E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization

Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on this findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.

Mathematical Physics Problem Solving Skills for Secondary School physics Teachers

The aim of the current research is to identify the extent to which secondary school physics teachers possess the skills to solve physical problems and to identify the differences in their physical problem solving skills according to the gender variables. The research identified physics teachers in secondary schools affiliated with the Directorate of Education in Al-Diwaniyah, for the academic year 2020-2021, and the sample size was (160) teachers who were randomly selected, and by reviewing some studies that dealt with physical problem solving skills, such as the study of (Islami et al., 2018). and study (Prasetyo, 2020). It was found that these studies share a number of points with the current research, but they did not provide a tool for measuring physical problem solving skills. Therefore, the researcher designed a scale of physical problem solving skills, which consisted of (32) items. After the exploratory application, the validity and stability of the study tool was confirmed by appropriate methods, and the correlation of the item’s degree with the total score was calculated, and after applying the test to the sample, the data was processed statistically, as the researcher used the equation of the t-test for one sample to verify that physics teachers possess the skills of solving Physical problems, and the results showed that teachers of physics possess the skills to solve physical problems, and the statistical method was used to verify the differences in the skills of solving physical problems according to gender variables (male and female), and the results showed that there are differences in favor of (male) and the researcher recommended in the light of Results Preparing special training programs by the Ministry of Education to develop physical problem solving skills among physics teachers, and suggested the need to focus on the diversity of solving processes based on physical problem solving skills.

Factors Motivating Virtual Lab Simulations Adoption in Secondary School Physics Instruction in Jordan

The study investigated the factors that motivate secondary school physics instructors to use virtual lab simulations in teaching and learning in four regions of the Hashemite Kingdom of Jordan. To examine the research question, the study utilized a quantitative survey research methodology using a survey questionnaire consisting of 25 Likert-type scale questions to measure physics instructors' attitudes toward using virtual lab simulations in practical investigations’ preparation and delivery. Contrary to what might be expected, the findings came across a number of variables that were not predictors of statistical significance for a physics instructor's virtual lab simulation adoption: gender; level of education; school site; average class size; ways of acquiring technology skills, for instance, self-taught and computer courses; and perceived barriers. The findings support the prediction that the lack of virtual lab simulations in the Jordanian high-school physics curriculum has an impact on Tawjihi students' achievement in physics. Keywords: Simulation, Virtual lab, Roger’s diffusion of innovations theory.

The Effect of Inquiry-Based Science Teaching Approach on Self- Concept of Secondary School Physics Students in Kitui County, Kenya

Purpose: The study sought to investigate the effect of Inquiry-Based Science Teaching Approach on learners’ self-concept of secondary school physics students in Kitui County, Kenya. Methodology: The study adapted Quasi Experimental Research Design and in particular the Solomon’s Four Non-Equivalent Control Group Research Design. The target population of the study was 1600 form four Physics students from 40 Extra-County secondary schools in Kitui County. Stratified random sampling was used to select four Extra-County schools (2 Girls and 2 Boys). Purposive sampling was used to select 40 students from each of the four schools and a Physics teacher from each of the two sampled schools; giving a sample size of 160. A students’ questionnaire on self- concept was the research instrument. A reliability coefficient of 0.776 was obtained. Both descriptive and inferential data were analysed. The descriptive analysis was by means of frequencies, means, standard deviation and percentages. Inferential analysis was through Analysis of Variance, Chi-square and the Least Significant Difference (LSD) technique at a significance level of coefficient alpha α=0.05. Findings: The results showed a statistically significant difference in self-concept between students taught using IBSTA and those taught by the conventional methods. The study established that out of the four indicators of self-concept, only role performance was not statistically significant. Consequently, the study concludes that IBSTA is effective in improving students’ self-concept. Unique contribution to theory, practice and policy: The theories were validated in that there was knowledge was actively constructed and need to prepare a learner to have a self -concept after learning. The researcher recommended that creation of an enabling environment for IBSTA be adopted in schools, an appropriate policy should be developed for diploma colleges and universities to train their teacher trainees with an emphasis on IBSTA as part of their Physics training curriculum and KICD should introduce and develop a programme for the Induction and Mentorship of Physics Teachers on the implementation of IBSTA so as to empower them with inquiry skills.

DEVELOPING A SELF-EFFICACY SCALE TOWARD PHYSICS SUBJECTS FOR LOWER-SECONDARY SCHOOL STUDENTS

Physics subjects or topics as a part of science education enable students to explore nature and natural events by using physics laws and scientific methods. In the lower-secondary school, physics is a subfield within the science curriculum developed holistically with the broad field curriculum design unlike the subject-centred curriculum in the upper-secondary education. As an important factor that directs the achievement, self-efficacy is one of the predecessors of these cognitive and affective skills. Accordingly, most of the scales which evaluate the students’ cognitive or affective skills in the lower-secondary school are related to science course in a general context. This research aimed to develop a valid and reliable scale measuring the students’ self-efficacy beliefs toward physics subjects for lower-secondary schools. The sample consists of 2737 students. The draft scale consisted of 52 items and was applied to 1882 students in the first stage. To construct validity of the scale, exploratory factor analysis was performed. The results showed that the scale consisted of single- factor with 28 items. To confirm its factor structure, the scale was applied to 785 students. The research findings indicate that the scale is a valid and reliable instrument to measure the self-efficacy beliefs towards physics subjects. Keywords: lower-secondary school, physics subjects, scale development, self-efficacy belief