Assessing the teaching strategies used to teach Physics. The example of Mankranso Senior High School

Dossier / Travail , 2024 , 11 Pages

Didactique - Physique

This study sought to assess the teaching strategies used to teach physics in Mankranso Senior High School. The students were sampled using stratified sampling techniques. The population of this study consisted of all the students in Mankranso SHS. The targeted population was all the students in Mankranso SHS doing Physics, the accessible population was 45 students from the total students studying Physics. The instrument for data collection consisted of Teaching Strategies Questionnaires to gather quantitative data and inspect students’ classroom activity books or workbooks. The questionnaires were analyzed using descriptive statistics.

The analysis of specific aspects reveals both positive and potentially developmental areas within the classroom environment. While some aspects are consistently perceived positively, others exhibit more variability in student responses, indicating opportunities for growth and enhancement in certain teaching strategies and practices. However, it emerged from the study that students are not assessed adequately in physics as prescribed in the physics syllabus.

It is recommended that there should enhance student involvement in hands-on activities by integrating more practical experiments and demonstrations into lessons. Providing opportunities for hands-on learning experiences can deepen students' understanding of concepts and make learning more interactive and engaging. Again, there should emphasize the importance of providing timely and constructive feedback to students on their assessments. Feedback plays a crucial role in guiding students towards improvement, correcting misconceptions, and fostering self-assessment and self-correction skills.

Content

ABSTRACT...1

INTRODUCTION...1

LITERATURE REVIEW...2

METHODOLOGY...4

RESULTS AND DISSCUSSION...5

CONCLUSION...8

RECOMENDATIONS...8

REFERENCES...9

ABSTRACT

This study sought to assess the teaching strategies used to teach physics in Mankranso Senior High School. The students were sampled using stratified sampling techniques. The population of this study consisted of all the students in Mankranso SHS. The targeted population was all the students in Mankranso SHS doing Physics, the accessible population was 45 students from the total students studying Physics. The instrument for data collection consisted of Teaching Strategies Questionnaires to gather quantitative data and inspect students’ classroom activity books or workbooks. The questionnaires were analyzed using descriptive statistics. The analysis of specific aspects reveals both positive and potentially developmental areas within the classroom environment. While some aspects are consistently perceived positively, others exhibit more variability in student responses, indicating opportunities for growth and enhancement in certain teaching strategies and practices. However, it emerged from the study that students are not assessed adequately in physics as prescribed in the physics syllabus. It is recommended that there should enhance student involvement in hands-on activities by integrating more practical experiments and demonstrations into lessons. Providing opportunities for hands-on learning experiences can deepen students' understanding of concepts and make learning more interactive and engaging. Again, there should emphasize the importance of providing timely and constructive feedback to students on their assessments. Feedback plays a crucial role in guiding students towards improvement, correcting misconceptions, and fostering self-assessment and self-correction skills.

INTRODUCTION

Physics education plays a critical role in nurturing scientific literacy, problem-solving abilities, and critical thinking skills among students. The effectiveness of teaching methodologies in physics holds significant implications for student engagement, comprehension, and long-term retention of scientific concepts. As such, assessing the impact of various teaching approaches is vital to the ongoing improvement of physics education and the cultivation of a scientifically literate society. The landscape of physics education presents a dynamic blend of traditional pedagogical approaches alongside innovative, student-centered methodologies. While traditional methods have spurred foundational learning, advancements in cognitive science and educational psychology have led to the exploration and advocacy of diverse teaching strategies, catering to individual learning styles and cognitive development. The ever-evolving educational landscape necessitates a rigorous assessment of teaching methodologies within the physics domain. This assessment extends to exploring the impact of lecture-based instruction, inquiry-based learning, flipped classrooms, problem-based learning, and other emerging techniques on student achievement, engagement, and interest in physics. This study seeks to comprehensively evaluate various teaching methodologies employed in physics education with the aim of elucidating their respective strengths, weaknesses, and overall impact on student learning outcomes. By examining the effectiveness of different approaches, this study aims to provide empirical evidence that informs the development of evidence-based practices, curriculum development, and instructional design in physics education. Physics education stands as a cornerstone in shaping individuals' abilities to comprehend and engage with the fundamental principles governing the natural world. With innovations in pedagogical practices and the evolving landscape of educational technology, the quest to determine the most effective teaching methodologies in physics has become an ever-present pursuit. This study embarks on the journey to comprehensively assess the teaching strageties being used to teach physics in Mankranso SHS. The historical progression of pedagogical practices in physics education underscores the importance of this study. From the traditional lecture-based format to modern, interactive learning environments, the evolving nature of pedagogy has both informed and transformed the practice of teaching physics. Understanding the underpinning theories and frameworks guiding physics education enriches our insight. Exploration of constructivist, participatory, and socio-cultural theories provides a foundational understanding of the theoretical landscape propelling the discourse on effective teaching methodologies within the domain of physics education. This study embarks on the quest to find out how physics is being taught. By presenting a comprehensive and systematic review of diverse pedagogical methods, this study aims to enhance the findings available to the academic community. The objectives of this study is to;

1. Assess the teaching strategies used to teach Physics

2. Examine how frequently students are assessed in Physics.

The findings of this study hold significant implications for shaping the future landscape of physics education. By offering empirical evidence and nuanced insights into the impact of various teaching methodologies, this study aspires to inform instructional design, curriculum development, and pedagogical strategies, ultimately benefiting students and educators within the realm of physics education.

LITERATURE REVIEW

Physics is an important subject for economic, scientific and technological development (American Physics Society, 2008; Zhaoyao, 2002). Empirical studies from the field of Physics Education Research (PER) have outlined essential suggestions about physics curriculum which are generally accepted and believed to widen the knowledge and increase the horizon of understanding of physics by learners. Among the essential suggestions are: (1) the method of teaching physics should be guided discovery instead of the traditional lecture method used in teaching the subject. This was recommended due to the fact that, learning efficiency and effectiveness take place during explanation, experimentation and discussion; (2) there should be interaction between the physics teacher and the students. In this case, it is believed that if genuine and helpful interaction exists between the teacher and students, the students will be able to inform teachers what they find difficult in physics thereby reducing the difficulties they (students) encounter (Adeyemo, 2010, p. 101). These features are essential because it is believed that if they are dully and critically followed and applied in any given situation and at any given time, teachers will be able to make physics easy to comprehend by learners (Adeyemo, 2010).

Teaching methods are the most important techniques employed by teachers to realize the objectives of a lesson (Borich, 2007; Fishburne & Hickson, 2001). Thus, teachers of all disciplines including physics use various teaching methods for achieving lesson objectives. For physics students to achieve their full potential in schools, it would seem to be essential that teachers engage in effective teaching practices (Borich, 2007; Fishburne & Hickson, 2001). Classroom based investigation has been able to determine effective research-based teaching practices that are related to positive learning outcomes. In a review of research studies that showed an impact on student achievement and learning, the authors summarized effective teaching methods and outlined five teaching behaviours that were supported by research and to which teachers should pay attention. These behaviours are: lesson clarity; instructional variety; teacher task orientation; engagement in the learning process; and student success rate (Borich, 1996; Hickson & Fishburne, 2001).

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. The physics syllabus embodies a wide range of activities such as projects, experiment, demonstrations and scientific enquiry skill (CRDD, 2008). All these objectives are achieved by the teacher through giving innovative and appropriate instructions to the physics students. The physics teacher is therefore required to design teaching sequences with appropriate teaching pedagogies that has the potential to develop students’ interest in the subject and their abilities to properly respond to situations the may encounter in their world of life that their knowledge in physics may be of benefit.

Literature on assessment has shown that incorporating formative assessment into classroom teaching and learning and giving timely feedback on students’ performance in class tests, exercises, projects, and assignments can significantly improve students learning outcomes in science (Umar, 2018). Although Ghana Education Service (GES) recommended formative school-based assessment to improve students’ academic achievement, students’ performance in physics remains problematic, especially those at the senior high school level (Bello & Oke, 2018). This has been revealed in a plethora of research indicating that senior high school students performed poorly in physics (Bello & Oke, 2018), (Abreh & Owusu, 2018). In the Ahafo Ano South West educational district in the Ashanti region of Ghana, Mankranso senior high school students are not an exception to this poor achievement in physics. This is because the analysis of students’ achievement in physics at the West Africa secondary school certificate examination from 2018-2023 highlights students' unsatisfactory achievement in physics. Summative assessment, a one-time exercise, is thought to be one of the critical causes of such discouraging outcomes because it never diagnoses students' learning issues accurately or immediately (Umar, 2018). However, many experts believe that assessment for learning has the most significant impact on student's achievement in physics (Umar, 2018). According to (Mahshanian, Shoghi, & Bahram, 2019), assessment for learning (formative assessment) related activities in the classroom communicate vital information about what is valued in the concept and impacts students' academic achievement . Also, experts in assessment recommended that teachers collect evidence on student learning using various assessment methods, and students should receive continuous and helpful assessment feedback rather than judgmental input about their academic achievement (Umar, 2018), (Mahshanian, Shoghi, & Bahram, 2019). It is against this recommendation that this research intend to investigate how frequently students’ are being assessed, how their assessment data are being used to improve their learning, and the strategies employed by their teachers in teaching physics. Though the physics syllabus for senior high school recommended a student-centered approach, the need to investigate whether students take center stage in teaching and learning physics is paramount.

METHODOLOGY

Research design

As this study aimed to investigate the teaching strategies used to teach physics to senior high school students, a descriptive survey was adopted (Cresswell, 2012). The reason behind the choice of the research design was to gain insights into how students have been taught physics (Cresswell, 2012).

Research questions

Two research questions were formulated to guide this study:

1. What strategies are used in teaching physics to students?

2. How frequently are students assessed in physics?

Population or participants

The population of this study consisted of all the students in Mankranso SHS. The targeted population was all the students in Mankranso SHS doing Physics, the accessible population was 45 students from the total students studying Physics. These 45 participants were selected using a stratified random sampling technique.

The selected participants were then put into strata 15 students in each stratum based on their level of study and randomly selected to participate in the study. All the 15 participants from each stratum were randomly selected to inspect their learning portfolios. This sampling technique was selected because I wanted participants from the various levels of study to have a representation in the study since Physics is for all science students in the school.

Instrument for data collection

The instrument consisted of Teaching Strategies Questionnaires to gather quantitative data and inspect students’ classroom activity books or workbooks (number of exercises, assignments, projects, and the frequency of these activities). The questionnaires were adapted from (Gibbs, 2007) to obtain the quantitative data, and some were modified to suit our intended purpose. The questionnaires were developed using a Likert scale such as hardly ever (1), occasionally (2), sometimes (3), frequently (4), and almost always (5). The teaching strategies questionnaires were administered to the participants. I also inspected the number of exercises, projects, assignments, and other activities from each of the 30 students selected from the strata to determine whether they had been given the required activities as recommended in the school-based assessment by the Ghana Education Service.

Data collection procedure

Participants were put into strata based on their level of study (SHS 1, SHS 2, and SHS 3). The questionnaires were then administered to the selected participants from each level in their classrooms. Five students' workbooks or learning portfolios from each level who participated in answering the questionnaires were also inspected. The stratification of the participants was to provide an opportunity for students from each level who are taught by different physics teachers to provide their opinions about they are being taught.

RESULTS AND DISSCUSSION

Data analysis

The data were analyzed using descriptive statistics such as frequency, percentage, and mean. This analysis was utilized because the data was collected using the Likert scale.

The Likert Scale used in design of the questionnaire is:

Hardly ever =1, Occasionally= 2, Sometimes =3, Frequently =4, Almost always =5.

Descriptive Statistics

Table 1

Questions Mean Median Mode Std. Deviation

1. Teacher displayed personal interest in 3.533 3.000 5 1.2459

students learning and achievement in physics.

2. The teacher made it clear the objectives of 3.933 4.000 4 1.0998

the concept and what is expected of the students

on the topic before the instruction.

3. The teacher scheduled class activities to 3.533 4.000 5 1.4075

encourage students to stay active during the

lesson.

4. Teacher formed teams or discussion groups 2.800 3.000 2 1.4243

to facilitate teaching and learning physics.

5. Teacher takes time to explain each concept 4.333 4.000 5 0.7237

clearly to the understanding of students.

6. The teacher involved students in hands on 3.800 4.000 5 1.3732

activities in physics.

7. Teacher create opportunities for students to 4.600 5.000 5 0.5071

ask questions and contribute to class discussion.

This analysis could guide educators in identifying specific areas where adjustments in teaching approaches or practices may be beneficial, as well as recognizing aspects that are positively perceived and may serve as models for effective teaching strategies.

Teacher's Personal Interest (Q1): The mean of 3.533 suggests that, on average, students perceive the teacher as showing personal interest in their learning and achievement in physics. The mode being '5' (‘almost always') indicates a moderately strong tendency towards positive perception. However, the standard deviation of 1.2459 implies a moderate amount of variability, suggesting that while many students perceive the teacher's personal interest as frequent, there is also a range of responses, indicating potential areas for improvement in this aspect.

Clarity of Objectives (Q2): The mean and median values are significantly high at 3.933 and 4.000 respectively, indicating a strong positive perception that the teacher makes it clear about the objectives of the concept and what is expected of students. The mode being '4' (‘frequently') suggests that this clarity is consistently communicated. With a relatively low standard deviation of 1.0998, there is a more uniform, positive perception in this aspect.

Teacher's Scheduling of Class Activities (Q3): The mean of 3.533 and the median of 4.000 suggest a moderately positive perception that the teacher schedules class activities to encourage students to stay active during the lesson. However, the standard deviation of 1.4075 indicates a fair amount of variability in student responses to this aspect, signaling potential room for improvement in terms of consistently encouraging active participation.

Use of Team/Group Activities (Q4): The lower mean value of 2.800 suggests that, on average, students perceive that the teacher formed teams or discussion groups but to a lesser extent compared to other items. The mode being '2' (‘occasionally') indicates that the activity is not frequently perceived to occur. The standard deviation value of 1.4243 indicates variability, suggesting that this aspect may be a point for potential growth in engaging students through collaborative activities.

Clear Explanation of Concepts (Q5): The significantly high mean value of 4.333 and the mode being '5' (‘almost always') indicate a strong perception that the teacher takes time to explain each concept clearly, contributing to a consistently positive perception. The low standard deviation of 0.7237 suggests a narrow range of responses, signifying a consistently positive view in this area.

Student Involvement in Hands-On Activities (Q6): The mean of 3.800 and the median of 4.000 indicate a moderately positive perception that the teacher involves students in hands-on activities in physics. The mode being '5' suggests that, although not occurring almost always, hands-on involvement is a frequent occurrence. The standard deviation of 1.3732 suggests that student responses vary moderately to this aspect, indicating potential areas for improvement in terms of consistently involving students in practical activities.

Opportunities for Questions and Discussion (Q7): The high mean value of 4.600 and the mode being '5' (‘almost always') strongly indicate a positive perception that the teacher creates opportunities for students to ask questions and contribute to class discussion. The low standard deviation of 0.5071 suggests a very narrow range of responses, signaling a consistently positive perception of this aspect.

Conclusion:

The analysis of specific aspects reveals both positive and potentially developmental areas within the classroom environment. While some aspects are consistently perceived positively, others exhibit more variability in student responses, indicating opportunities for growth and enhancement in certain teaching strategies and practices.

The second research question sought to determine how frequently students have been assessed in Physics. To answer this research question, students learning portfolios were inspected, as shown in Table 2.

Table 2

Class Assessment per academic Marked (feedback) Unmarked (no feedback)

year

Form 1 7 7 0

Form 2 4 2 2

Form 3 0 0 0

Table 2 revealed that students were not given enough or the required number of formative assessments. Even though formative assessment can be verbal during the teaching and learning in the classroom but the essence of this form of assessment is to gather data that could be used by the teacher to plan instructional strategies effectively and to correct students’ misconceptions and flaws and also assist students to engage in self correction and assessment (Umar, 2018). However, our inspection of students’ assessment books revealed that students were not given enough assessments as recommended in the physics syllabus and school-based assessment procedure. Our inspection further revealed that most science teachers assessed students on some topics taught by giving those exercises and class tests but failed to provide feedback on those activities (unmarked exercises).

CONCLUSION

The analysis of specific aspects within the classroom environment provides valuable insights into how students perceive various elements of teaching in the physics classroom. While several aspects, such as the clarity of objectives and clear explanation of concepts, are consistently viewed positively, there are areas that show potential for development, including teacher's personal interest, use of team/group activities, and student involvement in hands-on activities. The findings highlight both strengths and opportunities for growth in teaching practices and strategies, emphasizing the importance of addressing student perceptions to enhance overall learning experiences.

The analysis of students' learning portfolios, as depicted in Table 2, indicates a significant deficit in the frequency and adequacy of formative assessments in the context of Physics education. The findings reveal a notable lack of formative assessments across different class levels, with Form 1 and Form 2 students receiving suboptimal assessments compared to what is ideal for effective teaching and learning practices.

Despite the potential for verbal formative assessment during classroom instruction, it is evident that a structured and consistent approach to formative assessments was lacking in the physics education setting under review. The absence of thorough feedback on assessments, as indicated by the presence of unmarked exercises, suggests a missed opportunity for teachers to guide and support students in their learning journey.

RECOMENDATIONS

1. Enhance Formative Assessment Practices:

- Encourage science teachers to prioritize and implement regular formative assessments in alignment with the physics syllabus and school-based assessment guidelines. This includes a mix of verbal, written, and practical assessments aimed at providing valuable feedback to students.

2. Provide Constructive Feedback:

- Emphasize the importance of providing timely and constructive feedback to students on their assessments. Feedback plays a crucial role in guiding students towards improvement, correcting misconceptions, and fostering self-assessment and self-correction skills.

3. Promote Collaborative Learning:

- Increase the use of team/group activities to promote collaborative learning experiences. Encouraging teamwork, discussion groups, and cooperative activities can foster a sense of community among students and enhance their engagement with the subject matter.

4. Strengthen Practical Engagement:

- Enhance student involvement in hands-on activities by integrating more practical experiments and demonstrations into lessons. Providing opportunities for hands-on learning experiences can deepen students' understanding of concepts and make learning more interactive and engaging.

REFERENCES

Adeyemo, S. (2010). Teaching/learning physics in Nigerian secondary school: The curriculum transformation, issues, problems and prospects. International Journal of Educational Research and Technology, 1 (1), 99-111.

American Physics Society. (2008). Why study physics? Retrieved May 25, 2013, from http://www.aps.org/programs/education/whystudy.cfm

Ampiah, J. G. (2004). An investigation into science practical work in senior secondary schools: Attitudes and perceptions. (PhD Thesis), University of Cape Coast, Cape Coast.

Borich, G. D. (2007). Effective teaching methods: Research-based practice : Prentice Hall.

Buabeng, I., & Ntow, D. F. (2010). A Comparison study of students’ reasons/views for choosing/not choosing physics between undergraduate female non-physics and female physics students at University of Cape Coast. International Journal of Research in Education, 2(2), 44-53.

Curriculum Research and Development Division [CRDD]. (2008). Teaching syllabus for physics (Senior High School). Accra: Ghana Education Service.

Fishburne, G., & Hickson, C. (2001). Learning through effective teaching: Research studies in physical education. Learning for the future: Proceedings of the Learning Conference 2001. Paper presented at the eighth annual International Literacy and Education Research Network Conference on Learning. Spetses, Greece.

Zhaoyao, M. (2002). Physics education for the 21st century: Avoiding a crisis. Physics Education, 37(1), 18-24.

Umar, A. M. (2018). The Impact of Assessment for Learning on Students’ Achievement in English for Specific Purposes: A Case Study of Pre-Medical Students at Khartoum University, Sudan. English Language Teaching, 15 11(2), doi: 10.5539/elt.v11n2p15

Wilson, M., & Sloane, K. (2000). From Principles to Practice: An Embedded Assessment System. Applied Measurement in Education, 13(2), 181–208. doi: 10.1207/S15324818AME1302_4

Alahmadi, N., Alrahaili, M., & Alshraideh, D. (2019). The Impact of Formative Assessment in Speaking Test on Saudi Students’ Performance. Arab World English Journal, 10(1), 259–270. doi: 10.24093/awej/vol10no1.22

Wiliam, D., Lee, C., Harrison, C., & P. Black, P. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49–65. doi: 10.1080/0969594042000208994

Bello, M. A., & Oke, M. A. (2018). An Appraisal of Candidates’ Achievement In The West African Senior School Certificate Examination (WASSCE) Among Waec Member Countries. Retrieved from https://iaea.info/documents/an-appraisal-of-candidates-achievement-inthe-west-african-seniorschoolcertificate-examination-wassce-among-waec-member-countries/ (Accessed Jun. 10, 2023).

Abreh, M. K., Owusu, K. A., & Amedahe, F. K. (2018). Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward. Journal of Education, 198(1), 113–123. doi: 10.1177/0022057418800950

Mahshanian, A., Shoghi, R., & Bahrami, M. (2019). Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement. Journal of Language Teaching and Research, 10(5), 1055. doi: 10.17507/jltr.1005.19

Beatty, B. J., & Albert, M. (2016). Student perceptions of a flipped classroom management course. Journal of Applied Research in Higher Education, 8(3), 316–328. doi: 10.1108/JARHE-09-2015-0069

Tudor, J., Penlington, R., & McDowell, L. (2010). Perceptions and their influences on approaches to learning. Engineering Education, 5(2), 69–79. doi: 10.11120/ened.2010.05020069

Johnson, A. (2016). The implementation and evaluation of formative feedback on students’ attitudes and perceptions on their learning: Action research. Capella University.

Johnson, A. D. (2016). The relationship between student perceptions of school effectiveness and student achievement: Implications for educational planning. Educational Planning, 32(2), 31–43.

Emmanuel, B., & Frank, A. A. (2016). The Science Topics Perceived Difficult by Junior High School Students at Techiman North District: Effects on the teaching and learning of Science. Imperial Journal of Interdisciplinary Research, 3.

Thörne, K., & Gericke, N. (2014). Teaching Genetics in Secondary Classrooms: a Linguistic Analysis of Teachers’ Talk About Proteins. Research in Science Education, 44(1), 81–108. doi: 10.1007/s11165-013-9375-9

Kılıç, D., & Sağlam, N. (2014). Students’ understanding of genetics concepts: the effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2), 63–70. doi: 10.1080/00219266.2013.837402.

Eklund, J., Rogat, A., Alozie, N., & Krajcik, J. (2007). Promoting student scientific literacy of molecular genetics and genomics. NARST, no. April, 1–20. Retrieved from http://www.umich.edu/~hiceweb/presentations/documents/Genetics_NARST_07.pdf

CRDD. (2010). Teaching Syllabus for Biology. Accra: Ministry of Education, Ghana.

Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Calderhead, J., & van Dalen, D. B. (1980). Understanding Educational Research: An Introduction. *British Journal of

Education Studies, 28*(2), 153. doi:10.2307/3120572

Gibbs, G. (2007). Analyzing Qualitative Data. London, England: SAGE Publications, Ltd.

Ampiah, J. G. (2005). Students' psychosocial perception of science laboratory environments in Ghanaian senior secondary schools. IFE Psychol., 13, no. 1. doi:10.4314/ifep.v13i1.23666

Herman, J. (2013). Formative Assessment for Next Generation Science Standards: A Proposed Model.

Taale, K. (2013). Regular classroom assessment as a means of enhancing Teacher Trainees’ understanding of concepts in electricity and magnetism. African Journal of Educational Studies in Mathematics and Sciences, 10, 111–126.

• Cours: PHILOSOPHY OF SCIENCE EDUCATION
• Auteurs: George Aduni (Auteur), Dr. Thomas N. Tindan (Auteur)
• Année de publication: 2024
• Pages: 11
• N° de catalogue: V1452365
• ISBN (PDF): 9783963564864
• Langue: anglais
• mots-clé: perceived, assessment, strategies, frequently, variability