The Impact Of Inadequate Empirical Teaching On Physics Students Achievement In Preparatory School:

Abstract

This study investigates the impact of inadequate empirical teaching on physics student’s achievement in 4 selected Government preparatory schools: east shoa zone, Adama, Bishoftu and Batu Cities. By employing a descriptive survey method the study comprehensively assesses the practices and problems of physics practical work. Data were collected from physics teachers, department heads, principals, lab technicians and grade 12 students from which, 333 students were selected by simple random sampling methods. On the basis of availability, all physics teachers, two lab technicians and four School principals are selected purposively as samples from schools respectively. In addition 4 department heads have participated as subjects of the study. The main data collection methods for this research were questionnaires, interview, document analysis, and check list of laboratory observation. Quantitative data were tabulated and organized in tables and analyzed using percentage and chi-square. The qualitative data was categorized and analyzed thematically to substantiate the quantitative analysis and interpretations. The findings of this current study indicated that: - (i) the impact of inadequate empirical teaching on physics students’ achievement in east shoa zone is at very high level where it has, lack of commitment and interest of teachers(31.5%),physics teachers have lack of skill and experience to conduct lab activities in the schools(69.4%) were physics teaching learning process is not supported by practical works; class room instruction of physics education is more of lecture method and dominated by teacher’s with least participation of students.(ii) The most determinant constraints of practical activities in preparatory physics education in most of schools include lack of laboratory rooms(78.7%), inadequate supply of lab equipment’s and facilities(87.2%), absence of trained laboratory technicians/teachers(77.8%) shortage of time for practical activities. (iii) Lab activities did not get the necessary concern in all schools like, any plan and regular schedule for lab sessions (75%), poor management, monitoring and evaluations of lab activities, any system for grading and assessment of practical examinations investigated by this study. Therefore, to bring the progress of lab activities in schools and to play the important role in initiating and supporting physics teaching in the class, there should be done awareness creating campaigns by all stakeholders of the education system. In addition, the government should give special emphasis and effective implementation strategies for the improvement and efficient ways of physics teaching in schools in order to achieve the mission and goals of the new education policy.