Comparative Analysis Of Factors Affecting Secondary And Upper Elementary School Students Interest In Physics At Munesa District, Arsi Zone, Oromia Region.

Abstract

This study explores the comparative analysis of factors affecting interest of students in physics in Munesa District. The choice of this topic was influenced by the fact that interest and attitude in physics in Ethiopia and particularly in Munesa District has remained low over the years. This study set out to investigate some of the reasons for this state of affairs. The study was carried out in 4 (four) schools sampled from the district, two of which were urban schools, two were rural schools. A total of 200 students were participated in the study. Simple random sampling was used to come up with the study sample one physics teacher was selected from each school making a total of 6 teachers. The purpose of this study was to identify factors that affect interest and attitude in physics at secondary and upper elementary school level. The design of the study was descriptive survey. Data was collected using teachers’ and students’ questionnaires, class observation guide, and head of departments’ interview schedule ‘and students’ achievement tests using SPSS version 20 software. These included achievement test scores, students’ gender, and learners’ attitude towards physics, availability and use of teaching learning resources, teacher characteristics and teaching methodology. The data obtained was analyzed using both descriptive and inferential statistics. Tables and graphs were used to display data. The study found out that availability and proper use of teaching/learning resources improved achievement in physics. There was a significant higher interest in schools with enough resources compared with those with inadequate resources. All students who were enrolled in physics had a positive attitude towards the subject and those who performed well had a more positive attitude than those whose performance was low. Boys performed better in physics in District Schools but this was not the case in Governmental Schools where the girls performed better than the boys in the said schools. Students whose lessons were conducted frequently in the laboratory performed better than those who were often taught in their classrooms. Finally the study shows the opinion of the students were the leading factors.