i want my research work done approriately including the rest of the chapters 3-5 basing on the draft below which should also be inclusive. in my chapter three include the following
3.0 introduction
3.1 reseach design
3.2 area of the study
3.3 study population
3.4 sampling size
3.5 sampling techniques
3.6 data collection methods
3.7data collection instruments
validity and reliability
data analysis
ethical considerations
limitations
CAUSE
FOR POOR PERFORMANCE IN PHYSICS AT “O” LEVEL IN SELECTED SECONDARY SCHOOLS IN
KIGANDALO SUBCOUNTY, MAYUGE DISTRICT.
CHAPTER
ONE
INTRODUCTION
1.0 Introduction
This
chapter discusses the problem to be studied in the research by addressing the
following areas of discussion; the background of the study, the problem
statement, the purpose of the study, the objectives of the study, the research
questions, significance of the study,and scope of the study.
1.1 Background
Globally physics education
reveals a significant challenge: many students struggle to achieve proficiency
in this critical subject. Poor performance in physics has been observed across
various educational systems, with multiple factors contributing to this trend. International
assessments such as the Programme for International Student Assessment (PISA, 2018) and the Trends in
International Mathematics and Science Study (TIMSS, 2019) highlight these disparities,
illustrating that students in many countries perform below expectations in
physics.
According to the 2018 PISA
results, while top-performing countries like Singapore and Japan excel in
science, many others, including the United States and various European nations,
show concerning levels of physics proficiency. The PISA 2018 report indicated
that only 27% of students globally reached the baseline level of proficiency in
science, which encompasses physics concepts (OECD, 2019). This finding underscores a widespread
issue where students lack a solid understanding of fundamental physics
principles.
Several factors contribute to
the poor performance in physics globally. First, students often enter physics
courses with significant misconceptions and a lack of foundational knowledge,
which hinders their ability to grasp more complex topics (Sadler et al., 2013). The cognitive load imposed by the abstract
nature of physics concepts can overwhelm students, leading to disengagement and
low motivation (Chi et al., 2018).
Additionally, societal attitudes
towards physics and science, influenced by cultural perceptions and gender
stereotypes, can impact student engagement. In some cultures, physics is often
viewed as a male-dominated field, which may discourage female students from
pursuing the subject (Belmi, R.
M., & Mangali, G. R. (2020).). This cultural bias contributes to a
lack of diversity in the field, further perpetuating the cycle of poor
performance.
Africa, students’ performance in
physics has raised significant concerns among educators and policymakers.
Numerous studies indicate that many students struggle to achieve proficiency in
physics, which poses a challenge for the continent’s scientific and
technological advancement. According to the African Union (AU), improving
science and technology education is critical for achieving the continent’s
development goals, yet performance in subjects like physics remains alarmingly low (AU, 2014).
International assessments such
as the Trends in International Mathematics and Science Study (TIMSS) and the
Programme for International Student Assessment (PISA) provide insights into the
challenges faced by African students in physics. For instance, the TIMSS 2019
results showed that African countries, such as South Africa and Morocco, scored
significantly lower in science compared to their global counterparts (Mullis et
al., 2020). In PISA 2018, only a small percentage of students from African
nations reached the baseline proficiency level in science, highlighting a
critical gap in understanding and application of physics concepts (OECD, 2019).
Several factors contribute to
the poor performance in physics in Africa. First, inadequate resources and
infrastructure severely limit the quality of physics education. Many schools
lack laboratories, modern teaching materials, and qualified teachers, which
hampers students’ ability to engage in practical, hands-on learning experiences
(Ogunleye, 2018). The reliance on outdated curricula that do not reflect
current scientific developments further exacerbates this issue (Seymour &
Long, 2020).
In East African countries the
performance of physics has garnered significant attention due to persistently
low achievement levels in this critical subject. Despite the recognized
importance of physics for fostering scientific literacy and technological advancement,
students in countries such as Kenya, Uganda, Tanzania, Rwanda and Burundi
frequently demonstrate challenges in mastering fundamental physics concepts.
Reports from various educational assessments indicate that these challenges are
not only detrimental to individual students but also hinder national
development in science and technology. (Ayiro et al., 2023).
According
to the East African Community (EAC) report, the region has experienced
persistent underachievement in science subjects, particularly physics. For
instance, the Kenya Certificate of Secondary Education (KCSE) results
consistently reveal that a significant percentage of students score below the
minimum competency level in physics, with the 2020 results indicating that only
30% of candidates attained a mean grade of C+ or higher (KCSE, 2021). In National Examinations Council of Tanzania (NECT 2021),
116,610 applicants took the Physics test; of those, 64,096 (55.33%) passed and
52,514 (44.67%) failed. There were 120,856 candidates that took the test in
2020; 58,808 (48.87%) passed and 62,048 (51.13%) did not pass.
(Myombe et al., 2022)
In Rwanda a significant factor
contributing to poor performance in physics is the insufficient training and
professional development opportunities for physics teachers. Many teachers lack
a strong background in physics and effective teaching methodologies. According
to studies ongoing professional development and training for teachers are
essential to improving student outcomes in physics. Niyibizi et al. (2018),
Schools in Rwanda often lack the
necessary resources and infrastructure to effectively teach physics. This
includes a shortage of well-equipped laboratories and insufficient teaching
materials. The absence of practical experiments hinders students’ ability to
understand and apply theoretical concepts. As highlighted by the Ministry of
Education of Rwanda (2016), improving school infrastructure and providing
adequate resources are critical for enhancing physics education. (M.O.E.R 2016).
According to the Rwanda Education Board’s annual reports, the performance in
physics at the secondary school level has shown varying trends over the years.
In the 2020 National Examinations for Ordinary Level (O-Level) and Advanced
Level (A-Level), physics had one of the lower pass rates compared to other
science subjects. Specifically, the pass rate for O-Level physics was around
45%, while for A-Level, it was slightly higher at about 50% (REB, 2020).
In Burundi, the poor performance is attributed to political instabilities
which have had a detrimental impact on the education system. Schools often face
disruptions, and resources are limited. A report by Human Rights Watch (2017)
indicates that the ongoing political crisis has led to a decline in the quality
of education, including physics education.
Human Rights Watch. (2017)
According to the Ministry of Education and Scientific Research, the
performance of students in physics in national examinations has been consistently
low. In the 2019 national examinations, only 35% of students achieved a passing
grade in physics at the secondary level (MESR,
2019).
In Uganda the performance in physics
has become a pressing concern, as evidenced by consistently low achievement
levels in this critical subject. Physics is essential for developing scientific
literacy and fostering technological innovation, yet many Ugandan students face
significant challenges in mastering its concepts. Various educational
assessments and reports highlight the need for urgent interventions to improve
physics education in the country. (Gumisirizah et al., 2023)
According
to the Uganda National Examinations Board (UNEB), the results of the Uganda
Certificate of Education (UCE) in recent years have shown a troubling trend,
with a significant percentage of students scoring below the pass mark in
physics. For instance, the UNEB report for 2020 indicated that only 41.7% of
candidates scored a division one or two in physics, reflecting a decline in
performance compared to previous years (UNEB, 2020). This trend suggests that
many students are not achieving the necessary proficiency in physics, which
could have long-term implications for their further studies and careers in
science and technology
1.2 problem statement
Physics is a foundational subject critical to understanding and advancing in
science and technology fields. However, secondary schools in Kigandalo
Subcounty, Mayuge District, have reported consistently poor performance in
physics, which is a cause for concern among educators, parents, and
policymakers (Mugagga, 2020). This
underperformance not only affects students’ overall academic achievement but
also limits their opportunities to pursue further education and careers in Science,
Technology, Engineering, and Mathematics (STEM) fields, which are essential for
the socio-economic development of the region. It’s upon this back ground that this
research aims to explore the factors contributing to the poor performance in
physics among ordinary secondary school students in Kigandalo Subcounty, mayuge
district.
1.3 Research purpose
The purpose of this study is to
comprehensively investigate the factors contributing to the poor performance in
physics among secondary school students in Kigandalo Subcounty, Mayuge
District. By identifying and analyzing these factors, the study aims to provide
a detailed understanding of the challenges faced by students and educators in
this subject area. The ultimate goal is to develop and propose effective
strategies and recommendations to improve physics education, thereby enhancing
students’ academic outcomes and fostering a greater interest in STEM (Science,
Technology, Engineering, and Mathematics) fields.
1.4
objectives of the study
1.4.1 General objective
To investigate the underlying
factors contributing to the poor performance in physics among secondary school
students in Kigandalo Subcounty, Mayuge District, and to develop effective
strategies and recommendations for improving physics education outcomes.
1.4.2
Specific objectives
(i)
To
examine the influence of school facilities and infrastructure on students’
performance in physics
(ii)
To
determine the effects of physics teacher’s qualification on the performance of
physics in secondary schools.
(iii) To determine the effects students
attitude towards physics performance.
1.5
Research questions
(i) How does the availability and
adequacy of learning materials and resources affect the performance in physics?
(ii)
How
does the level of qualification of the teachers affect the students’
performance in physics?
(iii)
How
does the student’s attitudes towards physics affect their performance?
1.6
significance of the study
The
study will contribute to raising educational standards and outcomes in
secondary schools across Uganda by addressing the root
causes of poor performance in physics. The Ministry of education can use the insights to
benchmark and develop best practices for physics education. The ministry of education
and policy makers in the education sector can as well use the findings of this
study as a basis to address the problem of poor performance in physics in
kigandalo subcounty in mayuge district and Busoga sub region at large. To
the school owners, managers, administrators and teachers, the research findings
will be useful to them since they are to provide highlights on what are the
factors that lead to the persistent poor performances in the physics subject in
secondary schools. Also the findings of this research will help or be of use to
individuals, learners, and researchers and in various organizations and
institutions since it will provide the information on what are the possible
solutions or recommendations for the problem should be.
1.7
The scope of the study
1.7.1
Geographical scope
The study will be carried out
within the confined secondary schools in kigandalo Sub County. Kigandalo Sub
County is found in Bunya east constituency in Mayuge district, Eastern Uganda.
The districts that border Mayuge District are Jinja District to the west,
Namayingo District to the east, Bugiri District to the northeast, Iganga
District to the north, and the Republic of Tanzania to the south. 00 20N, 33
30E are the district’s coordinates.
1.7.2
Time scope.
The study will be carried out
within a period of eight months, starting in February to November of the year
2024.
1.7.3 Content Scope
This study aims to investigate the key factors contributing to poor
performance in physics among students ordinary level students of kigandalo
subcounty. The focus is on three primary factors: school
facilities/infrastructure, the qualifications of teachers, and students’
attitudes towards the subject. Understanding these factors will provide
insights into how each element influences student performance and guide
interventions to improve outcomes.
i.
School Facilities/Infrastructure: The
first component of the study examines the role of school facilities and
infrastructure in influencing students’ performance in physics. This includes
the adequacy of laboratories, the availability of modern equipment, and the
overall condition of the learning environment. The study will explore how these
factors impact students’ ability to engage with and understand physics concepts
effectively. By assessing the condition and availability of these resources,
the research will identify gaps that may hinder students’ learning experiences.
ii.
Qualifications of Teachers: The second
focus is on the qualifications and expertise of physics teachers. This aspect
covers teachers’ educational backgrounds, professional training, and teaching
experience. The study will investigate how the qualifications of teachers
affect their ability to deliver physics content effectively and engage students
in the subject. Additionally, the impact of continuous professional development
and its correlation with improved teaching practices will be examined to
determine its significance in enhancing student performance.
iii.
Students’ Attitudes: The third factor
addressed is students’ attitudes towards physics. This includes their interest
in the subject, motivation, and perceived relevance of physics to their future
goals. The study will explore how students’ attitudes influence their
performance in physics, considering factors such as self-confidence, effort,
and engagement in classroom activities. By analyzing students’ perceptions and
attitudes, the research will identify whether negative attitudes are a
significant barrier to achieving better academic outcomes.
CHAPTER
TWO
LITERATURE
REVIEW
2.0. Introduction
This
chapter mainly looks at the theoretical review, conceptual frame work, and related literature in relation to the study objectives.
Review of the literature bears significance on providing the researcher with
deeper insight into the topic of research.
2.1 Review of the literature based
on the objectives
2.1.1 School Facilities/ infrastructure and Students’
Performance in Physics
Studies
have shown that the availability of well-equipped laboratories and learning
materials positively impacts students’ understanding and performance in physics.
For example, studies found that students with access to modern laboratories
performed better in science subjects compared to those without such facilities.
Adeyemo (2010)
The
physical infrastructure of schools, including the availability and condition of
classrooms, laboratories, and libraries, significantly affects students’
performance in physics. Well-equipped laboratories, in particular, enhance
students’ understanding of practical physics concepts. (Lubega & Nakimuli
2015).
Class
sizes have also been identified as determinants of academic performance.
Studies have indicated that schools with smaller class sizes perform better
academically than schools with larger class sizesin his study or the ideal
class size and its effects on effective .(
Kraft R.J. 1994)
Teaching
and learning in Ghana concluded that class sizes above 40 have negative effects
on students’ achievement. Since students have differences in motivation, interests
and abilities and that they also differ in health, personal and social
adjustment and creativity generally good teaching is best done in classes with
smaller numbers that allow for individual attention (Kraft, R. J. 1994).
Research
also shows that overcrowding causes a variety or problems and the findings
indicate that students in overcrowded schools and classrooms do not score as
high on achievement tests as students in non-overcrowded schools and
classrooms. Corcoran et al. (1988) reported
that overcrowding resulted in a high rate of absenteeism among teachers and
students. For the teachers overcrowding results in stressful and unpleasant
working conditions. Overcrowded schools and classes are noisier, and create
more non instructional duties and paperwork, and that, without question, they inhibit
teaching and learning.” (Rivera-Batiz
and Marti 1995). School libraries are also a powerful force in schools. The
school library is one of the few factors whose contribution to academic
achievement has been documented empirically, and it is a contribution that
cannot be explained away by other powerful influences on student performance
(Rivera-Batiz and Marti 1995).
2.1.2 Teachers level of qualification and Students’ performance
in physics
According
to studies, it is of no doubt that teacher qualifications, including
subject-specific training and teaching experience, are strongly correlated with
student achievement in science subjects. Effective physics instruction requires
teachers who are knowledgeable and skilled in both content and pedagogy. Darling-Hammond (2000).
A
teacher who does not have both the academic and the professional teacher
qualification would undoubtedly have a negative influence on the teaching and
learning of his/her subject. Myra Pollack
Sadka et al (2000)
However,
a teacher who is academically and professionally qualified, but works under
unfavorable conditions of service would be less dedicated to his work and thus
be less productive than a teacher who is unqualified but works under favorable
conditions of service (UNESCO, 2004).
Various
writers have come up with views about the characteristics of competent teachers
and benefits of having such teachers as follows:
The
Education Policy Review Commission Report (EPRCR) (1989) explains teacher competence as having a knowledge of child
development, of the material to be taught and suitable methods, his skills must
enable him to teach, advice and guide his students, community and culture with
which he is involved; his attitudes should be positive without being
aggressive, so that his examples are likely to be followed as he transmits
explicitly, and implicitly the national aims and moral and social values.
2.1.3 Students’ Attitudes on Performance in Physics
A study by Osborne, Simon, and Collins (2003)
revealed that students’ attitudes towards science subjects, including physics,
are influenced by their experiences in the classroom, teacher-student
interactions, and perceived relevance of the subject. Positive attitudes were
associated with higher achievement levels.
The
students’ attitudes has an effect on their performance in secondary schools
ordinary level physics. Despite the fact that high school students who take
physics are generally exceptional as a group, tending to have high grade point
averages, to perform well on standardized tests and tend to rank high in
mathematical ability (Porter &
Czujko, 1986), institutional, cultural and social factors affect a
student’s decision to take physics in high school. For instance, at Robeson
High School in Chicago, simply a neighborhood school which all types of
students attends; every student must take four years of science and four years
of mathematics which includes physics.
While
good students generally will do well in most circumstances, when students of
different learning styles and background are in high school physics, the
teaching or the curriculum can become important in student success.
Many
high school students have difficulty learning high school physics and developed a remedial teaching
method consisting of immediate and frequent feedback in a natural classroom
setting. This method resulted in significantly higher achievement indicating that
teaching method remains a factor in successful problem solving and therefore,
success in high school physics. Supporting this research is the work of Halloun and Hesterenes (1987) who contend
that the poor performance typical of most students in secondary school physics
suggest that conventional methods for teaching problem solving are far from
optimal. By contrasting the traditional lecture method to the dialectical large
diagnostic test gains of low competence students and gains in test performance
in the course were found. Has shown
that the intensive dialectical method has resulted in success in teaching
Newtonian mechanics. Minstrell (1984)
Studies
found that a problem solving strategy (WISE) increased student and instructor
perceptions of accuracy and promoted organization as well as performance.
Although the greatest success of the WISE method was with those who had high
math skills, students with low mathematics skills also showed improved
performance. The curricular aspect of a physics course may determine if a
student passes or fails after renewed interest in science courses at all levels
due to Sputnik, two new courses were developed in high schools. PSSC Physics
was an of the high school course with a view toward training future scientists
and emphasized.s Wright and Williams
(1986)
2.2 Theoretical review
2.3 Conceptual frame work
|
· · · |
|
Poor |
|
Intervening variables · · · |
|
Independent variable |
|
Dependent variable |
1.8.
Operational definition of terms used.
Academic
performance. According to Gibson, & Rankin
(2015) define as the attainment of learning objectives. However, as per the
study; Academic performance refers to the achievement in standardized tests or
examinations by the student. In other words, it is the outcome of the student’s
assessments. This study will measure the academic performance basing on the
average grades scored by students in exams (whether Distinction, Credit or
Pass,).
Physics:
According to Tighana (2018); physics is the science that studies measurable
magnitude and phenomena that transforms them without changing their natures.
According to the digital encyclopedia Microsoft Encarta, Physics is defined as
a major science dealing with the fundamental constituents of the universe, the
forces they exert on one another, and the results produced by these forces.
Performance.
According to Thomas J. Kane (1988); performance is defined at the level of each
individual within the organization or at organization level. It is perceived as
an understanding ofthe achieved results.
CHAPTER THREE
RESEARCH METHODOLOGY
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