Problems of teaching and learning physics in Tanzania Secondary Schools: a study of problems in schools in the Dar es Salaam and Coast Regions
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Date
1978
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Publisher
University of Dar es Salaam
Abstract
This study was an investigation of the problems encountered in the teaching and learning of physics in secondary schools in Tanzania, at the Forms One to Four level. The study was limited to eight secondary schools in the Dar es Salaam and Coast Regions. Factors concerning the teaching and learning of physics in secondary schools that were investigated were the availability and usefulness of reading materials in physics and the availability of physics laboratory teaching and learning facilities and manpower resources. Other factors investigated were the availability of opportunity for experimentation by the students and for teachers to attend in-services courses. The study also sought to establish whether or not the time allocated for physics lessons is enough for the syllabus to be adequately covered, and whether any problems arise from the use of English as the medium of instruction and from the mathematical aspects of the physics course. The instruments used for the purpose of collecting data in this study were questionnaires, administered to teachers and students, interviews with teachers and heads of physics departments and checklists. Schedules were prepared for recording information concerning the distribution of students’ textbooks, the number of lessons that could be conducted in the laboratories and physics teacher changes in the first term of 1978. Observations were made of some physics equipment available in the schools, of physics laboratories and of teachers 'physics reference books. The findings in this study indicated that teachers and students face a number of problems in the teaching and learning of physics in the secondary schools. The study revealed that there was a shortage of physics textbooks in the schools with the result that a good number of students either did not have any textbooks at all or had to use the textbooks between two or more. Further the study revealed that though the majority of students found the available textbooks useful in the learning of physics, the textbooks had a number of shortcomings such as irrelevance of some illustrations to Tanzania’s current situation. On the other hand there were on the whole sufficient and useful physics reference books for the teachers. The situation as far as the availability of physics teaching and learning facilities was concerned, did not appear to be extremely critical on the whole. Nevertheless the lack of inadequacy of certain equipment and chemicals and the shortage of laboratory space did present serious problems in the teaching and learning of physics. In addition some equipments lay unused as a result of a lack of repair and maintenance facilities. The study further revealed that problems arose in the teaching and learning of physics from the students’ lack or competence in English and from their difficulties with the mathematical aspects of the physics course. A major constraint in the teaching and learning of physics that appeared to be widely felt by both teachers and students was the shortage of time in which to cover the syllabus adequately. Regarding the time factor still, it appeared that both teachers and students were of the opinion that the number of subjects that science students are required to take is too large and as a result students could not devote enough time to each of these subjects. The study revealed that opportunity for teachers to attend in-service courses was most inadequate. Some teachers indicated by implication that they were not quite confident in handling the teaching of certain sections of the syllabus or in the use of certain equipment. It appeared from the study that only a small minority of secondary schools are affected by the problem of a shortage of physics teacher and of laboratory assistants. In view of these problems some recommendations regarding action that could be taken to alleviate the problems were made. It was recommended that physics textbooks should be written locally, taking into account the level of the students’ knowledge of English and the local environment and that films and film-strips on various scientific themes and applications of physics should also be produced locally and used in the schools. It was suggested that a well equipped technical services unit established for the repair and maintenance of school equipment. It was further recommended that the present physics syllabus should be reviewed in terms of relevance of topics and extent of content so that necessary adjustments can be made, and that the number of subjects required of a student in a science biased stream should be re examined. Co-ordination of the teaching of mathematics and physics was of the teaching of mathematics and physics was recommended and that more in-service courses for teachers should be organized at regular intervals.
Description
Available in print form
Keywords
Physics, Study and teaching (Secondary), Tanzania
Citation
Nabudere, I. B (1978) Problems of teaching and learning physics in Tanzania Secondary Schools: a study of problems in schools in the Dar es Salaam and Coast Regions, Masters dissertation, University of Dar es Salaam. Available at ( http://41.86.178.3/internetserver3.1.2/detail.aspx)