Investigation Into Physics Practical Lessons In Senior High Schools
This study aimed to examine issues concerning physics practical lessons in senior high schools within the Cape Coast Metropolis. Primary data were collected through a survey of 432 SHS physics students, whose responses formed the basis of this investigation. The principal research tool employed was a well-structured student questionnaire. Descriptive statistics were utilized to outline the demographic characteristics and motivations of the students studying physics, as well as to assess school and teacher-related factors affecting their practical lessons. Additionally, the study identified challenges that hindered the success of physics practical sessions in these schools. Binary logistic regression was employed to analyze the factors influencing achievement in physics practical lessons.
The findings indicated that approximately 69% of the students were male, and over 50% of both male and female students’ guardians had attained tertiary education. Moreover, 79.2% of students reported sufficient weekly periods allocated to physics lessons, 97.7% had access to libraries, 93.1% had science laboratories, and 93.5% had functional water reservoirs at their schools. Around 72.5% of the students regularly utilized physics formulas and laws to solve problems in their lessons. A significant majority (80.6%) demonstrated comprehension of mechanics practical lessons, followed by light (75.4%), heat (72.4%), and sound (57.5%). Statistical analysis indicated that achievement levels in sound, heat, mechanics, and light practical activities were positively correlated at a significance level of 0.01, with no significant differences observed among them.
In conclusion, the study found that students generally had a better grasp of mechanics practical lessons and were more adept at handling mechanical instruments compared to lessons involving light, heat, and sound. Additionally, it was noted that male physics students encountered fewer difficulties with handling instruments during practical activities than their female counterparts
ABSTRACT
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Significance of the Study
Delimitation of the Study
Limitations of the Study
Organisation of the Rest of the Study
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The Concept of Constructivism
Cognitive Constructivism
Social Constructivism
Radical Constructivism
Constructionism
The Origins of Practical Work in School Science Curricula
The Nature of Practical Work in Ghanaian SHS Physics Curriculum
Role of Practical Work in the Teaching and Learning of Science
Organisation and Impact of Science Practical Work
Empirical Studies on Teacher Factors Affecting Science Practical Work in Schools
Empirical Studies on Student Factors Affecting Science Practical Work in Schools
Empirical Studies on School Factors Affecting Science Practical Work in Schools
Methodological Issues in the Study of Determinants of Achievement in Science
Implications of the Literature Reviewed for this Study
CHAPTER THREE
METHODOLOGY
Research Design
Population
Sample and Sampling Procedure
Instruments
Data Collection Procedure
Data Analysis
CHAPTER FOUR
RESULTS AND DISCUSSION
Student Background
Gender
Guardians’ Level of Education
Access to Basic Instruments
Students’ Motivation for Studying Physics
Education after completing SHS
School Policy and Infrastructure
Physical Infrastructure
School Policy
Student Views on Teacher Instructional Activities during Physics Practical Lessons
Achievement in Physics Practical Lessons among Students Understanding of Physics Practical Lessons
Proficiency in Handling Instruments for Physics Practical Activities Determinants of Achievement in Physics Practical Lessons
Variation in Achievement Parameters
Relationship between Achievement Parameters in Physics Practical activities
Determinants of Achievement in Heat Practical Work
Difficulty in Handling Instruments for Physics Practical activities Problems of Physics Practical Lessons in the Schools
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Major Findings of the Study
Conclusions Recommendations Suggestions for Further Research
REFERENCES
APPENDICES
The Title Page should be the first section of your project “Investigation Into Physics Practical Lessons In Senior High Schools”, 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.
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The main body of the Investigation Into Physics Practical Lessons In Senior High Schools 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 Investigation Into Physics Practical Lessons In Senior High Schools 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 Investigation Into Physics Practical Lessons In Senior High Schools 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