Investigating learner performance in mechanics at a-level physics in Harare district, Zimbabwe.
- Author
- Chihiya, N.
- Title
- Investigating learner performance in mechanics at a-level physics in Harare district, Zimbabwe.
- Abstract
-
The study investigated learner performance in mechanics at A-level Physics in Harare district,
Zimbabwe. Therefore, the study aimed at exploring the factors that contribute to the difficulties
learners face in understanding mechanics concepts and to suggest strategies for improving their performance. To accomplish this, the study addressed the following objectives, how do learners
and teachers perceive the teaching and learning of mechanics in A-level Physics, what strategies
can be employed to improve the performance of learners in mechanics, and what are the factors
that contribute to the poor performance of learners in mechanics? The study has been motivated
to investigate the causes of poor performance of learners in mechanics by the fact that A level
teachers report difficulties with A level students` learning of concepts and skills associated with
the solution of typical basic mechanics problems. The study's significance focused in identifying
the factors that contribute to the poor performance of learners in mechanics and suggesting
strategies for improving their performance. The study adopted a mixed method approach,
whereby both qualitative and quantitative methods were utilized to gather data. The population
involved science teachers, Advanced level students, and the heads of science departments in the
selected schools who were selected using purposive sampling. Three major categories of factors were identified as contributing to students’ low performance in Physics mechanics’ section;
namely, learning factors, teaching factors, and administrative factors. Learning factors are those
factors that emanate from the learners, such as time management skills and background in
mathematics; teaching factors are those factors that are attributable to the teacher, such as quality
of teacher-student interactions and teacher’s content knowledge; while administrative factors are
those factors that can be attributed to the administrative context within the school, such as access to resources and quality of guidance provision. Based on the research findings, a number of recommendations are made to practitioners and policy makers. For teacher educators, a proposal is made to include a course on improvisation in physics education during teacher pre-service training. For the school administrators, it is recommended that mechanisms be put in place to ensure that the students’ voice is heard and supported during selection of preferred subject
combinations. For teachers, it is recommended that the use of practical and interesting learning
experiences during lessons be inculcated right from the first year of secondary education so as to
engage the learners and sustain their attention. - Date
- 2024
- Publisher
- BUSE
- Keywords
- Learner performance
- A-level Physics
- Supervisor
- Mr Manyeredzi
- Media
-
CHIHIYA NYASHADZAISHE
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