Pedagogical Problems Challenging The Academic Perform Ance Of Physics Students In Secondary Schools

Abstract

The primary purpose of this study was to identify pedagogical problems challenging the academic performance of physics students in secondary school of Guduru-area. Descriptive survey method was designed to be employed as the method of the study. It was concerned to examine the prediction of pedagogical challenge problems with five independent factors such as, the role of teachers on academic performance of physics students, school facility factors, curriculum factors, the impact of assessment method and school principals’ effectiveness in facilitating teaching and learning of physics. Four secondary school sampled students,’ six physics teachers and two supervisors were used in the study. Questionnaires, interview and observation were means of data gathering tools. Questionnaire was distributed to 120 students, 6 physics teachers and 2 supervisors. The data obtained were analyzed both quantitatively and qualitatively using frequency, percentage, mean, mean average and mean rank using SPSS version 20 software and organized in to meaningful information. Likert scale was used to measure opinions of respondents on the given independent variables. The result of data analyzed and its interpretations indicate that under the role of teachers on academic performance, with average mean value of 2.40 ranked to the most severe problem. The next rank with average mean value of 2.42 was related to school based problems. The 3rd rank with average mean value of 2.43 was curriculum factors affecting the academic performance of physics students. This indicates that teacher’s role related pedagogical problems have more negative impact on students’ academic achievement than other factors. For instance, readiness of teachers for best performance 78 (65%) of student respondents with mean value of 2.34 responded as less than low performance. Knowing when and how to apply each method of teaching 4 (67%) teacher respondents with mean value of 1.33 responded as very low. Each of other factor computed revealed that there is a great deficiency in the availability of instructional materials, such as physics reference materials, laboratory manuals, computer services, different color chalk, “TV” set, quality and functionality of black board. Also there is a great deficiency in school facility factors such as, class size, student’s seat, library services, pedagogical center. The schools were not provided with the necessary facilities and instructional materials. Finally conclusion and recommendation were drawn.