A STUDY OF TEAHCHING DIFFICULTIES IN TEACHING PHYSICS AT SECONDRY LEVEL IN

DISTRICT CHARSADDA

0334-9059580FAYAZ KHAN

Roll No. 6149M.Ed

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With

UNIVERSITY OF PESHAWAR,

SESSION 2015-16

ii

A STUDY OF TEAHCEDIFFICULTIES IN TEACHING PHYSICS AT SECONDARY LEVEL

IN TEHSIL CHARSADDA

Submitted to the institute of education and research, university of Peshawar in partial fulfillment of the

requirements for the award of the degree of Master in education.

By

FAYAZ KHANRoll No. 6149

M.Ed

Supervised By

__________________

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With

UNIVERSITY OF PESHAWAR,

SESSION 2015-16

ii

APPROVAL SHEET

Certified that the contents and form of thesis entitled “A Study of

Teaching Difficulties in Teaching Physics at Secondary Level in Tehsil

Charsadda” submitted by Fayaz Khan have been found satisfactory

for the requirement of the degree.

Internal Examiner: _____________________________

External Examiner: _________________________

Date: ___________________

Dedication

z

DEDICATION To my beloved Mother who is a symbol of

unconditioned love and altruism. Who prays day and night for my success and

who is everything to me and my life.

LIST OF TABLES

Table-1: Academic Qualifications of Teachers Teaching the Subject of

Physics:........................................................................................1

Table-2: Professional Qualification of the Teacher...................................1

Table-3: Teacher’s Interest in Teaching Physics.......................................1

Table-4: Teachers Participation in Refresher Courses...............................1

Table-5: Teachers Special Training for Teaching of Physics....................1

Table-6: Teachers Preparing Daily Lesson Plan........................................1

Table-7: The Teaching Methods that are followed by Teachers During

the Teaching of Physics...............................................................1

Table-8: Teachers Satisfaction from Teacher Training Institutions...........1

Table-9: Availability of Resources that help in the Teaching Physics......1

Table-10: Availability of Audio-Visual Aids for Teaching Physics............1

Table-11: Use age of Audio-Visual Aids.....................................................1

Table-12: Teachers Suffer from Excessive Teaching..................................1

Table-13: Responsibility of Over Crowded Classes for the Bad

Performance of Physics Teachers................................................1

Table-14: Teacher’s Satisfaction with their Salaries and Facilities.............1

Table-15: Teacher’s Assessment of Student’s Performance........................1

Table-16: Responsibility of Physics Paper in Annual Examination for

Bad Performance.........................................................................1

Table-17: Improvement in the Examination of the Subject of Physics........1

Table-18: Aim of Teaching Whether to help Students to Pass Exam or to

Impart Knowledge.......................................................................1

Table-19: Compatibility of the Content of Physics According to the

Mental Level of Students.............................................................1

Table-20: Compatibility of the Content of Physics with the Present Day

Needs of Students........................................................................1

Table-21: Improvement in the Curriculum of Physics.................................1

ii

TABLE OF CONTENTS

LIST OF TABLES..................................................................................................I

TABLE OF CONTENTS....................................................................................III

ACKNOWLEDGMENTS....................................................................................V

ABSTRACT..........................................................................................................VI

INTRODUCTION..................................................................................................1

1.1 HYPOTHESIS.....................................................................................................................1

1.2 STATEMENT OF THE PROBLEM...................................................................................1

1.3 OBJECTIVES OF THE STUDY........................................................................................1

1.4 DELIMITATION OF THE STUDY...................................................................................2

1.5 BACKGROUND OF THE STUDY....................................................................................2

1.6 IMPORTANCE OF THE TOPIC........................................................................................4

REVIEW OF RELATED LITERATURE...........................................................6

2.1 METHODS FOR TEACHING PHYSICS:........................................................................61. Lecture Method:......................................................................................6

2.2 LECTURE DEMONSTRATION METHOD.....................................................................7

2.3 PROJECT METHOD.........................................................................................................7

2.4 PROBLEM SOLVING/ DISCOVERY APPROACH........................................................7

2.5 PROGRAMMED LEARNING...........................................................................................7

2.6 MICRO TEACHING..........................................................................................................8

2.7 THE TEACHERS OF PHYSICS.......................................................................................9

2.8 USE OF AUDIO-VISUAL AIDS IN THE TEACHING OF PHYSICS........................11

2.9 THE SIGNIFICANCE OF AUDIO-VISUAL AIDS IN TEACHING OF PHYSICS.....12

2.10 IMPORTANCE OF AUDIO-VISUAL AIDS FOR THE TEACHING OF PHYSICS. . .13

2.11 TEACHING OF PHYSICS IN LABORATORY SETTINGS..........................................15

2.12 SCIENCE ROOM AND EQUIPMENT...........................................................................16

METHOD AND PROCEDURE..........................................................................19

3.1 THE NATURE OF RESEARCH.....................................................................................19

3.2 STATISTICAL ANALYSIS.............................................................................................19

3.3 INSTRUMENT..................................................................................................................19

3.4 DELIMITATION OF THE STUDY.................................................................................20

TABULATION AND ANALYSIS OF DATA...................................................21

FINDINGS, CONCLUSION & RECOMMENDATIONS...............................42

5.1 FINDINGS........................................................................................................................42

iii

5.1 CONCLUSION.................................................................................................................44

5.3 RECOMMENDATIONS...................................................................................................48

BIBLIOGRAPHY................................................................................................52

APPENDIX-A.......................................................................................................53

APPENDIX-B.......................................................................................................54

QUESTIONNAIRE................................................................................................54

iv

ACKNOWLEDGMENTS

First of all the researcher is extremely thankful to Almighty Allah

who with His grace gave her the opportunity to complete her

research work successfully. My humblest praise to Allah, the

almighty and omnipotent, the greatest of the great source of

inspiration and to the Holy Prophet Muhammad (Peace be

upon him), the greatest ever Human Ocean and house of

knowledge and learning.

The researcher offers his sincere thanks, appreciation and

indebt ness to his honorable research supervisor, __________

_______, whose encouragement, advice, sympathy and

continuous guidance paved the way for completion of this

research project.

I am extremely thankful to my close friend and classmate Mr.

Amir Muhammad Bettani (Lecturer Govt. Degree College

Jamrud) for his cooperation and encouragement. At the end I

am also thankful to Mr. Nawaz Khan who compose this

manuscript.

Fayaz Khan

ABSTRACT

There is a lack of mutual understanding of the school

function and mission. The principal should make the

mission and vision of the school to student, teacher,

parents and community so the principal should place a

program and should hold a meeting on weekly or

monthly bases to provide opportunity with one another in

open sessions. Teachers are not in contact with one

another. So the principal should organize the ideas of the

teachers to jointly work for the school mission.

vi

INTRODUCTION

Physics is one of the most exquisite branches of natural sciences,

which plays a pivotal role in development, flourishing and prosperity of

human being. At secondary level Physics subject has the same spirit. The

teaching of Physics at Secondary level is not fruitful and a number of

elements or factors are responsible for its wore seining.

The investigator is interested to point out the reasons that why the

teaching of Physics has not been given its due status.

1.1 HYPOTHESIS

The curriculum and teaching of Physics at secondary level is

defective.

1.2 STATEMENT OF THE PROBLEM

A study of teacher’s difficulties in teaching Physics at secondary

level in Tehsil Charsadda.

1.3 OBJECTIVES OF THE STUDY

1. To find out the academic/ professional qualifications of the teachers

who teach Physics at secondary level.

2. To find out the methods and techniques used by teachers in teaching

of Physics.

3. To find out whether there are any teaching aids, refresher courses

and guide books for the teachers.

1

4. To find out whether the laboratories are well equipped to facilitate

the teaching of Physics.

5. To find out the suitability of the textbook of Physics.

6. To give suggestions / recommendations to make the teaching of

Physics effective.

1.4 DELIMITATION OF THE STUDY

Due to limited time and meager resources, knowledge in

unfathomable ocean. I have selected 1 High schools of Tehsil Charsadda in

the consultation with my supervisor.

1.5 BACKGROUND OF THE STUDY

Science at the secondary level has been introduced to provide a base

for various scientific and technological disciplines that are considered

important to cope the challenges of 21st century.

Physics is a branch of science, which deals with the composition,

properties of matter and the factors, which effect the matter.

The importance of Physics has been increased to a very high degree

due to its application in aspects of man’s life. Man’s own existence is a

result of various process if any vital process to function, his survival

becomes difficult. Nuclear Physics provides us energy (atomic energy)

which can be used in various fields for economic development. So the study

of Physics is essential for the welfare of human beings.

Metallurgy, (Extraction of metals from ore) a hemical process, has

revolutionized the whole economy of the world. The big complicated

2

machines, which are the backbone of modern civilization, are the direct

result of the present growth of Physics.

But our science education, at secondary level, is facing a number of

problems. Shortage of facilities and trained teachers, ineffective in-service

and pre-service teaching programme sand theory based curriculum have

made our science teaching, particularly the teaching of Physics ineffective.

Keeping in view the importance, scope and nature of Physics it is

needed to have modern scientific techniques to the teaching of this

important subject.

In Physics teaching, the stress in put on the teacher based teaching

which requires to be assisted by students based learning. The emphasis

should be given to problem solving techniques, programme learning and

laboratory teaching so as to flourish a scientific view of the learners of

Physics. In our schools, Physics subject like other science courses, is being

taught as a theoretical subject. The dynamic aspect which is the real

requirement of science is being ignored. Learning in laboratory setting has

given less importance. Book recitation, lecture method, guide and notes

culture has been adopted which does not empress creative attitude and

problem solving capabilities in the learner. As a result students have turned

to cheating and bad study habits.

Keeping in view the worst conditions of Physics teaching, this

research is conducted to find out the negative aspects and to give some

recommendations for bringing improvement in the teaching of Physics.

3

1.6 IMPORTANCE OF THE TOPIC

Science education at secondary level has been introduced to enable

the students to known about the chemical and biological processes and their

mutual concern and the most important aim to promote scientific attitude

and a sprit of inquiry among the learner. Physics being an important subject

of science has been introduced with the same aim and objectives at the

secondary level.

Dr. Mehmuda Rehman in her book “teaching of science and

mathematics” has said from viewpoint of education one of the important

values of Physics is to bring together the methods and result of a number of

other sciences.

This unique nature of Physics makes the teaching of the subject

adventurous, interesting and a little bit hard as the teaching of this subject

requires a teacher to have all round knowledge of the science subjects and

especially about the various teaching methods that one needed for other

sciences.

The teaching of Physics in itself is interesting and technical and

requires some special skills and attitudes. The teaching of Physics at the

secondary level has got the following aims and objectives.

To enable the students to understand the world of nature, Physical

and biological processes and to integrate the natural phenomena.

To introduce the work of Muslims scientists to the learner of

Physics.

4

To enable the students of Physics to be an active participant in

solving problems of human society and existence.

To develop an understanding of the basic needs provided by the

nature.

To maintain and improve the health of human beings and the whole

community by the knowledge and skills of teaching Physics.

The development a balanced personality through the teaching of

Physics.

5

REVIEW OF RELATED LITERATURE

2.1 METHODS FOR TEACHING PHYSICS:

There are various methods for teaching science. But for the teaching

of Physics we must choose those methods that are specially suitable for this

subject. We can not use a single method for the teaching of Physics. The

teacher must have various methods for best result. But this combination

should be in accordance with the mental caliber of students in different

classes and grades as there are a number of methods which are only suitable

for particular classes and grades, as different methods develop different

skills in the students.

Dr. Mehmuda Rehman has suggested a number of teaching methods

in her book “Teaching of science and mathematics”. She writes “the

innovative methods, which are important for the science, and practice

classes are as follows lecture method, demonstration method, project

method, laboratory method, problem solving, programmed learning,

microteaching”.

A short description of all the above-mentioned methods is as

follows:

1. Lecture Method:

This method involves one-way channel of communication in which

teacher makes oral presentation of information, which is listened by the

students silently. This method improves the reasoning power of students.

6

2.2 LECTURE DEMONSTRATION METHOD

A demonstration has been defined as the process of showing

something to another person or group. When demonstration is accompanied

with lecture, it is called lecture demonstration method.

This method improves the reasoning and observation powers of

students.

2.3 PROJECT METHOD

Project is defined as “A series of related problems that are the out

growth of the student’s own interest at the problem-solving situation”.

A project may involve a practical problem or a reasoning problem,

this method is very helpful in developing various skills among the student

such as creativity, problem solving.

2.4 PROBLEM SOLVING/ DISCOVERY APPROACH

It is a useful scientific method that has been recommended for

science teaching as a useful method. It will be quite useful for teaching the

subject of Physics.

In this method students are facing with suitable problem then they

plan and carry out their own efforts to solve the problem. The students

gather their own data and draw their own results. In this method teacher

helps the student, he does not dictate.

2.5 PROGRAMMED LEARNING

In this method a programme takes the place of a teacher and leads

students through a stepwise self-instruction schedule.

7

This method develops habit of hard work, self-confidence,

motivation and arouses interest of students.

2.6 MICRO TEACHING

Actually this method is used to develop various skills of teaching in

teachers training institutes. But we can successfully employ it for teaching

the subject of biology in improve the laboratory skills of students.

Apart from these methods a number of other scientific methods that

could be successfully used for teaching the subject of biology are as under.

a. Inductive method

b. Deductive method or a combination of inductive deductive method.

c. Heuristic method.

d. Analytic/ synthetic method.

e. Laboratory method.

All these methods can be used by an efficient teachers in teaching

the subject of Physics.

In his book “Teaching of Science in the Secondary Schools of

Pakistan” Mr. Wali-ud-Din says “All the methods of teaching have their

own advantages and disadvantages and their applicability to the conditions

in the schools. The best method is that which adds to the knowledge and

information of the teacher to enable him to make his efforts more effective

and fruit full in the class”.

8

Similarly Wali-ud-Din quotes Taylor in the same book as since these

does not seem to be any best method of teaching as evidenced by studies

teachers should for the present use that method which is most convenient

and satisfying.

2.7 THE TEACHERS OF PHYSICS

Physics being an important and complex subject needs competent

and expert teachers who are trained in various teaching methods that are

suitable for the teaching of science and especially Physics.

Mr. Wali-Ud-Din writes in his book ‘Teaching of science in the

secondary schools of Pakistan’. “Qualities of a good science teacher are that

he should have a sound philosophy of education in which he has complete

faith. He should have an understanding how pupils learn. He should possess

necessary skills in instructional methods. He should have an ability to

communicate ideas. He should have knowledge of the subject matter. He

should have creative imagination. He should have a well integrated

personality.” P-76

The above paragraph suggests that a teacher of Physics must be an

aware person and should have all those necessary skills that are needed for

the efficient teaching of Physics. While teaching the subject of Physics, a

teacher should focus on the following steps that are regarded vital for

learning science/ Physics:

Motivation (desire to learn)

Objective (understanding of what is to be learned)

9

Study (acquisition of knowledge)

Comprehension (full understanding of what is to be done and how to

do it).

Review (repetition to retain proficiency).

Dr. Mehmuda Rehman has emphasized the following areas to be

strengthened for the teachers of science/ Physics.

a. Getting to understand their strengths and limitations and the ways to

overcome their deficiencies.

b. Being trained in various innovative techniques, methods of teaching

and curriculum development.

c. Developing familiarity with the science curriculum materials

available and learning how to select and organize them suiting to

various situations.

d. Achieving master of the subject matter in science to teach and

getting valences of the developments taking place from time to time

in their respective areas.

e. Being sufficiently trained in the techniques of evaluation and

development of instruments.

f. Being resourceful to use community resource in teaching and

experimentation.

g. Being competent to prepare and design scientific instruments of low

cost material available to them in their immediate environment.

10

h. Being trained to organize out of school activities in science

education.

i. Being sufficiently trained to conduct research for identifying.

Problems affecting their instructional programme.

A science teacher equipped with such skills and knowledge of

pedagogy can only serve to meet needs to Physics.

2.8 USE OF AUDIO-VISUAL AIDS IN THE TEACHING OF PHYSICS

Literally “audio” means “to hear”, “visual” means “to see” and

“aids” means the helping materials”. In teaching learning process,

“audio/visual aids” are those materials which can make the teaching –

learning process easier.

Dr. Mehmuda Rehman, in her book “Teaching of science and

mathematics” has defined audio-visual aids as such: “All such aids which

endeavor to move the knowledge clear to us, through our senses and called

as the audio-visual aids”.

As we learn through our senses, audio-visual aids make the learning

situations as real as possible and give us first hand knowledge through

hearing a seeing. Thus audio-visual aid is a useful technique to make the

learning more concrete, more realistic and more dynamic.

The following audio-visual aids have been recommended by “John

S. Richardson” in his book “Science Teaching in Secondary Schools”.

11

Specimens, models and displays, black board, bulletin board and

chalk board, maps, globes, cartoons and free hand writing, magnetic

mountings, and the writing table, photograph, audio aids and projections.

Apart from these aids, there are a number of other aids that can be

effectively used for the teaching of Physics.

2.9 THE SIGNIFICANCE OF AUDIO-VISUAL AIDS IN TEACHING OF PHYSICS

“Good instruction” is the foundation of any educational programme

and audio-visual aids help the teacher in importing such good instruction.

Therefore the Physics teacher must realize the importance of aids and

should known their various types and should also be skilful to use them

properly and meaningfully in teaching. He should be resourceful in the

sense if some relevant aids are not readily available in school, he should

prepare himself such material.

Once Descartes rightly said, “Nothing ought to be taught to children

which could not be attested by eyes” Teachers are well aware of the value

and importance of Aids and that they play effective role in instruction. The

manner they contribute too the effectiveness of teaching-learning process

with special reference to the teaching of Physics, is revealed from the

following:

The Audio-Visual aids, mark teaching and learning effective.

Experience provided through them are lasting.

They provide interest and inspiration

They provide variety on teaching.

12

They create a creative skill atmosphere

They facilitate teacher’s work.

They give confidence to teacher in teaching

They clarify the subject matter.

They save time, energy of the teacher.

They stimulate activities in the class room.

They supply a concrete basis for conceptual thought

They contribute to the efficiency, depth and variety of learning.

2.10 IMPORTANCE OF AUDIO-VISUAL AIDS FOR THE TEACHING OF PHYSICS

In their book “Teaching science in today’s secondary schools”

Walter A. Thurber and Alfred T. Collete, have listed a number of situations,

where we could use audio-visual aids for the teaching of Physics. These are

as under.

To present exotic material.

To present historic material.

To present informations about inaccessible places.

To give a bird eye view.

To summarize a series of observations.

To present information about microscopic materials.

To amplify sounds.

13

To acquaint pupils with elusive organisms.

To present things usually seen by inadequate light

To acquaint pupils with infrequent phenomena.

To acquaint pupils with dangerious conditions.

To acquaint pupils with materials that are difficult to kept.

To help pupils make comparison.

To speedup gradual change.

To slow down action.

To stop action.

To shown the actions of devices not easily studied.

To shown the interior of things normally enclosed.

Mr. John S.Richardson has given the following criteria for the

selection of audio visual aids.

Accuracy

Size

Quality

Physical structure

Original purpose of the aids.

Versatility.

14

A Physics teacher, keeping in view the above considerations can

make his teaching considerations; can make his teaching effective.

2.11 TEACHING OF PHYSICS IN LABORATORY SETTINGS

It is difficult to think of a science programme that does not lay more

emphasis on practical than theory. In fact one of the major objectives of

science teaching is the understanding of experimental method. Laboratory

work develops out of other activities and in turn leads to certain forms of

class work. Many activities in the laboratory, which are called experiments,

are in fact exercises with laboratory equipment, which familiarize the

students with certain apparatus and skills or demonstrate certain principles.

The distinction between experiment and exercise lies in the information

given to pupils. In experiment he does not know what the results would be.

In an exercise even this telling should be avoided. A teacher should only

provide materials and a set of suggestive directions. A well-organized

laboratory programme arises interests of students in the course and the

science subject so much so that they select scientific vocations.

Laboratory can help students obtain and retain various sorts of

knowledge. By making phenomena more vivid and memorable and by

giving students practice in using vocabulary and concepts they can reinforce

and build on material presented through lecture discussion and independent

study. By showing students how data is obtained, analysed and interpreted.

The students are helped to develop a sense of what science is about.

Laboratories can aid students in acquiring a wide range of skills. Laboratory

often is well suited for helping students develop higher mental skills, such

15

as skills in problem solving, analysis, and critical thinking. Laboratories

also offer opportunities to develop desirable attitudes in students.

An atmosphere of excitement, curiosity, interest and enthusiasm for

science should be encouraged in the laboratory tempered by care and

restraint in use of apparatus and techniques. Respect for the problem, the

materials and the problem results of experimentation must be developed.

The laboratory experience is nothing but one vehicle by which the

objectives of science teaching are developed. Suitably carried out, it can be

one of the most effective methods of teaching and learning.

2.12 SCIENCE ROOM AND EQUIPMENT

The evaluation in science teaching has necessitated changes in

science room planning and designing. Science is not concerned with

presenting facts but with the ways of thinking and acting. The lecture

demonstration method is replaced by projection, the study of displays etc.

the science room may be used for several of these type of activities going

on the same time and should there fore be easily convertible into class room

and laboratory space and seating should therefore provide this flexibility in

a combined laboratory and lecture room.

No one person can do the job of planning, as it is a complex task

involving consultations between administrators, members of education

department, science specialists, science teacher and the architect.

Laboratory classroom equipment and furniture manufactures with practical

experience in designing and fitting modern science rooms should also be

consulted for planning. After selecting site and location the first point to

16

consider is the type of science room i.e. whether it is to be a science room in

which all sciences taught or specialized room for specific subjects. In

considering the size of the room it may be ensured that thirty five to forty sq

feet of space is to be available to each pupil and in addition ten to fifteen sq

feet for larger projects and special activities. An ideal science room has an

area in which pupils meet for recitations, demonstrations and other areas

where they are directed for experiments and project work. Flexibility is

provided by rearranging seats for discussion or group activity or larger

projects. Special requirements of these modern rooms are good flooring

preferably vinyl plastic, fireproofing, sound proofing and painting of walls

and ceiling, good lighting and black out system, good heating and

ventilation system. A combine classroom laboratory facilitates smooth

transition from one activity to another.

An ideal laboratory should have the following equipment and fittings

students tables equipped with acid resistance tops specially treated wood

stone sink with water taps, waste pipes of lead, electric points standard and

low voltage apparatus, storage space, gas supply (or spirit lamp) apparatus,

support rods and sockets etc.

Fixed island table in the middle of room, peninsula tables round the

walls of rooms, window shelters for displays and Physics related charts,

small general purpose tables and teachers table for demonstration.

Cupboards and drawers, well lighted black board with a side graph stand for

projector, black out arrangements for the room, gas chamber, over,

electromagnaticallysss controlled chamber, letter file for clippings and

pamphlets, cabinet for charts and maps bulletin board book shelves and wall

17

racks for charts and maps and the first aid kit and fire extinguishers are the

other necessary tools for a modern laboratory.

18

METHOD AND PROCEDURE

3.1 THE NATURE OF RESEARCH

It is a descriptive research, which involves collecting data to test the

hypothesis.

The population for the study consists of all the govt. high and higher

secondary schools for boys in Tehsil Charsadda where the subject of

Physics is being taught.

Ten schools were selected from the population five schools from

municipal corporation and cantonment board Peshawar and five from rural

area of Tehsil Charsadda.

3.2 STATISTICAL ANALYSIS

The data collected was tabulated and explained in percentages for the

purpose of analysis.

On the basis of inferred information findings were drawn and

recommendations were suggested for the improvement of teaching Physics

at secondary level.

3.3 INSTRUMENT

To collect data a questionnaire (see appendix-B) was designed and

administered to the teachers in the sample schools. All the teachers returned

the questionnaire duly filled by them.

19

3.4 DELIMITATION OF THE STUDY

Keeping in view the scope of study and shortage of time and

resources, the analysis is delimited to ten govt. High and higher secondary

schools in Tehsil Charsadda (See Appendix-C)

20

TABULATION AND ANALYSIS OF DATA

The researcher collected the data through valid questionnaire. The

data is analyzed in tabular form as under. The teachers who teach Physics,

their views points are expressed in percentages. The description of every

table and its analysis is preceded as under:

Table 4.1 Academic Qualifications of Teachers, teaching the Subject of Physics:

N = 10

Qualification No. of Teachers Percentage

Matric 3 30%

F.Sc 4 40%

B.Sc 2 20%

M.Sc 1 10%

Figure 4.1

ANALYSIS

The above table and figure show that 70% of the teacher teach

physics while 30% do not teach it.

21

Table 4.2 Professional Qualification of the Teacher

N = 10

Qualification No. of Teachers Percentage

PTC 0 0%

CT 0 0%

B.Ed 3 30%

M.Ed 7 70%

Figure 4.2

ANALYSIS:

The table and figure represent that the teachers are highly competent

professionally, because 70% teachers are M.Ed degree holders while 30%

teachers are B.Ed degree holders.

22

Table 4.3 Teacher’s Interest in Teaching Physics

N = 10

No. of Teachers Yes Percentage No Percentage

10 9 90% 1 10%

Figure 4.3

ANALYSIS:

The table reveals that 90% teachers take interest in the teaching of

Physics, irrespective of the fact whether they are less qualified or high

qualified. Only 10% teachers do not take interest as Physics is a tough &

difficult subject.

23

Table 4.4 Teachers Participation in Refresher Courses

N = 10

No. of Teachers Yes Percentage No Percentage

10 5 50% 5 50%

Figure 4.4

ANALYSIS:

The table shows that half of the teachers have participated in refresh

courses as 50% teachers have participated in refresher courses while half of

the teachers have not participated, because 50% teachers do not participated

in refresher courses.

24

Table 4.5 Teachers Special Training for Teaching of Physics

N = 10

No. of Teachers Yes Percentage No Percentage

10 2 20% 8 80%

Figure 4.5

ANALYSIS:

The table shows that only a small portion 20% of teachers have got

special training for Physics teaching, 80% teachers do not possess special

training.

25

Table 4.6 Teachers Preparing Daily Lesson Plan

N = 10

No. of Teachers Yes Percentage No Percentage

10 6 60% 4 40%

Figure 4.6

ANALYSIS:

The table shows that 60% teachers prepare daily lesson plan for

Physics teaching while 40% teachers do not prepare their lesson plan.

26

Table 4.7 The Teaching Methods that are followed by Teachers During the Teaching of Physics

N = 10

Method No. of Teachers Percentage

Lecture method 4 40%

Book Recitation method 2 20%

Lecture Demonstration method 2 20%

Inductive Deductive method 2 20%

Figure 4.7

ANALYSIS:

The table shows that 40% teachers use the centuries old out dated

methods like lecture method, 20% teachers use book recitation method. It

means that 60% teachers use the old method. Teachers who use lecture

demonstration method are 20% while 20% teachers follow inductive

Deductive method.

The table shows that the teachers play active role than the students,

which is quite opposite to the recent trends in science teaching. Today,

educationists are of the opinio9n that teachers must act like guides. Students

should be kept busy during teaching learning procedures.

27

Table 4.8 Teachers Satisfaction from Teacher Training Institutions

N = 10

No. of Teachers Yes Percentage No Percentage

10 5 50% 5 50%

Figure 4.8

ANALYSIS:

The table indicates that half of the Physics teachers are satisfied with

the performance of teachers training institutions, while half of them are not

happy from their performance. The satisfied teachers are 50% while the

unsatisfied teachers are also 50%.

28

Table 4.9 Availability of Resources that help in the Teaching of Physics

N = 10

No. of Teachers Yes Percentage No Percentage

10 3 30% 7 70%

Figure 4.9

ANALYSIS:

The table shows that there is shortage of helping resources, as 70%

teachers say that schools lack helping resources, while just 30% teachers are

satisfied with the available resources.

29

Table 4.10 Availability of Audio-Visual Aids for Teaching Physics

N = 10

No. of Teachers Yes Percentage No Percentage

10 1 10% 9 90%

Figure 4.10

ANALYSIS:

The table shows that 90% teachers say that audio-visual aids are not

available while just 10% teachers are happy with their availability. It means

that there is an acute shortage of audio-visual aids in schools.

30

Table 4.11 Use age of Audio-Visual Aids

N = 10

No. of Teachers Yes Percentage No Percentage

10 6 60% 4 40%

Figure 4.11

ANALYSIS:

The table shows that a huge percentage of teachers use audio-visual

aids in their teaching, findings from the table indicate that 60% teachers use

audio-visual aids while 40% teachers do not use them at all. This high

percentage indicates teacher’s interest in using audio-visual aids, with the

fact that most schools do not have these audio-visual aids.

31

Table 4.12 Teachers Suffer from Excessive Teaching

N = 10

No. of Teachers Yes Percentage No Percentage

10 89 80% 2 20%

Figure 4.12

ANALYSIS

The table indicates that the teachers of Physics have been over

loaded with excessive teaching; the table shows that 80% teachers are

suffered from excessive teaching while only 20% teachers are satisfied from

their teaching load.

32

Table 4.13 Responsibility of Over Crowded Classes for the Bad Performance of Physics Teachers

N = 10

No. of Teachers Yes Percentage No Percentage

10 8 80% 2 20%

Figure 4.13

ANALYSIS

The table reveals that 80% teachers believe that over crowded class

are responsible for bad performance. While 20% teachers say that are

crowded classes, is not a major cause of decline in the teaching of Physics.

The research aggress that over crowded classes is one of the hurdles

in teachers performance, but still then are also other crucial factors that

equally lower the performance of teachers. It is a fact that the teacher’s bad

performance is the result of all other causes collectively. But it is also a fact

that over crowded classes is one of the major reasons of teacher

performance.

33

Table 4.14 Teacher’s Satisfaction with their Salaries and Facilities

N = 10

No. of Teachers Yes Percentage No Percentage

10 2 20% 8 80%

Figure 4.14

ANALYSIS

The table indicates that only 20% teachers are satisfied with their

salaries and facilities while a huge percentage of 80% is not happy salaries

and faculties that are provided by the govt.

34

Table 4.15 Teacher’s Assessment of Student’s Performance

N = 10

No. of Teachers Yes Percentage No Percentage

10 8 80% 2 20%

Figure 4.15

ANALYSIS

The table shows that 80% teachers assess the students performance

in their Physics class while 20% teachers admit that they do not assess

student’s performance in the their class.

35

Table 4.16 Responsibility of Physics Paper in Annual Examination for Bad Performance

N = 10

No. of Teachers Yes Percentage No Percentage

10 8 80% 2 20%

Figure 4.16

ANALYSIS

The table indicates that 80% teachers believe that improper setting of

Physics paper is one of the major causes of bad performance. 20% teachers

mention that paper setting is not a factor for bad performance of Physics

teachers.

The Physics examination paper mostly concern with essay type

questions that only evaluate student’s power of memorization. The students

performance is judged on the basis of theory while the practical aspect

while is essential for any science, is almost ignored.

36

Table 4.17 Improvement in the Examination of the Subject of Physics

N = 10

No. of Teachers Yes Percentage No Percentage

10 9 90% 1 10%

Figure 4.17

ANALYSIS

The table shows that 90% teachers are of the opinion that the

procedure of evaluation in Physics should be changed while the remaining

10% teachers support the present system of evaluation.

This high percentage of teachers, which is against the system of

evaluation, show high protest against the examination system.

37

Table 4.18 Aim of Teaching Whether to help Students to Pass Exam or to Impart Knowledge

N = 10

No. of Teachers Yes Percentage No Percentage

10 4 40% 6 60%

Figure 4.18

ANALYSIS

The tables show that 60% teachers are interested to impart

knowledge while 40% teachers confirm that they help student just to pass

examination.

38

Table 4.19 Compatibility of the Content of Physics According to the Mental Level of Students

N = 10

No. of Teachers Yes Percentage No Percentage

10 2 20% 8 80%

Figure 4.19

ANALYSIS

The table indicates a very interesting scenario that 80% teachers say

that the content of Physics is not according to the mental level of students,

while 20% teachers believe that its content is in accordance with mental

level of students.

39

Table 4.20 Compatibility of the Content of Physics with the Present Day Needs of Students

N = 10

No. of Teachers Yes Percentage No Percentage

10 7 70% 3 30%

Figure 4.20

ANALYSIS

The table shows that 70% teachers think that the content of Physics

is according to the present day needs of our students, while 30% teachers

say that they do not see any compatibility between its content and the needs

of students.

40

Table 21 Improvement in the Curriculum of Physics

N = 10

No. of Teachers Yes Percentage No Percentage

10 8 80% 2 20%

Figure 4.21

ANALYSIS

The table shows that 80% teachers likes improvement in Physics

curriculum, while 20% teachers are against of such change.

41

FINDINGS, CONCLUSION & RECOMMENDATIONS

5.1 FINDINGS

Following are the major findings based on the analysis of the data

recorded in the previous chapter.

1. Only 30% teachers have the required academic qualification in the

subject of Physics.

2. 100% teachers are professionally qualified.

3. 50% participate in refresher courses.

4. Just 20% teachers have got special training in Physics teaching.

5. 60% teachers prepare daily lesson plans.

6. 60% teachers use the old and outdated methods like lecture method

and book recitation method.

7. 50% are satisfied from teacher’s training institutions.

8. 70% teachers complained against the non-availability of helping

resources that help in the teaching of Physics.

9. According to 90% teachers audio-visual aids are not available in

schools.

10. 60% teachers use audio-visual aids in their Physics teaching.

11. 80% teachers are over loaded with excessive teaching.

12. 80% teachers express that over crowded classes are responsible for

their bad performance.

42

13. 80% teacher are not satisfied from their salaries and facilities.

14. 80% teachers assess students performance in their Physics class.

15. 80% teachers believe that setting of Physics paper is responsible for

the bad performance.

16. 90% teachers favour improvement in the Examination pattern of

Physics subject.

17. 80% teachers says that the content of Physics is not according to the

mental level of students.

18. 70% teachers of the opinion that content of Physics is according to

present day needs of students.

19. 80% teachers believe that the curriculum of Physics subject needs

improvement.

20. 70% unqualified (academically) teachers teach the subject of

Physics.

43

5.1 CONCLUSION

The research has arrived at the following conclusions at the end of

the current study.

1. Almost all the teachers, teaching the subject of Physics, are

professionally qualified, but majority of them lack the required

academic qualifications.

2. Only a small friction of teacher has got special training in Physics

teaching.

3. More than half of the teachers reseat to old and outdated teaching

methods like lecture method and book recitation method. If shows

that teachers give importance to the theoretical aspect of science

while the practical aspect which is the real essence of science is

totally neglected.

4. To develop scientific attitude among the students is almost

neglected. Because the teachers of Physics and students are forced to

go to the theoretical aspect of Physics as a Physics students

performance is judged on the basic of how much course content he

has learned. Practical evaluation in this subject is mere a joke,

because only 25% masks is assigned to this important part of

evaluation.

5. In the subject of Physics, the teaching learning process under ways in

the old fashioned class rooms. The so called science laboratories

have been built separately from the class rooms.

44

6. The so called science laboratories are faced with acute shortage of

equipments and resources.

7. Majority of teachers complaint against the non-availability of teacher

resources, that help in the teaching of Physics.

8. The curriculum of Physics subject badly affect the teaching learning

process, as it emphasis only the theoretical aspect (product) of

science, because a student performance is judged on the

memorization of theory. Practical work is given little importance and

thus knowledge, understanding, comprehension etc. are ignored. We

cannot think of any science programme with out practical work,

which develops scientific attitude and other skills that are the

intended out come of any science programme. This curriculum

creates bad study habits in students like cramming, selective study,

and also promotes cheating. The Physics curriculum also affected the

performance of good Physics teachers, because they teach only the

important parts in the contents that might be necessary from

examination point of view. The statistics shows that the content of

Physics is not according to the mental level of students. It also lacks

compatibility with the present day needs of our student and society.

Therefore 80% teachers are not satisfied and favour immediate

changes and innovations in the curriculum of Physics subject.

9. Evaluation procedures of Physics subject are highly defective and

require quick remedial measures in this regard. Beside shortage of

examination halls, proper temperature, right, ventilation and trained

45

examiner etc. the paper setting of Physics paper is one of the major

causes of disturbance. In the evaluation of Physics subject, a student

performance is judged on the basis of his memory power. The paper

consists of a large number of essay questions and students are free to

opt out of a large number of questions. These questions are usually

open ended and no limit is put on students, responses. A small

number of objective type questions of about 25% weight age are

included in the paper.

This pattern has marred the entire teaching learning procedure of

Physics subject because students resort to cheating, selective study

and rote memory. The teachers also teach those parts of the course

which are important from examination point of view.

Thus the aims of Physics subject are totally neglected. The student’s

evaluation is conducted once at the end of session. Teacher’s focus

on the acquisition of Physics knowledge only ignore other important

ends like comprehension, application, analysis, synthesis and

evaluation & more importantly the scientific attitude which is the

real goal of teaching any science programme.

Physics teachers cannot give due importance to these essential goals

because of annual examination which only requires the knowledge

easpect of Physics subject from the students.

10. The schools do not possess the helping resource guide books &

modern literatures that could help teachers in improving their

teaching in the subject of Physics.

46

11. The schools are faced with acute shortage of Audio-visual Aids. The

use of Audio visual aids is necessary for any educational programme

but for a science programme like Physics, it is imperative, because it

makes the teaching clear and comprehensive.

12. Almost all the teachers are overloaded with excessive teaching.

13. Over crowded classes also participate in the deteriorating condition

of Physics teaching.

14. Teachers of Physics are unsatisfied from their salaries and facilities.

15. Today’s teachers of Physics subject are not sufficiently trained and

thus the performance of teachers training institutions is not good.

47

5.3 RECOMMENDATIONS

Following recommendations are made to improve the teaching of

Physics at secondary level.

1. Teachers, teaching the subject of Physics must have the required

minimum academic qualification (B.Sc) in Physics subject along

with the required professional qualification (B.Ed, M.Ed).

2. It is imperative to revise the curriculum of teacher education and

especially the science education with particular emphasis on Physics

teaching. It is a well-known fact that pre-service and in service

teacher training programmes have not come up to the challenges of

modern world. Being equipped 3with innovative approaches, the

teachers of Physics will not tell their students about science (Physics)

but they will provide them opportunities to practice it. They will

enable students to practice science in a manner, together facts,

generalize, speculate, check and criticize the results themselves. The

teachers will modern students into various activities which will

enable them to make their own observation, experimentation and

come to their own conclusion.

Therefore the curriculum of a training programme in science

education would be more activity oriented rather than subject

centered Emphasis is to be given to use the innovative methods such

as programmed learning, microteaching, individualized and group

experimentation, discussion, team teaching, project method and

48

inquiry approach. The role of a Physics teacher should be of a

collaborator and team leader, he has to guide the students activities.

Teachers of Physics have to realize that text book and laboratories

are not the only sources of scientific knowledge but the whole

inurnment is to be used for the students learning. Taking in view the

dynamic nature of teaching of Physics, the existing training

programme need to be reoriented and revitalized.

3. The curriculum of Physics subject at secondary level needs quick

and immediate changes as that it should be made compatible with the

trends in science education, which emphasis the practical aspect

considerably on the part of students.

Our present curriculum of Physics at secondary level is not suitable

to be taught through the modern methods of teaching like

programme learning, project method, team leaching, teaching in

laboratory setting.

The content of Physics subject is not according to the present needs

of students and society. It also lacks compatibility with the mental

level of students.

4. Efforts should be made to provide all the teaching aids like audio-

visual aids and well equipped laboratories and the science literature

concerning the course.

5. The old fashioned separate class room and separate science

laboratory must be replaced with a single science room that must

have facilities for reading and practical purposes. For the constriction

49

of these science rooms, modern techniques and upto date knowledge

should be considered seriously.

6. Helping aids like guide books and science recourse centers etc could

be provided for the teachers of Physics.

7. The proposition of Physics teachers and students should be balanced

by increasing the number of Physics teachers. For the Physics

teachers, it should be made compulsory that they must have at least

B.Sc academic qualification in Physics subject along with the

required p4ofessional qualification B.Ed or M.Ed.

8. A hand some package of salaries and facilities should be provided to

the science teachers and most specially to the teachers of Physics.

9. Evaluation procedure must be corrected by adopting the following

measures in this regard.

a. While designing the devaluation system for Physics subject,

equal weight age of marks should be awarded to both theoretical

and practical aspects of Physics.

b. During the evaluation of theory, the paper must include essay

type of questions and the objective type of questions. Each type

should carry 50% weight age No option should be given to the

students.

The Essay type questions should consist of 20 or 10 restricted

type of essay questions.

50

The questions paper should possess the external and internal

validity.

c. The Govt. should ensure the important facilities like the proper

number of examination halls, proper number of invigilator,

trained examiners, proper light and ventilation etc.

d. Allocation of time should be made according to the nature of

Questions, so that all students should attempt the paper.

e. The Questions should evenly represent the important out comes

of all the chapters.

10. Sufficient number of audio-visual aids should be provided to the

school. Physics teachers should be specially trained to use, prepare

and maintain these audio visual aids, for the subject of Physics.

11. The Govt. should initiate special training and refresher courses on

modern lines, for teaching the subject of Physics. Strict measures

must be taken to ensure the compulsory participation of all the

teachers.

12. To avoid over crowding of students in single class, sufficient number

of modern science rooms should be built in each school.

51

BIBLIOGRAPHY

1. Khan, Wazim (2000) Research Techniques, Peshawar. Azeem

Publisher.

2. Ghaffar S.A & Afridi A.K. (2011) Methods of Teaching English IER University of Peshawar.

3. Rehman, Mehmooda (2000) Teaching of Science and Mathematics

I.E.R University of Peshawar, Ijaz Printers Peshawar.

4. Rehman, Memooda (2000) Research Paper “Science Education for

the 21st Century.

5. Richardson John S. (1957) Science Teaching in Secondary Schools

Prentice hall Inc. Engle Wood Cliffs N.J. USA.

6. Thurber Waltter A. Teaching Science in today’s

7. Collet Alfred (1964) Secondary Schools, prentice, Hall of India,

New Delhi.

8. Wali-ud-Din (1968) Teaching of Science in the Secondary Schools

of Pakistan, University of Peshawar. University Press.

52

APPENDIX-A

Request letter to the teacher from the Researcher

Respected Sir,

Assalam-O-Alaikum

Being a student of M.Ed at the Institute of Education and Research,

University of Peshawar. I am conducting a research on “A Study of

Teachers difficulties in teaching Physics at secondary level in Teshil

Charsadda”. Please, you re requested to fill in the enclosed questionnaire.

Your cooperation, in this connection, shall highly, be appreciated.

The data will be sued for research purpose only. I shall really be very

thankful to you for this act of kindness.

With best wishes

Yours sincerely,

Fayaz Khan

M.Ed Student

Horizon Institute of Higher Studies

53

APPENDIX-B

QUESTIONNAIRE

Topic: “A Study of teachers difficulties in teaching Physics t secondary level in Teshil Peshawar”

Name of the Teacher: ______________________

Qualifications Academic/Professional: _____________________________

Name of the School: ____________________________________________

Note: Please tick the most appropriate response in each of the following questions.

Q-1 Up to what level, have you studied the subject of Physics?

i. Matric

ii. F.Sc

iii. B.Sc

iv. M.Sc

Q-2 Is there any interest in the teaching of Physics? Yes No

Q-3 Have you participated in refresher courses? Yes No

Q-4 Have you got any special training in the teaching of Physics? Yes No

Q-5 Do you prepare daily lesson plan for the subject of Physics? Yes No

Q-6 Which method do you follow in the teaching of Physics?

i. Lecturer method

ii. Book recitation method

iii. Lecture demonstration method

iv. Inductive deductive method

54