Factors Affecting Teaching and Learning of Physics in Ghanaian Senior High Schools: Study in the Greater Accra Region

Abstract

This study aimed to examine the factors affecting the teaching and learning of Physics in Ghanaian Senior High Schools. Purposive and convenient sampling techniques were used to sample the teachers and students. The sample size for this study was 50 teachers and 300 students. Descriptive statistics, such as percentages, means, and standard deviations, were used to analyse the data. The findings revealed that demonstration and discussions to illustrate concepts/ phenomena, emphasising qualitative thinking and presentation of concepts, laying emphasis on mathematical presentation of concepts/students planning and doing their experiment, teacher demonstration of problem-solving on the whiteboard, and teaching and learning being teacher-centred are the main teaching approaches of physics in senior high schools. The main constraining factors of teaching and learning physics in senior high schools were inadequate professional physics teachers, inadequate laboratory equipment, students’ perception of physics, an inadequate number of physics teachers, and students finding physics too mathematical and challenging. With regards to the way forward, it was identified from the teachers’ responses that there should be better salaries and/or incentives for physics teachers, there should be more teacher professional development on physics practicals, and training of more graduate teachers must be encouraged and supported. The responses of the students indicated that appropriate authorities should provide adequate laboratory equipment, and there should be more training for physics teachers. The study concluded that due to the important nature of the subject, it is important for stakeholders in education to come together to find modern ways of teaching the subject and also address critical challenges such as inadequate laboratory equipment and professional development of teachers, among others.