CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSION OF RESULTS
4.0 Introduction
This chapter presents and discusses the response to the data collected in relation to the
performance of senior high school physics students in practical work. The study aimed at
investigating the Effectiveness of Physics Practical in Supporting Physics Learning in Senior
High School in Bongo District. Results discussed in this section were obtained from a sample
of 216 elective physics students selected from senior high schools in Bong District of the Upper
East Region of Ghana. The study was guided by four Research questions and four Research
Hypothesis.
Data Presentation
4.1 PRESENTATION AND INTERPRETATION OF RESULTS
The chapter presents how the findings were analysed in the study. It summarizes the results
from the respondent’s responses to the questionnaire and the pilot test. A sample of teachers
were given the questionnaires to fill and returned them back to the researcher. A pilot test was
also organised for the students and their marks were recorded. The findings from the
questionnaires and the pilot test were presented using tables. The analyses were done using;
Frequency, percentages, mean, standard deviation and variance. The Statistical Tool used for
the analyse was the Statistical Package for The Social Sciences (SPSS 20) software.
4.1.1 Demographic Characteristics of the Respondents (Teachers)
The demographic characteristics of the respondents were the background information of the
respondents. These background information helps the researcher to better understand the
composition or the behaviours for the purposes of the research. They include the following;
sex, age, professional qualification, academic qualification, major area of studied, school of
respondents, working experience, number of class handle, class size, number of science
laboratories and main resources (TLM’S).
4.1.1.0 Distribution of gender and age (respondents)
The respondents were grouped base on their gender and age range. From the questionnaire, the
question one and two demands gender and age rang of the respondents respectively. Table 4.0
below shows the gender and age range of the respondents in the study.
Table 4.0: Gender and Age Range of Respondents
Variable
Gender
Age
Category
Male
Frequency
22
Percentage (%)
88.0
Female
3
12.0
20 – 25 years
0
0.0
26 – 30 years
4
16.0
31 – 35 years
16
64.0
36 – 40 years
5
20.0
Above 40 years
0
0.0
Source: Field data, (2023).
Table 4.0 shows the distribution of the respondents by their gender and age range in the study.
The data collected instrument was administered to a total of twenty-five (25) respondents and
out of that, 22 (88%) were male and 3 (12) were female. From the results in the table shows
that, male was the majority in physics education. This shows that men do like studying physics
than female which goes to confirmed a study by Olivia Keenan, 2022 that female lacks interest
in studying physics.
Also, the Table shows the distribution of the respondents by their age range in the study. From
the table, 16 (64%) constitute the majority which marked the age range of 31 – 35, 5 (20%) of
the respondents represent the second majority marking the age range of 36 – 40 and 4 (16%)
represent the third majority with age range of 26 – 40 while the age range of 20 – 25 and above
40 being the last with 0%. From the study, all the teachers are within the age range of 28 – 40
meaning they are young and energetic and can help improve physics practical in the various
school. The academic and professional qualification of the respondents will be discussed in the
next section.
4.1.1.1 Academic and Professional Qualification of the respondents
The academic and professional qualification of the respondent were discussed here. This was
base on question three (3) and four (4) of the questionnaire that demand the academic and
professional qualification of the respondents respectively in the study. The academic
qualification was base on Diploma, B. ED/ BSc, M. ED/MSc/MPhil, PHD and Others while
professional qualification was base on B. ED, BSc, Post Dip. ED and Dip. ED.
Table 4.1: Academic and Professional Qualification
Variable
Academic Qualification
Professional Qualification
Category
Diploma
Frequency
0
Percentage (%)
0.0
B. Ed./B.Sc.
25
100
M.Ed./M.Sc./M.Phil.
0
0.0
PhD
0
0.0
Others
4
0.0
B. Ed.
21
84.0
B.Sc.
4
16.0
Post. Dip. ED
0
0.0
Dip. ED
0
0.0
Source: Field data, (2023).
From the above table 4.2, 21 (84%) of the respondent received professional training
representing the majority while 4(16%) of the respondents did not receive professional training
being the minority and all the respondents were degree holders. This means that most of the
teachers in the senior are professional and degree holders. Subject specialised and respondent’s
school will be discussed in the next section.
4.1.1.2 Distribution of respondents by their school and subject specialised.
The respondent’s school of teaching and subject specialised were discussed in this section. The
respondent’s schools are Bongo Senior High and Gowery Senior High. The subjects which
need response from the respondents in this section are six (6) which include; Physics, Integrated
science, Biology, Chemistry, Mathematics and Agriculture science. Table 2 shows the
distribution.
School
N
Percentage (%)
Program
N
Percentage (%)
School A
12
46.0
Physics
1
4.4
School B
13
54.0
Integrated Science
10
40.0
Biology
3
12.0
Chemistry
2
8.0
Agricultural Science
5
20.2
Mathematics
4
16.0
25
100
Total
25
100
Source: Field data, (2023).
Table 4.2 present the distribution of the respondents’ schools that they teach. From the results
in the table, 12 (48%) of the respondents were from School A while 13 (52%) of the
respondents were from School B. The area of study from the results in the table 4.2 shows that,
10(40%) of the respondents studied integrated science which constitute the majority, 5 (20%)
of the respondents studied Agricultural science which constitute the second majority, 4 (16%)
of the respondents studied Mathematics which constitute the third majority, 3(12%) of the
respondents studied Biology which constitute the forth majority while 2 (8%) and 1 (4%) of
the respondents studied chemistry and physics respectively. This shows that, the number of
physics teachers in the senior high are few which needs improvement. The study goes to
confirmed a study by ............. Respondents contact hours and working experience will be
discussed in the next section.
4.1.1.3 Distribution of respondents by their contact hours and working experience
The number of contact hours and their working experiences were discussed. The respondents
were asked tick against the number of contact hours they teach and their working experience
base on the number of years they taught. Table 8 shows the distribution
Table 4.3; Contact Hours and working Experience (respondents)
Contact hours
N
Percentage (%)
Experienced
N
Percentage (%)
1
0
0.0
Less than 1 year
0
0.0
2
0
0.0
1 – 2 years
3
12.0
3
17
68.0
2 – 4 years
12
48.0
4
8
32.0
4 – 6 years
7
28.0
5
0
0.0
More than 6 years
3
12.0
More than 5
0
0.0
Total
25
100
25
100
Source: Field data, (2023).
Source: Field data, Akunmenge Dennis (2023)
Table 4.3 the results shows that, 17 (68%) of the respondents teaches 3 classes, 8 (32%) of the
respondents teaches 4 classes while no one teaches 1, 2, 5 and more than 5 classes. Also, from
the table 4.3, 12 (48%) of the respondents had a working experience from 2 – 4 years which is
the majority, 7 (24%) of the respondents had a working experience from 4 – 6 years which is
the second majority, 3(12%) of the respondents had a working experience from 1 – 2 and more
than 5 years. The next section, the class size and the number of laboratories will be discussed.
4.1.1.4 Distribution of respondents’ Class size and the number of laboratories
The class size and the number of laboratories of the respondent were discussed in this section.
This is in relation to question nine (9) of the questionnaire that seeks to know average class
size of the respondent. The respondent was asked to tick against the average class size of the
respondent. The respondents have seven grouped option to tick against. Also, the number of
science laboratories in the respondent’s school was discussed. This is in relation to question
ten (10) of the questionnaire which seek to know the number of science laboratories in the
respondent’s school. Table 4 shows the distribution.
Table 4.4: Distribution of respondents their class size and the number of laboratories in
their schools
Class Size
N
Percentage (%)
No. of Laboratory N
Percentage (%)
< 20
0
0.0
1
9
36.0
20 – 25
0
0.0
2
16
64.0
26 – 30
0
0.0
3
0
0.0
31 – 35
14
15.0
4
0
0.0
36 – 40
11
44.0
5
0
0.0
41 – 45
0
0.0
6
0
0.0
> 45 years
0
0.0
Total
25
100
25
100
Source: Field data, (2023).
From table 4.8, the results show that, 14 (56%) of the respondents teaches a class size within
31 – 35 students and 11 (44%) of the respondents teaches a class size within 36 – 40 students
while no one teaches a class size less than 20, 20 – 25, 26 – 30, 41 – 45 and more than 46. Also,
the table shows that, 64% of the schools possess two laboratory and on the other hand, 36% of
the schools possessed one science laboratory. The resource used by the respondents in teaching
practical will be discussed in the next section.
4.1.1.5 Distribution of respondents by Main Resource
The main teaching and learning materials used by the respondent in teaching practical physics
were discussed. This is in line of question eleven (11) which demands the respondents main
resources used in teaching practical physics.
Table 4.5: Distribution of respondents by Main Resource.
Main Resources
Number of Respondents
Percentage (%)
Textbook
22
88.0
Charts
3
12.0
Models
0
0.0
Textbooks and charts
0
0.0
Textbooks and Models
0
0.0
Charts and Models
0
0.0
Textbooks, Charts and Models
0
0.0
Total
25
100
Source: Field data, (2023).
The results in table 4.5 show that, 22 (88%) of the respondents said they used textbook to teach
and 3 (12%) of the respondent said they used charts to teach while no one use Models, Textbook
and charts, Textbook and models, Charts and models.
4.1.2 Behavioural patterns exhibited by physics teachers in teaching physics practical
The questionnaire was administered to 25 teachers. The section B of the questionnaire seek to
find out the behaviours of teachers towards practical physics. The respondent’s responses were
presented in a table and analysed using mean, standard deviation and variance.
Table 4.6: Patterns of behaviour exhibited by teachers in practical physics
Statement
Mean
Std.
Variance
Deviation
I usually do like teaching Physics
2.68
1.520
2.310
I usually do not add practical during teaching
3.44
1.294
1.673
I like teaching physics area that have less practical work
3.06
1.172
1.373
Teaching practical physics is difficult than teaching theory
3.84
1.344
1.807
I usually have my lesson in classroom than physics lab
4.04
1.020
1.040
I usually start teaching practical physics in final year
3.80
1.225
1.500
Mean of Means
3.48
1.263
1.617
I feel comfortable in teaching practical physics
3.28
0.891
0.783
Practical Physics make Physics lesson interesting
2.28
1.061
1.127
Practical Physics should be integrated in physics lesson
2.12
1.013
1.027
Practical Physics helps me to explain the content better
1.96
0.755
0.540
Practical work does not need in physics content
3.64
0.700
0.490
I am confident in integrating practical physics in my lessons
3.68
0.557
0.310
I will continue to be integrating practical in physics lessons
3.12
0.9278
0.860
Mean of Means
2.87
0.840
0.734
Inspiring students to learn physics through practical
3.24
0.970
0.940
Explaining physics concepts or principles by doing physics
3.36
0.860
0.740
Providing challenging tasks for the highest achieving students
2.60
0.866
0.750
Adapting different teaching skills to engage students’ interest
2.00
0.866
0.750
Helping students to appreciate the value of learning physics
1.64
0.810
0.657
Mean of means
2.57
0.874
0.767
Teachers Interest in Teaching Practical Physics
Teaching practical physics as a teacher
Teachers Confidence in Teaching Practical Physics
experiment
Source: Field data, (2023).
Statement
Mean
Std.
Variance
Deviation
Relate the lesson to students’ daily lives
1.76
0.879
0.773
Ask students to explain their response
2.08
0.997
0.993
Ask students to complete challenging exercises that
1.88
0.971
0.943
Encourage classroom discussions among students
1.44
0.507
0.257
Link new content to students’ prior knowledge
2.16
0.987
.0873
Ask students to decide their own problem-solving
1.72
0.980
0.960
Encourage students to express their ideas in class
1.64
0.810
0.657
Mean of Means
1.81
0.876
0.779
Resources used in Teaching Practical Physics
Physics teachers do not have adequate workshops on
4.00
0.001
0.000
3.40
0.500
0.250
3.32
0.476
0.227
4.48
0.510
0.250
Physics teachers do not have adequate support for 3.80
technology in facilitating practical lessons
3.80
Mean of Means
0.408
0.167
0.408
0.167
Ways of Teaching Practical Physics
require them to go beyond the instruction
procedures
practical physics
Physics teachers do not have adequate instructional
materials
Physics teachers are few and therefore, there is much
workload
Physics teachers do not have adequate technological
resources to conduct practical
Source: Field data, (2023).
Statement
Mean
Std.
Variance
Deviation
Teachers Feeling in teaching Practical physics
Large class size per teacher makes it difficult for proper 1.40
0.500
0.250
I have too much material to conduct practical work during 2.36
physics lesson
I have too much teaching hours
3.28
0.995
0.990
0.678
0.460
I need more time to prepare for practical
2.12
1.054
1.110
I need more time to assist individual students during practical 1.60
work
I have difficulty keeping up with all of the changes to the 2.36
0.500
0.250
1.036
1.073
0.794
0.689
performance in practical Physics
curriculum
Mean of means
2.19
Number of Respondents (N) = 25
Table 4.6, consist of the various behavioural patterns exhibited by teachers towards physics
practical. The behavioural patterns with the highest mean of means value of 3.80, standard
deviation 0.408 and variance 0.167 was Resources used in teaching practical physics. This
further consist of statements and their means that relates various behaviours teachers exhibited
and how frequently they occurred, toward physics practicals. To start with, the mean value for
Physics teachers do not have adequate technological resources to conduct practical was 4.48,
standard deviation was 0.510 and variance 0.250 representing the large response. The mean
mark 4.00, standard deviation 0.000 and the variance 0.000 represented Physics teachers do not
have adequate workshops on practical physics which was second high response. The mean
mark 3.80, standard deviation 0.408 and variance 0.167 represented Physics teachers do not
have adequate support for technology in facilitating practical lessons which was third high
response. The mean mark 3.40, standard deviation 0.500 and variance 0.250 represented
Physics teachers do not have adequate instructional materials which was the fourth high
response while the mean mark for Physics teachers are few and therefore, there is much
workload was 3.32, standard deviation was 0.476 and variance was 0.227 representing the last
high response.
From the analysis of the data, Physics teachers do not have adequate technological resources
to conduct practical was dominating. According to Samantha (2018) technology resources
helped most teachers to conduct practical very well in this modern day. Physics teachers do not
have adequate workshops on practical physics was followed. From Velthuis, Chantal, Fisser,
Petra, Pieters, Jules (2014), teachers need regular workshops to equipped them with better
knowledge on practicals. Physics teachers do not have adequate support for technology in
facilitating practical also dominated. From a research by Vivian H. & Elizabeth K. emphases
that technology enhances teaching and learning and therefore, teachers should be supported
and with Physics teachers do not have adequate instructional materials followed According to
Sherry Lane (2022)’ instructional materials play an important role in teaching and learning’and
finally Physics teachers are few and therefore, there is much workload on them. From Simon
Adams (2020) students do not want to read physics at the tertiary level and therefore, causing
lack of physics teacher. The discussion showed that the demand for resources used in teaching
physics practical is so high and this was confirmed from the mean of mean value. This is due
to government inability to provide resources for the conduct of practical.
Also, the next behavioural patterns with the highest mean of means value to be 3.48, standard
deviation to be 1.263 and variance to be 1.617, was teachers’ interest in teaching practical
physics. This further broke into statements and their means indicating teachers’ behaviours and
how frequent they occurred. The mean mark for I usually have my lesson in classroom than in
the laboratory was 4.04, standard deviation was 1.020 and variance 1.040 representing the large
response. The mean mark for Teaching practical physics is difficult than teaching theory was
3.84, standard deviation was 1.344 and the variance was 1.807 representing second large
response. The mean mark for I usually start teaching practical physics in final year was 3.80,
standard deviation was 1.225 and variance was 1.500 which represented third large response.
The mean mark for I usually do not add practical during teaching was 3.44, standard deviation
was 1.294 and variance was 1.673 representing the fourth large response. The mean mark for I
like teaching physics area that have less practical work was 3.06, standard deviation was 1.172
and variance was 1.373 representing fifth large response while the mean mark for I usually do
like teaching Physics was 2.68, standard deviation was 1.520 and variance was 2.310
representing the last large response.
The analysis showed that, physics teachers usually have their lesson in classroom than in the
laboratory dominated. This was confirmed from the mean mark of 4.04, standard deviation
1.020 and variance 1.040 signifying that teachers agree on the statement and this is not good
because in the laboratory you can do demonstration better than in the classroom. According to
Suomela (2013) demonstration methods promotes the interest and encourage students to think
about what they are learning. Teachers further indicated that, teaching practical physics is
difficult than teaching theory which was confirmed from the mean mark of 3.84, standard
deviation 1.344 and the variance 1.807 which showed that teachers agreed on the statement and
this not true because practical is just about demonstration. So, if you have the knowledge, you
can demonstrate for the students, they will understand better than the theoretical explanation.
A study by Thomas, D. T. (2015) practical is easy to carry out in teaching and learning
environment. It releases the teacher from more talking to action done by the students. It was
also realised that; teachers usually start teaching practical physics in final year which was
confirmed from the mean mark 3.80, standard deviation was 1.225 and variance was 1.500 that
shows that teachers agreed on the statement and this does not attract the interest of the students
to the subject. From Frank (1997) early practical helped students pay much attention to certain
principles and concepts and participate very active in teaching and learning. The analysis also
revealed that, teachers usually do not add practical during teaching which was confirmed from
the mean mark of 3.44, standard deviation 1.294 and variance 1.673 showing teachers agree on
the statement and this does not make the lesson interesting and teachers may not have time to
come back and perform the practical for the students. Angelina Grin (2022) cited that adding
practical to the lesson makes the teacher to successful cover all the topics in the syllabus. The
analysis further indicated that, teachers like teaching physics topics that have less practical
work and this was also confirmed from the mean mark of 3.06, standard deviation 1.172 and
variance 1.373 and this does not cover all the topics in the syllabus. According to Eric Appiah
(2022) emphasised that for students to have proper understanding and knowledge in physics,
they must be taught all topics and aspects in physics. It was also realised that most physics
teachers usually do not like teaching Physics. This is because they fear calculation and
principles. Andrew Z. J, (2019) cited that physics is full of concepts, principles, calculation and
laws that needs critical thinking and interpretation.
Further more, the behavioural patterns with the larger mean of means value 2.87, standard
deviation 0.840 and variance 0.734 was teaching practical physics as a teacher which also
consist of various statements and their means indicating behaviours and how they dominate.
The mean mark for I am confident in integrating practical physics in my lesson was 3.68,
standard deviation was 0.557 and variance 0.310 representing the large response. The mean
mark for Practical work does not need in physics content was 3.64, standard deviation was
0.700 and the variance was 0.490 representing second large response. The mean mark for I feel
comfortable in teaching practical Physics was 3.28, standard deviation was 0.891 and variance
was 0.783 which represented third large response. The mean mark for I will continue to be
integrating practicalin physics lessons was 3.12, standard deviation was 0.927 and variance
was 0.860 representing the fourth larger response. The mean mark for Practical Physics makes
Physics lesson interesting was 2.28, standard deviation was 1.061 and variance was 1.127
representing fifth larger response. The mean mark for Practical Physics should be integrated in
physics lesson was 2.12, standard deviation was 1.013 and variance was 1.027 representing the
sixth high response while the mean mark for Practical Physics helps me to explain the content
better was 1.96, standard deviation was 0.755 and variance was 0.540 representing the last
larger response.
The above analysis showed that, the mean of means value for teaching practical physics as a
teacher was 2.87, standard deviation was 0.840 and variance was 0.734 representing the third
high response. From the analysis the confident level of teachers adding practical physics in
their lesson was low and this was confirmed from the mean mark 3.68, standard deviation 0.557
and variance 0.310 in which teachers frequently responded that they have no confidence in
adding practical in their lesson. According to Vicente M. (2012), teacher confidence in practical
depends on their experiences level in the subject. Practical work does not need in physics
content was also dominated with a mean mark of 3.64, standard deviation was 0.700 and the
variance was 0. 490. in which most teachers also responded that practical work is rather needed
in physics content. Angelina Grin (2022) Practical work in physics content makes the content
interesting and real. It brings the content into the real environment. Further more teacher’s
comfortability in teaching practical physics was low. This was shown in the mean mark of 3.28,
standard deviation 0.891 and variance 0.783 where teachers said they do not feel comfortable
in adding practical in their lesson. Gideon W. (2020), experiences make teachers more
comfortable in what ever they handle. Moreover, teachers also said, they will continue to be
integrating practical in their lessons. This was shown in the mean mark 3.12, standard deviation
0.927 and variance 0.860. Yao Asamoah & Godwin Kwame Aboagye (2019) cited that
conducting practical during teaching and learning makes students participate actively in the
lesson. Once more, the response for Practical Physics makes Physics lesson interesting also
dominate with the mean mark to be 2.28, standard deviation 1.061 and variance 1.127 in which
teachers said practical make physics lesson interesting. According to Gideon W. (2020)
practical promotes actives participation and creative thinking in students during physics lesson.
Still to come, the responses for Practical Physics should be integrated in physics lesson was
good and this was shown in the mean mark 2.12, standard deviation 1.013 and variance 1.027
where teachers responded that physics practical should be integrated in physics lesson. From
Tamir (1991) teachers demonstrating their lesson in the physics laboratories during teaching
and learning makes the lesson simple and understandable. Finally, Practical Physics helps me
to explain the content better was the last to occurred with the mean mark 1.96, standard
deviation was 0.755 and variance was 0.540 in which teachers said Practical Physics helps me
to explain the content better. A study by Eze (2006) showed that teacher do little talk and
students do much the work when add practical during teaching and learning.
Moreover, in table 4.5, It further recorded the mean of means value for teachers’ confidence in
Teaching Practical Physics was 2.57, standard deviation was 0.874 and variance was 0.767
representing the fourth high response. The above behaviour pattern consist of several statement
and their mean mark which are as followed; the mean marks for Explaining physics concepts
or principles by doing physics experiment was 3.36, standard deviation was 0.860 and variance
0.740 representing the large response. The mean mark for Inspiring students to learn physics
through practical was 3.24, standard deviation was 0.970 and the variance was 0.940
representing second high response. The mean mark for Providing challenging tasks for highest
achieving students was 2.60, standard deviation was 0.866 and variance was 0.750 which
represented third high response. The mean mark for Adapting different teaching skills to
engage students’ interest was 2.00, standard deviation was 0.866 and variance was 0.750
representing the fourth high response while the mean mark for Helping students to appreciate
the value of learning physics was 1.64, standard deviation was 0.810 and variance was 0.657
representing the last high response.
From the analyses shown that Teachers confidence in Teaching Practical Physics was also
dominating with a mean of means mark 2.57, standard deviation 0.874 and variance 0.767
where teacher’s response in diverse ways. The responses for teachers explaining physics
concepts or principles for students by doing physics experiment was frequently occurring with
a mean mark 3.36, standard deviation 0.860 and variance 0.740 where teachers disagree the
statement. According to MIller (2004) cited that, the use of physics practical helps students
understand the concepts and can relate it to their environment. Also, teachers’ responses for
Inspiring students to learn physics through practical was also dominated with a mean mark
3.24, standard deviation 0.970 and the variance 0.940 in which teachers said they can not
practice it. According to Miller (2008) cited that, teachers can inspire students to learned
physics by constantly demonstrating practical in the lesson. Moreover, the responses for
Providing challenging tasks for highest achieving students was also dominated with the mean
mark to be 2.60, standard deviation 0.866 and variance 0.750 where teachers said they have no
problem in doing that. From a researched by Juliana K. (2022) emphases that, give extra work
to the high achieving students during teaching and learning. Furthermore, the responses for
adopting different teaching skills to engage students’ interest was frequently occurred with a
mean mark 2.00, standard deviation 0.866 and variance 0.750 in which teachers concluded that
it is a good statement. According to Mark Vondracek (009) cited that multiple methods of
teaching always meet the desire of the students. Finally, helping students to appreciate the value
of learning physics was last to dominate with the mean mark to be 1.64, standard deviation
0.810 and variance 0.657in which teachers gave a good response. Dan (2023) emphases that,
they use of modern equipment is from physics.
Also, the results recorded in table 4.5 showed that, the mean of means mark for Physics teachers
feeling in teaching practical physics was 2.19, standard deviation was 0.794 and variance was
0.689 showing the fifth high response. However, this consist of various statement and their
mean marks. The mean mark for I have too much teaching hours was 3.38, standard deviation
was 0.678 and variance 0.460 representing the large response. The mean mark for I have
difficulty keeping up with all of the changes to the curriculum was 2.36, standard deviation
was 1.036 and the variance was 1.073 representing second high response. The mean mark for
I have too much material to conduct practical work during physics lesson was 2.36, standard
deviation was 0.995 and variance was 0.990 which represented third high response. The mean
mark for I need more time to prepare for practical was 2.12, standard deviation was 1.054 and
variance was 0.773 representing the fourth high response. The mean mark for I need more time
to prepare for practical was 2.12, standard deviation was 1.054 and variance was 1.110
representing fifth high response. The mean mark for I need more time to assist individual
students during practical work was 1.60, standard deviation was 0.500 and variance was 0.250
representing the sixth high response while the mean mark for Large class size per teacher make
it difficult for proper performance in practical Physics was 1.40, standard deviation was 0.500
and variance was 0.250 representing the last high response.
From the analyses, Physics teachers feeling in teaching practical physics also dominated with
the mean mark to be 2.19, standard deviation 0.794 and variance 0.689 which constitute various
responses. The response with the highest mean mark to be 3.38, standard deviation 0.678 and
variance 0.460 was teaching hours where teachers said they have no much time for physics
lesson. This was followed by a second highest response with a mean mark to be 2.36, standard
deviation 1.036 and the variance 1.073 in which teachers said they have difficulty keeping up
with all of the changes to the curriculum. Once more, having too much material to conduct
practical work during physics lesson was recorded a mean mark of 2.36, standard deviation
0.995 and variance 0.990 in which teachers said they do not have enough materials to conduct
practicals. Still, the responses the statement that says that teachers need more time to prepare
for practical recorded a mean 2.12, standard deviation 1.054 and variance 0.773 where teachers
supported the statement. Also, teachers responses the statement that says they need more time
to assist individual students during practical work recorded a mean mark of 1.60, standard
deviation was 0.500 and variance was 0.250 in which teachers supported the statement and
finally the responses for Large class size per teacher make it difficult for proper performance
in practical Physics recorded a mean mark to be 1.40, standard deviation 0.500 and variance
0.250 where teachers supported the statement.
Once more, the mean of means mark for ways of teaching practical was 1.81, standard deviation
was 0.876 and variance was 0.779 which was the last high response recorded in table 4.5. This
further break into various statement and their mean mark which are as followed; the mean mark
for Link new content to students’ prior knowledge was 2.16, standard deviation was 0.987 and
variance 0.873 representing the large response. The mean mark for Ask students to explain
their answers was 2.08, standard deviation was 0.997 and the variance was 0.993 representing
second high response. The mean mark for Ask students to complete challenging exercises that
require them to go beyond the instruction was 1.88, standard deviation was 0.971 and variance
was 0.943 which represented third high response. The mean mark for Relate the lesson to
students’ daily lives was 1.76, standard deviation was 0.879 and variance was 0.773
representing the fourth high response. The mean mark for Ask students to decide their own
problem-solving procedures was 1.72, standard deviation was 0.980 and variance was 0.960
representing fifth high response. The mean mark for Encourage students to express their ideas
in class was 1.64, standard deviation was 0.810 and variance was 0.657 representing the sixth
high response while the mean mark for Encourage classroom discussions among students was
1.44, standard deviation was 0.507 and variance was 0.257 representing the last high response.
From the above analyses, the ways of teaching practical recorded a mean mark to be 1.81,
standard deviation 0.876 and variance 0.779 which also consist of seven responses which are
followed; Teachers responses for Link new content to students’ prior knowledge was the first
to dominate with a mean mark of 2.16, standard deviation 0.987 and variance 0.873. Another
frequently occurring statement was, ask students to explain their answers which recorded a
mean mark to be 2.08, standard deviation 0.997 and the variance 0.993. Also, the responses for
the statement, ask students to complete challenging exercises that require them to go beyond
the instruction recorded a mean mark to be 1.88, standard deviation 0.971 and variance 0.943
which was the third statement to dominate. Further more, the responses for Relate the lesson
to students’ daily lives 1.76, standard deviation 0.879 and variance 0.773 came forth to
dominate. Once more. the responses for Ask students to decide their own problem-solving
procedures recorded a mean of 1.72, standard deviation 0.980 and variance 0.960 was the fifth
statement to dominate. Still, the responses for Encourage students to express their ideas in class
also recorded a mean 1.64, standard deviation 0.810 and variance 0.657 was the sixth statement
to dominate and finally the responses for Encourage classroom discussions among students
which recorded a mean of 1.44, standard deviation 0.507 and variance 0.257 was the last
statement to dominate.
Table 4.7; Challenges physics teachers faced in managing practical physics during
physics lesson
Statement
Mean
Std.
Variance
Deviation
Do you have enough practical materials and equipment
1.56
0.821
0.673
Students lack the content knowledge in physics
2.40
0.645
0.417
Students do not have basic knowledge on practical physics
2.80
0.500
0.250
Students do not have interest in practical physics
2.80
0.690
0.477
Mean of Means
2.39
0.664
0.454
Number of Respondents (N) = 25
From table 4.7, the results showed, the various challenges teachers face in adding practical in
physics lesson. This was confirmed in the mean of means value which was 2.39, standard
deviation was 0.664 and variance was 0.454 which comprised different responses. However,
the mean mark for Students do not have interest in practical physics was 2.80, standard
deviation was 0.890 and variance 0.477 representing the large response. The mean mark 2.80,
standard deviation was 0.500 and the variance was 0.250 represented Students do not have
basic knowledge on practical physics which was second large response. The mean mark 2.40,
standard deviation was 0.645 and variance was 0.417 represented Students lack the content
knowledge in physics which was third large response while the mean mark for do you have
enough practical materials and equipment was 1.56, standard deviation was 0.821 and variance
was 0.673 representing the last high response.
From the analyses, the main challenges that dominates most was students do not have interest
in practical physics and this is because teachers begin practical in final year and how will you
attract students’ interest. Not only that but physics should be taught alongside with practical
but teachers will wait to finish the theory first before they come to practical. All these cause
the students not to have interest in practical work. Moreover, students do not have basic
knowledge on practical was the next statement to dominate and this due to the same teachers’
behaviours that caused it. Teachers do not always begin the practical early for the students to
have interest. Furthermore, students lack the content knowledge in physics was also dominated.
As students need to have the content knowledge first before the can do any practical work.
Finally, lacks of enough practical materials and equipment was the last to dominate. Practical
materials are important in practical.
Table 4.8; Suggestive ways used by physics teachers in managing physics practical
Statement
Number of
Respondents
More time should be added to the physics lesson to enable 4
Percentage
(%)
18.0
teachers integrate practical into their lessons.
Teachers should be motivated to add extra lesson to
2
8.0
3
12.0
5
20.0
4
16.0
1
4.0
2
8.0
3
12.0
1
3.0
25
100
enable them perform practical
Practical should be integrated into the timetable to occupy
a full lesson
Practical should be compulsory from year one to final
year
Physics teachers should be given regular practical training
to help them improve on their knowledge on practical
The government should resource the laboratory with the
needed equipment for practical lessons
Workshops and refresher courses should be organised for
physics teachers (periodically)
Specific periods should be allocated for practical on the
timetable
Parents and teachers should be encouraged to provide
practical books and other resources to facilitate practical
lessons
Total
Source: Field data, (2023).
From table 4.8, out of 25(100%) respondents 5(20%) said Practical should be compulsory from
year one to final year. Also, 4(16%) of the respondents said, more time should be added to the
physics lesson to enable teachers integrate practical into their lessons and Physics teachers
should be given regular practical training to help them improve on their knowledge on
practicals. Once more, 3(12%) of the respondents said, Practical should be integrated into the
time timetable to occupy a full lesson and Specific periods should be allocated for practical on
the timetable. Furthermore, 2(8%) of the respondents said Teachers should be motivated to add
extra lesson to enable them perform practical and Workshops and refresher courses should be
organised for physics teachers(periodically). Moreover 1(4%) of the respondents said, the
government should resource the laboratory with the needed equipment for practical lessons and
Parents and teachers should be encouraged to provide practical books and other resources to
facilitate practical lessons.
Table 4.9: Strategies adopted by physics teachers to include physics practical in
teaching and learning.
Statement
Frequency
I will integrate practical into my physics lesson plan
3
Percentage
(%)
12.0
I will add extra time practical into after normal lesson
2
8.0
I will allocate practical in to my scheme of work
2
8.0
All my physics lesson will be carried out in physics laboratory
2
8.0
I will always arrange the laboratory for students to practice in
2
8.0
I will start my physics practical at the early years (form 1)
2
8.0
After every teaching every topic in physics I will carry out
1
4.0
1
4.0
3
12.0
I improvise most the materials to teach physics practical
4
16.0
Demonstration methods will always be used in my physics
3
12.0
25
100
their own
practical on that if any before moving to the next topic
I will encourage Students to take practical seriously when
conducting it
I will make sure physics practical be examined during
terminal exams to encourage students
lessons
Total
Source: Field data, (2023).
From table 4.9, out of 25(100%) responds 4(16%) said they would improvise most of the
materials to teach physics practicals. Also, 3(12%) of the respondents said, they would used
Demonstration method during their physics lessons. They would also make sure physics
practical be examined during terminal exams to encourage students and they would also
integrate practical into my physics lesson plan. Moreover, 2(8%) of the respondents said, they
would add extra time for practical after normal lesson. They would also allocate practical in to
their scheme of work. They would carry out their physics lesson in physics laboratory. They
would always arrange the laboratory for students to practice on their own and finally they
would start physics practical at the early years (form 2 or 1). Furthermore, 1(4%) of the
respondents said, after teaching every topic in physics, they would carry out practical on that
if any before moving to the next topic and they would encourage Students to take practical
seriously when conducting it
4.10: Pilot test for students
Table 4.10: Pilot Test 1 (Marks for Pre – Test)
Group of Students
Mean Mark
Standard Deviation
Percentage (%)
Experimental
2.05
0.759
1.576
Control
2.20
0.696
0.484
Number of Respondents (N) = 40
From table 4.10, the mean mark was 2.05, standard deviation is 0.759 and variance is 0.576
represented by the experimental students while the mean mark of 2.20, standard deviation
0.696 and variance of 0.484 represented by control students.
Table 4.11: Pilot Test 2 (Marks of Post – Test)
Group of Students
Mean Mark
Standard Deviation
Percentage (%)
Experimental
4.10
1.071
1.147
Control
2.00
0.725
0.526
Number of Respondents (N) = 40
In table 4.11, the mean mark 4.10, standard deviation 1.071 and variance 1.147 represented the
experimental students while the mean of 2.00, standard deviation of 0.725 and variance of
0.526 represented by the control student
FINDING OF THE STUDY
From the pilot test 1, the performance of the students on both the control and the experimental
group were poor with the low mean mark of 2.20 and 2.05 respectively. However, in the pilot
test 2, the performance in the control group still remain the same with the mean even reducing
from 2.20 to 2.00 while in the experiment group the performance was better with the mean
increasing from 2.05 to 4.10. This was because the experiment group received intervention
making them to perform better than the control group.
The poor performance of students was due to the behavioural patterns of teachers towards
practical physics. Most teachers do not like teaching physics making the physics teachers to be
few and therefore, much work load is placed on them. thus, large class size per teacher make it
difficult for proper performance in practical Physics. This makes teachers not to take their time
to teach. For instance, physics teachers should encourage the following; linking new content to
students’ prior knowledge’, classroom discussion among students, students to work hard,
students to express their ideas in class, relate their lesson to students’ daily lives, identify gifted
children and give them more exercise, Adapting different teaching skills to engage students’
interest, Helping students to appreciate the value of learning physics, Ask students to decide
their own problem-solving procedures. From the research all these could not be done due to
workload of teachers.
Also, the researcher found that, teachers do not feel comfortable in teaching practical and due
to that, they do not want to add practical to their lesson. They rather like teaching topics in
physics that have less practical work with the perception that, physics practical is difficult to
teach than theory.
Moreover, teachers said Practical work is more needed in physics content and it made Physics
lesson interesting. However, teachers went further to say, is not through Practical Physics that
can helps them explain the content better. They can explain concepts or principles without
doing physics experiment. Physics laboratory is only for practical and that is only when the
students are in their final year.
Furthermore, the study found that, teachers were willing to integrate Practical Physics in to
their lessons and still wished to continue to be integrating practical in their physics lessons all
the time. They also expressed interest in inspiring students to learn physics through practicals.
However, they said they do not have the confident in integrating practical physics in their lesson
Once more, the researcher further found that, Physics teachers do complain of not getting
adequate workshops on practical physics. They also added that, they lack adequate instructional
materials and technological resources to conduct practical and as well as not having adequate
support for technology in facilitating practical lessons.
Lastly, the researcher also found that, teachers complain of not having much time and that they
always need more time to prepare for practical and assist individual students during practical
work. They also added that, they have difficulty keeping up with the changes to the curriculum.
The researcher also made some findings on the various challenges physics teachers faced in
managing practical physics during physics lesson. In the findings, teachers said they do not
have enough practical materials and equipment to conduct practicals. They further added that,
Students lack the content knowledge in physics and therefore make it difficult for them to
conduct proper. Another challenge was that, students do not have basic knowledge on practical
physics and lastly students do not have interest in practical physics.
The researcher went further to find out from teachers the various suggestive ways physics
teachers can use to manage physics practical and the following were recorded; More time
should be added to the physics lesson to enable teachers integrate practical into their lessons,
Teachers should be motivated to add extra time to enable them perform practical, Practical
should be included in the instructional timetable, Practical should be made compulsory from
year one to final year, Physics teachers should be given regular practical training to help them
improve on their knowledge on practicals, government should resource the laboratory with the
needed equipment for practicals, Workshops and refresher courses should be organised for
physics teachers(periodically) and lastly, Parents and teachers should be encouraged to provide
practical books and other resources to facilitate practical lessons
Lastly, Strategies adopted by physics teachers to include physics practical in teaching and
learning were also found. The researcher recorded the following; Teachers were willing to
include practical into their physics lesson plan, they were also willing to add extra time for
practical after normal lesson, they went on to say that, they will add practical in to their scheme
of work, they further said, their physics lesson will always be carried out in physics laboratory
for easy demonstration, teachers also added that, they will always arrange the laboratory for
students to practice on their own time, they added that, they will start their physics practical at
form one, After teaching any topic in physics they will carry out practical on that topic if any
before moving to the next topic, they will encourage Students to take practical seriously when
conducting it, they will make sure physics practical should be examined during terminal exams
to encourage students, they will improvise most of the teaching and learning materials to teach
physics practicals, Demonstration methods will always be used in their physics lessons
On the contrary, Anthony (2010) private senior highs have more resources. That is teachers
have enough instructional materials, adequate support for technology, always have regular
training. Also, another comparative research by Taylor & Francis (2019) private senior high
schools has adequate teachers and no workload, adequate technological resources to conduct
practical, adequate workshops on practical physics.
Data Presentation by Research Questions.
The results of the data collected have been presented by research question by research
question.
Research Question One
What are the behavioural patterns exhibited by physics teachers in teaching physics practical?
Research Question Two
What challenges do physics teachers face in managing practical physics during physics lesson?
Research Question Three
What are the suggestive ways used by physics teachers in managing physics practical?
Research Question Four
What strategies could be adopted by physics teachers to including Physics practical in teaching
and learning?
Research Hypothesis
H1:
There is no significant difference between Physics teachers working experiences and
physics
H2:
practical strategy
There is no significant difference between educational level of physics teachers and
physics practical strategy
H3:
There is no significant difference between teaching learning materials and physics
practical strategy
H4:
There is a positive strong relationship between challenges teachers face in including
physics practical in physics learning and physics practical strategy they adopt