufficient
computers in ICT lab to aid the 43(50.0)
teaching
and
learning
of
physics.
There are very few physics lab
technicians to guide students 48(55.8)
during physics experiments.
Source: Field Data, 2016
N: Frequency
%: Percentage
Table 6 presented the views of the students with regards to the school
resources and facilities available for teaching and learning of Physics in the
Senior High Schools. The Table shows that 72(83.7%) of the respondents
agreed that there are inadequate teaching and learning materials for teaching
physics whilst 14(16.3%) of the respondents disagreed with the statement that
there are inadequate teaching and learning materials for teaching physics. This
means that resources that supports the teaching and learning of physics in the
Senior High School is not available. It is also realize from the responses that
the equipment at the laboratory are inadequate. Majority (80.2%) of the
respondents agreed that there are inadequate equipment in the physics lab
whilst a few (17.5%) of the respondents disagreed to the statement.
Also, 67(74.4%) of the respondents agreed that there are very few
physics text books in the school library whilst 19(22.1%) of the respondents
disagreed. Students will therefore have to really mainly on the information
received from their teachers. This information may not be adequate to aid the
students learning of the subject. This therefore has the probability of affecting
the academic performance of the students. Again, 65(75.6%) agreed that there
are insufficient computers in ICT lab to aid the teaching and learning of
physics whilst 18(21.0%) of the respondents disagreed. Lastly, 70(81.4%) of
the respondents agreed that there are very few physics lab technicians to guide
students during physics experiments whilst 13(15.2%) of the respondents
disagreed that there are very few physics lab technicians to guide students
during physics experiments. This means that there are few lab technicians to
operate in the already inadequate laboratories. This may therefore hamper
students learning of the subject as their number will exceed the lab
technicians. By implication, some students would have to learn the practical
on themselves as they may not get support from either teachers or lab
technicians.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This chapter presents the summary of the research work study. It also
summarizes the major findings and presents the conclusions that were drawn
from the study. The chapter further outlines the recommendations that are
made by the researchers on the basis of the findings.
Overview of the Study
The general objective of this study was to investigate factors
influencing poor academic achievements of SHS students in Physics in the
KEEA district. The study employed the descriptive survey design. The simple
random sampling techniques were used to sample 90 respondents for the
study. Questionnaire designed by the researchers was used to elicit responses
for the study. Data collected from the respondents were analyzed into
frequency percentages to help answer the research questions that were posed
to guide the study.
Key Findings
The following are the key findings that emerged from the study:
1. On the research question one, the study found that students have
negative perception towards Physics as a subject of study. The students
therefore find Physics lessons as too abstract and difficult to
understand, boring and feel helpless when doing physics home works.
2. On the research question two, the study found that the students have
negative perception towards their physics teachers’ teaching. The
students agreed that their physics teachers hardly use teaching and
learning materials when teaching physics, their teachers hardly create
the opportunity for students to actively participate in physics class,
their teachers hardly take students on field trips for the purpose of
learning physics, their teachers hardly perform physics experiments
with students, their teachers do not demonstrate mastery over the
physics contents and do not motivate students to learn and read other
physics related books, and hardly solve a lot of physics problems in
class with the students.
3. On the research question three, the study found that there are
inadequate teaching and learning materials for teaching physics,
inadequate equipment in the physics lab, very few physics text books
in the school library, insufficient computers in ICT lab to aid the
teaching and learning of physics and very few physics lab technicians
to guide students during physics experiments.
Conclusions
From the data and the results of the study, it can be concluded that
students poor performance in physics is affected by their negative perception
(physics is boring, physics is difficult to understand, physics is abstract)
towards the learning of physics.
On the perception of SHS students in KEEA towards their
teachers’ teaching of physics, it can be concluded that students’ poor
performance in physics is affected by teachers’ characteristics such as
teacher’s inability to frequently use teaching and learning resources when
teaching, and teacher’s inability to solve a lot of physics problems in class.
From the data and results of the study, it can be concluded that
students’ poor performance in physics is affected by inadequate school
resources and facilities.
Recommendations
Based on the key findings of the study and the conclusions drawn, the
following recommendations are made:
1. Students in Senior High Schools should be exposed by the physics
teachers continually to challenging life situations about the benefits of
physics. This will help shape their attitude positively toward physics as
a subject of study. Furthermore, the teacher training institutions that
train physics teachers for the senior high schools should ensure that
teachers are well equipped with the knowledge and skills desirable for
teaching the subject in the senior high schools.
2. Head of schools, teachers and parents should team up to acquire
appropriate instructional resources to aid the teaching and learning of
physics. Again, teachers should be encouraged to improvise in
situations where teaching and learning resources are not available. This
will help fill the gap created by the unavailability of instructional
resources. Again, the Ghana Education Service should make it a policy
that all physics teachers use appropriate teaching and learning
resources to teach physics on daily basis. This can be achieved by
improving the instructional supervisory practices undertaken by
schools heads and circuit supervisors. In effect, this will force teachers
to constantly employ instructional resources in teaching.
Suggestions for Further Studies
This study sought to investigate factors that are responsible for the
poor academic achievement of students in Physics in the KEEA district. In
order to further extend literature in this area, the following areas are suggested
for further studies:
1. A more comprehensive study on the same topic should be
conducted on a larger sample size across regions so that the
findings can be generalized for the whole country.
2. A Qualitative and quantitative approaches should be used to
replicate the current study to find out if the results would be the
same.
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Physics Education, 37(1), 18-24.
Appendix I
This questionnaire is designed to gather data about factors influencing poor
performance of SHS students in physics in KEEA District. You are kindly
requested to tick (√) the appropriate response or respond as indicated.
QUESTIONNAIRE TO INVESTIGATE FACTORS INFLUENCING
PERFORMANCE OF STUDENTS IN PHYSICS
This questionnaire seeks to solicit information from physics students
concerning some possible factors influencing performance of students in
physics in KEEA district. The responses gathered from this questionnaire will
help to unveil some of the possible factors that influence performance of
students in physics. You are assured that your responses and identity will be
kept confidential and anonymous.
Thank you for your cooperation.
SECTION A: DEMOGRAPHICS
Please tick [√ ] the appropriate responses
1. Sex:
2. Age:
Male [ ]
Female [ ]
15 years and below [ ] 16-20years[ ] Above 20 years [ ]
3. School: ………………………………………………………
4. Class: ………………………………………………………
5. Type of school:
Boys [ ]
Girls [ ]
Mixed [ ]
SECTION B: Students’ Perception of physics
Please indicate the extent to which you agree or disagree with the following
statements by ticking [√] the response that is most appropriate to you.
Response
STATEMENT
Strongly
Agree
1. Physics lessons
are too abstract
Agree
Uncertain
Disagree
Strongly
Disagree
2. I find it difficult to
understand physics
lessons
3. I don’t like
physics
4. Physics is boring
5. I hardly learn
physics
6. I feel helpless
when doing physics
home works
7. Physics
experiments are
boring
SECTION C: Students’ views on the teaching of physics
Please indicate the extent to which you agree or disagree with the following
statements by ticking [√] the response that is most appropriate to you.
Response
STATEMENT
Strongly
Agree
8. My physics teacher
Agree
Uncertain
Disagree
Strongly
Disagree
hardly uses teaching
and learning materials
when teaching
physics.
9. The teacher hardly
creates the opportunity
for me to actively
participate in physics
class.
10. The teacher hardly
takes us on field trips
for the purpose of
learning physics.
11. The teacher hardly
performs physics
experiments with us.
12. My teacher does
not demonstrate
mastery over the
physics contents
13. My physics teacher
does not motivate us to
learn and read other
physics related books.
14. We hardly solve a
lot of physics
problems in class.
15. We don’t often
work in groups during
physics lessons.