Abstract:
The purpose of the study was to investigate the activities and practices of physics
teachers in terms of their pedagogical skills, assessment techniques used and students’
perception of their physics teachers’ classroom practices. The study was limited to
physics teachers and students in eight (8) senior high schools in the Hohoe
Municipality. Descriptive cross-sectional survey design was employed in carrying out
the study. A total sample of 200 senior high school Physics students and 2 physics
teachers were involved in data collection. A questionnaire consisting mainly of closed
ended items, observation schedule and interview guide were used in collecting data
from respondents. Data collected was analysed using simple frequencies, percentages,
mean and standard deviation. It was found that, most of the physics teachers do not
often respond appropriately to students’ wrong answers and misconceptions. Most
physics students also raised concerns about their physics teachers’ not often linking
what they teach to their daily life occurrences. However, evidence from observation
indicates that physics teachers possess and exhibited sufficient knowledge on diverse
pedagogical skills. Physics teachers often use interactive formative assessments such
as oral question and answer technique. Also, physics teachers do not often motivate
students and make them appreciate the fact that the things they learn in physics are
important. Based on the findings, it was recommended that, physics teachers should
carefully pay attention to and often address their students’ wrong answers and
misconceptions, make learning of physics interesting by making students appreciate
the importance of what they teach, often encourage students to study physics and also
show interest in the overall success of their students.
Description:
A thesis in the Department of Science Education, Faculty of Science Education, Submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba
MAY, 2021