Advancing Practical Physics
In countries where laboratory-based teaching has deep roots, many educators consider practical work essential to their teaching practice. It is widely acknowledged that practical work not only fosters skill acquisition but also enhances conceptual understanding. Despite extensive research on factors influencing practical science education in economically developed nations, little research has been conducted on the conditions and influences on practical physics education in African schools. This study aims to describe the current status and analyze potential beneficial interventions for teaching and learning practical physics in African secondary schools, with implications across all educational sectors.
Data collection encompassed qualitative and quantitative methods across four African countries. Surveys involved 550 final-year secondary students and 44 physics teachers. Qualitative insights were gathered from student focus groups and semi-structured interviews with physics teachers, science department heads, school principals, ministry officials, curriculum planners, educationalists from tertiary institutions, and Institute of Physics coordinators. Survey data underwent numerical analysis for descriptive statistics, while qualitative data were transcribed, coded, and thematically analyzed.
The study findings underscore a significant disparity between practices in developed countries and those observed in the studied African countries. This gap stems from various factors, including resource constraints and ambivalent or negative attitudes among teachers and students, often prioritizing theory over practical engagement. Additionally, there is a noted absence of practical physics assessment in some African countries, further disincentivizing practical engagement.
Drawing from these findings, the study proposes nine recommendations. These include conducting comprehensive audits of current practices, potentially revising the physics curriculum to allocate more time for practical activities, prioritizing initial and continuous professional development for physics teachers in practical teaching methods, integrating practical skills into qualification assessments, securing government funding for school laboratory infrastructure, promoting the use of learning technologies in physics education, fostering a community of practice among physics teachers through social media, enhancing teacher motivation through recognition, and emphasizing the relevance of practical physics skills for employability.
The study acknowledges its limitations and suggests further investigation to generalize its conclusions confidently across the continent
Abstract
Chapter 1: Introduction.
1.1 Personal experience and motivation for the study
1.2 Background to the study
1.3 Purpose and research questions
1.4 Rationale for the study
1.5 Overview of the thesis
Chapter 2: Literature Review
2.1 Introduction
2.2 Definition of practical work
2.3 Aims of practical work
2.3.1 Large scale UK based studies
2.3.2 Other research on the aims of practical work
2.3.3 Non UK studies into the aims of practical work
2.4 Types of practical work
2.5 Barriers to practical work
2.6 The potential impact of ICT in practical physics teaching
2.7 Summary
Chapter 3: Sub-Saharan Africa—The Context
3.1 Introduction
3.2 Sub-Saharan Africa general data
3.2.1 Population
3.2.2 Rural-urban population balance
3.2.3 Economic development
3.2.4 Enrolment in education
3.3 Commentaries on individual countries
3.3.1 Ghana commentaries
3.3.2 South Africa commentaries
3.3.3 Nigeria commentaries
3.3.4 Tanzania commentaries
3.4 Summary
Chapter 4: Methodology and Protocol
4.1 Introduction
4.2 Research design
4.2.1 Qualitative methods
4.2.2 Quantitative methods
4.2.3 Overall mixed mode design
4.3 Research instruments
4.3.1 Survey questionnaire
4.3.2 Focus group
4.3.3 Interviews protocol
4.4 Rigor and trustworthiness of the instruments
4.5 Ethical issues in the study
4.6 Research visits— location and participants
4.6.1 Practical arrangements— Ghana
4.6.2 Practical arrangements— South Africa
4.6.3 Practical arrangements— Nigeria
4.6.4 Practical arrangements— Tanzania
4.7 Procedure for data collection
4.8 Procedure for data analysis
4.9 Summary
Chapter 5: Quantitative Results
5.1 Introduction
5.2 Participants
5.3 Teacher survey data
5.4 Student survey data
5.5 Individual country comments
5.5.1 Ghana opinions
5.5.2 South Africa opinions
5.5.3 Nigeria opinions
5.5.4 Tanzania opinions
5.6 Summary of findings
Chapter 6. Qualitative Results
6.1 Stakeholder responses
6.1.1 What are the current aims of the practical physics curriculum in African schools?
6.1.2 What is the present status of practical physics education in African schools?
6.1.3 What are the critical factors determining success and failure in the delivery of the intended curriculum?
6.1.4 How can the teaching of practical physics in African schools be improved in the short and long run?
6.2 Student focus groups and interviews.
6.2.1 Introduction.
6.2.2 What are the current aims of the practical physics curriculum in African schools?
6.2.3 What is the present status of practical physics education in African schools?
6.2.4 What are the critical factors determining success and failure in the delivery of the intended curriculum?
6.2.5 How can the teaching of practical physics in African schools be improved in short and long run?
6.3 Summary
Chapter 7: Discussion
7.1 Introduction
7.2 What are the current aims of the practical physics curriculum in African schools?
7.2.1 Broader physics learning
7.2.2 Practical specific learning
7.2.3 Motivation
7.2.4 Economic needs and priorities
7.3 Policies and opinions across SSA
7.4 What is the present status of practical physics education in African schools?
7.4.1 Nature of the practical activities
7.4.2 Resources and facilities
7.4.3 Lack of teaching time for practical physics
7.4.4 Student performance
7.4.5 Attitude of teachers and students
7.5 What are the critical factors determining success and failure in the delivery of the intended curriculum?
7.5.1 Resources and facilities
7.5.2 The physics curriculum
7.5.3 Attitude and motivation
7.5.4 System description of the factors affecting the teaching and learning of practical physics in Africa
7.6 How can the teaching of practical physics in African schools be improved in short and long run?
7.6.1 Resources and facilities
7.6.2 The physics curriculum
7.6.3 Attitude and motivation
7.6.4 Regional collaboration
7.6.5 Learning technology
7.7 Process of change for effective practical physics teaching
7.7.1 Improving the teaching and learning of practical physics in SSA
7.8 Summary
Chapter 8:Summary, Recommendations and Limitations
8.1 Summary
8.1.1 Key findings
8.2 Recommendations
8.3 Limitations of the study
8.4 Contribution to knowledge
8.5 Suggestions for further research
8.6 Final thoughts
References
Appendices
The Title Page should be the first section of your project “Advancing Practical Physics”, providing essential details like the project title, your name, your supervisor’s name, the institution, and the submission date. After that, the Abstract offers a brief summary of your project, touching on its purpose, methods, results, and conclusions in 150-300 words. The Acknowledgments section is where you can thank those who supported your research, such as your supervisor, peers, or organizations that provided resources.
Next, the Table of Contents organizes the Advancing Practical Physics by listing its chapters and sections, along with page numbers for easy reference. The List of Figures and List of Tables help guide readers to specific visual elements like graphs, charts, or tables included in the document. There should also be an Abbreviations and Glossary section to explain any specialized terms or acronyms, making the content clearer to readers unfamiliar with the technical language.
The main body of the Advancing Practical Physics should start with the Introduction, which provides background information, outlines the research problem, states your objectives, and gives a brief overview of your research methods. Following that, the Literature Review offers an in-depth look at previous research relevant to your project, identifying gaps your study aims to address. The Methodology section then explains the research design, tools, and data collection methods you used to conduct the project and analyze the data.
In the Results and Discussion section, you present your findings and discuss them in relation to the Advancing Practical Physics research questions or objectives, often using tables or charts to help explain the data. The Conclusion summarizes the key results, discusses their implications, and suggests possible directions for future research. You may also include recommendations based on your findings, offering practical advice for improvements or applications. Finally, the Advancing Practical Physics project should include a References or Bibliography section to list all the sources you cited, as well as Appendices for any additional material. A Statement of Originality is often included to confirm the authenticity of your work