Improving Learning of Practical Physics in Sub-Saharan Africa—System Issues

Abstract

This study presents the views of stakeholders in Sub-Saharan Africa SSA on the present status of practical physics teaching in the secondary schools of the region and the obstacles to improvement. Their views have been analysed to establish critical factors that govern practice and have guided the formulation of a system description of the influences on the learning of practical physics. This study puts systemic understanding in the foreground and argues that such insights are critical to future reforms. Data were collected from four countries in SSA. Qualitative data were gathered from student focus groups and semi-structured interviews with school staff, ministry officials and educationalists. Illustrative quotes are reported extensively in the paper. The comments were transcribed and coded to identify common themes and factors. Quantitative surveys were carried out with students and physics teachers. The range of data acquisition is crucial in offering conclusions and suggestions that are of broader SSA relevance. The study confirms the expected wide gap between practices in the countries studied and economically developed countries. This gap is attributable to lack of material resource, limited teacher skills and staff development, ambivalent attitudes to practical work, prioritisation of ‘theory’, lack of interest in inquiry, neglect of relevant assessment and absence of relevant employment. An influence diagram was generated showing the strong connections between these and wider social and cultural factors. The study shows that effective reform requires a broad and politically attractive change.

Résumé

Cette étude présente les points de vue de parties concernées en Afrique subsaharienne (AS) en ce qui a trait à l’état actuel de l’enseignement de la physique pratique dans les écoles secondaires de la région et les éléments faisant obstacle à l’amélioration. On a analysé ces perspectives dans le but de déterminer les facteurs critiques qui régissent la pratique et qui ont orienté la formulation d’une description du système d’influences agissant sur l’enseignement de la physique pratique. L’étude place au premier plan la compréhension systémique et fait valoir que de telles considérations sont essentielles pour les réformes futures. Les données ont été recueillies dans quatre pays de l’AS. Des données qualitatives furent obtenues auprès de groupes de discussion d’élèves et d’entrevues semi-structurées avec du personnel scolaire, des responsables du ministère et des spécialistes de la formation. Des citations révélatrices sont abondamment rapportées dans l’article. On a effectué la transcription des commentaires puis on les a codifiés afin de déterminer les thèmes et les facteurs communs. On a soumis les élèves et les enseignants de physique à des questionnaires quantitatifs. L’étendue de la collecte de données est cruciale pour donner lieu à des conclusions et des suggestions qui sont d’une plus grande pertinence pour l’AS. L’étude confirme l’écart important attendu entre les pratiques en vigueur dans les pays étudiés et celles que l’on retrouve dans les états économiquement développés. Cet écart est attribuable au manque de ressources matérielles, des compétences en enseignement et un perfectionnement du personnel qui sont limités, des attitudes ambivalentes à l’égard du travail pratique, la priorisation de la « théorie», le manque d’intérêt pour ce qui relève de la recherche, une désaffection pour l’analyse juste et l’absence d’emplois pertinents. On a créé un diagramme d’influence qui montre l’existence de liens étroits entre ces éléments et des facteurs sociaux et culturels plus vastes. L’étude démontre qu’il faut un changement de grande ampleur et qui est politiquement attrayant pour en arriver à une réforme efficace.

Appendix

Additional illustrative quotes from interviewees

Obstacles—Resources and Facilities

".. We only have few equipment to perform experiment on mechanics while other experiments are neglected because we do not have the required equipment". (Teacher, Nigeria).

"We have a very large class here with little equipment which makes practical engagement a problem". (Teacher, Tanzania).

"We have a school with 500 students and only one physics teacher. So, with huge workload concentration, the preparation is very inefficient and then there is no laboratory". (Senior official, Tanzania).

"The numbers of our learners is a big problem, almost 10 students per group during practical sessions while some of them will be idle doing nothing". (Head of Department, South Africa).

"… we are trying to make equipment for the schools in form of boxes but if you go back to those schools, at the end of the year, those boxes are still sealed and they are not used…" (Senior official, South Africa)."

"… Because the practical equipment are not enough, it means we don’t do it regularly and not having enough competent experts". (Student, Tanzania).

Obstacles—the Physics Curriculum

"…Curriculum Assessment Policy Statement (CAPS) started 2 years ago and the teachers are saying that the curriculum is so full and (they) need a lot of time to accomplish it". (Principal, South Africa).

"Another issue is not covering of the physics syllabus from junior school which accumulated to the next level". (Lecturer, Ghana).

"(In) Ghana and Nigeria, there is formal assessment … but, in South Africa, (the) exam itself doesn’t make provision for assessing the practical skills of the learners. So, you find out that the teacher might actually run away from this important aspect…." (Official, South Africa).

Obstacles—Attitude and Motivation

"…there is no motivation, most teachers are just teaching because there is no alternative. They are not enthusiastic on the job". (Educationalist, Tanzania).

"If teachers are well motivated, they can wait after school hours till evening to perform practical for students. However, teacher’s allowance is very ridiculous. ……. Another problem is that those in authority are not having much interest in science". (Educationalist, Nigeria).

"Teachers are not taught practically and don’t have what it takes to teach the subject, they are not professionally sound". (Head of Department, Ghana).

"Teachers are not exposed to practical training and are afraid to conduct practical physics". (Educationalist, Tanzania).

"… learners see physics and mathematics as a difficult subject ……. it is only the brave and those that see themselves as gifted or clever will attempt physics.…." (Principal, South Africa).

"even worse is the percentage of girls studying physics in the university……we must try to organize workshop for the girls so that they can create interest and want to study physics". (Educationalist, Ghana).

Improvements—Resources and Facilities

"Practical physics will be more interesting if we have modern equipment". (Student, Ghana).

"…. we need more teachers in the subject. Presently, there are 80 practicing teachers from the training college here in my school and none of them specializes in physics". (Principal, Tanzania).

"We need a big laboratory … Just give instruction and we do it ourselves and not the teacher doing it or giving you the recordings or readings of what had been done". (Student, South Africa).

Improvements—the Physics Curriculum

"…the physics curriculum content needs to be reduced to enable us to finish it before the students start writing their final exams". (Teacher, Ghana).

"Teachers do get away without engaging in practical activities because there is no question in the formal exam paper that specifically assesses learner’s practical skills". (Senior official, South Africa).

Improvements—Attitude and Motivation

"Teachers are ready to give in their best when they are motivated. …, i.e., giving awards to performing teachers will really encourage others. It could also be financial incentives…." (Teacher, Nigeria).

"Government should try as much as possible to organize seminars and workshop for physics teachers. We thank God for the recent seminar, but we want it to be a continuous exercise". (Teacher, Nigeria).

"In my opinion, government should arrange at least two training sessions in a year for science teachers. This will enable them to acquire deeper understanding on how to teach the subject". (Teacher, Tanzania).

"I will like it if the government can help providing more equipment our laboratory. We also want our teachers to encourage us to develop interest in the subject". (Student, Nigeria).

Improvements—Regional Collaboration

"Maybe, there should be a particular website where physics teacher can share ideas. Africa should unite and have a single syllabus whereby we can have the same materials and topics ……Interacting with other physicists outside our country will help a lot". (Teacher, Tanzania).

Improvements—Learning Technologies

"Educators themselves must be encouraged to use the internet where they can download practical software". (Senior Official, South Africa).