Practical work and performance of learners in physics: a study of secondary schools in Meru central district, Meru county, Kenya.
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Date
2014-09-05
Authors
Nduru, Mugambi David
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Abstract
This study investigated the relationship between practical work in physics and the
performance of students in secondary schools. The study was guided by the following
objectives; to establish the relationship between the performance in the theoretical and
practical aspects of physics, to find out the factors that can improve the quality of
practical work in physics, to investigate the attitude of students and physics teachers
towards theoretical and practical aspects of physics and to find out the effects of
gender differences in practical work in physics. The study comprised of ten public
secondary schools in Meru Central District (three boys, three girls and four mixed day
secondary schools). In carrying out this study a questionnaire was used for both
physics teachers and the students. Spaces were left for students and teachers to fill as
to whether they strongly agree, agree, not sure, disagree, and strongly disagree. The
Observation schedule was used to identify how physics practical work was carried out
by students. Physics teachers and students were interviewed concerning practical
work in physics. A list of topics from Form one, two and three physics syllabus were
highlighted and the experiments to be carried out in each topic. Their responses were
coded and analyzed using Statistical Package for Social Sciences (SPSS) which was
used to compute descriptive statistics such as percentages, standard deviation and
mean. The study used descriptive survey that employed correlation methods to
investigate the effectiveness of the use of hands on activities in teaching and learning
of physics. The findings of the study revealed that both teachers and students have a
positive attitude towards practical work in physics and that practical work in physics
affect the performance in final examination. The study came up with
recommendations for action and further research.
Description
Department of Educational Communication and Technology, 95p. 2012