Physics teachers’ classroom practices and students’ perception of their teachers’ classroom practices

Abstract

The purpose of the study was to investigate the activities and practices of physics teachers in terms of their pedagogical skills, assessment techniques used and students’ perception of their physics teachers’ classroom practices. The study was limited to physics teachers and students in eight (8) senior high schools in the Hohoe Municipality. Descriptive cross-sectional survey design was employed in carrying out the study. A total sample of 200 senior high school Physics students and 2 physics teachers were involved in data collection. A questionnaire consisting mainly of closed ended items, observation schedule and interview guide were used in collecting data from respondents. Data collected was analysed using simple frequencies, percentages, mean and standard deviation. It was found that, most of the physics teachers do not often respond appropriately to students’ wrong answers and misconceptions. Most physics students also raised concerns about their physics teachers’ not often linking what they teach to their daily life occurrences. However, evidence from observation indicates that physics teachers possess and exhibited sufficient knowledge on diverse pedagogical skills. Physics teachers often use interactive formative assessments such as oral question and answer technique. Also, physics teachers do not often motivate students and make them appreciate the fact that the things they learn in physics are important. Based on the findings, it was recommended that, physics teachers should carefully pay attention to and often address their students’ wrong answers and misconceptions, make learning of physics interesting by making students appreciate the importance of what they teach, often encourage students to study physics and also show interest in the overall success of their students.