An investigation on challenges faced in teaching practical physics in a rural secondary school.

Abstract

This study examined the challenges encountered in teaching of practical physics in rural secondary schools as the case of the Pafiwa, Sherukuru, Zambe and Bethania Secondary Schools which make up the Mutasa Central Cluster. This study was inspired by the longstanding disparity between the curriculum commitment to inquiry-based, practical experimentation and the actual conditions of constrained resources and theoretical teaching in rural areas. This study was informed by three objectives which were to study what happens in the teaching of practical physics, to evaluate the difficulties that are involved in teaching it and what can be done to enhance its teaching. Qualitative case study design was used, as the Constructivist Learning Theory developed by Bruner considers learning as a dynamic process of building new knowledge on the basis of previous knowledge. Data were gathered by interviewing physics teachers and school administrators and focusing group discussions with learners. The data underwent thematic analysis to reveal patterns, themes and relationships generated by the data. Results showed that teaching methods in applied physics are mostly theoretical and teacher-dominated and lessons are usually restricted to demonstrations, not practical experimentation by students. Teachers mentioned lack of laboratory equipment, infrastructural inadequacy, unstable electricity and huge classes as significant obstacles to successful practical teaching. The absence of professional development opportunities also limited the possibility of teachers using learner-centred approaches. However, there were those teachers who were creative and improvised experiments with materials they had in their vicinity to partially overcome the resource shortfall. The research found that these issues can be addressed through a multi-faceted approach that involves the sufficient supply of resources, ongoing teacher education, community participation and policy advocacy. The recommended measures to implement were enhancing laboratory resources, conducting professional development seminars, facilitating the sharing of resources between schools and the promotion of the contextualisation of learning using local examples and materials.