Analysis of Quality of Teaching Physics in Secondary Schools of Bahawalpur

Abstract

The study aimed at analyzing the quality of teaching physics in Secondary Schools of Bahawalpur, Pakistan. Objectives of the study were to explore and compare the perceptions of the respondents about the quality of classroom teaching, analysis of quality of teaching methodology, learning environment and classroom assessment practices. To address these objectives, both research questions and research hypotheses were developed. The study was descriptive in nature in which data were collected in quantitative form. Population of the study comprised of all principals, physics teachers and 9th and 10th class students, studying physics in public ix schools of district Bahawalpur. One hundred fifteen (115) principals, one hundred thirty nine (139) teachers and eight hundred (800) students constituted the sample of the study. To collect the data, validated and reliable research tools were developed. Three 5-Point Likert Scales were developed in order to collect data through survey. One checklist was developed to collect data through classroom observations whereas one checklist was developed to collect the data from marked class tests. The Likert Scales were validated, pilot tested, and improved on the basis of the feedback obtained from the experts and pilot testing. Range of quality was classified into five categories from poor to excellent. Quality indicators of three key dimensions of quality of teaching physics at secondary level were identified. The key dimensions of quality teaching of teaching physics were teaching methodology, classroom learning environment and classroom assessment practices were explored. Teaching methodology included catering for individual differences, use of activities, use of Audio Visual Aids; student- centered teaching methodologies, variety of learning experiences, students’ previous knowledge and questioning technique. Learning environment comprised of class control, class size, creating environment for learning, effective use of instructional time, students’ understanding of teachers’ communication, participatory communication and teachers’ ability to listen students carefully. Assessment practices included monitoring students’ learning, use of formative assessment and provision of feedback. Sixty (60) classroom observations were taken and eighteen hundred (1800) class tests of six hundred (600) students of 20 teachers were examined. Data were collected from marked class tests, self-responded questionnaires and classroom observations. Data were collected in the form of frequencies on Likert Scales, observation checklist and checklist for marked tests. x Different indicators were separately analyzed using frequencies, percentages, ranges, standard deviation, ANOVA, Scheffé test, t-test, and Chi- Square. The study concluded that the quality of teaching methodology and classroom assessment was below average whereas quality of learning environment was average. It was concluded that physics teachers did not use audio visual aids and activities, used teacher- centered teaching methodologies, had communication skills understandable to students, had command on the subject, had weak questioning techniques, and did not give written feedback to students on class tests in formative assessment. The study recommended the use of activities, AV Aids, student-centered teaching methodologies, use of daily life examples, participatory communication, effective learning environment and effective questioning in order to improve quality of teaching of physics at secondary level in Pakistan.