The academic performance of secondary school students in Physics is influenced by several teacher-related factors. Firstly, the teacher’s subject knowledge and expertise play a crucial role in effectively conveying complex concepts and theories to students. A teacher’s teaching style, including their ability to engage students through interactive and innovative methods, also significantly impacts student understanding and retention of Physics principles. Furthermore, the teacher’s enthusiasm and passion for the subject can inspire students and foster a positive learning environment. Effective classroom management skills and the ability to provide timely feedback and support are equally important in enhancing student performance. Finally, the teacher’s commitment to continuous professional development and staying updated with the latest educational practices can further contribute to improving student outcomes in Physics.
The aim of this study was to investigate the teacher-related factors affecting the academic performance of secondary school students in physics in Bureti Sub County, Kericho County. The selection of this topic was motivated by the persistently low performance in physics among secondary schools in this region over the past four years.
The research objectives were:
- To assess how teacher commitment to covering the physics syllabus influences academic performance among secondary school students.
- To determine the impact of teacher preparedness on students’ academic achievement in physics.
- To evaluate the influence of team teaching on the academic performance of secondary school students in physics.
- To identify the challenges faced by physics teachers that affect the academic performance of secondary school students in Bureti Sub County, Kericho County.
The study employed a descriptive survey design to gather data on these factors from secondary schools in Bureti Sub County, Kericho County. The theoretical framework guiding this study was Bloom’s theory of school learning. A total of 39 secondary schools were included in the study sample, comprising 35 public and 4 private secondary schools. Stratified random sampling was used to select physics teachers in schools with multiple teachers, while purposive sampling was applied in schools with only one physics teacher.
To ensure reliability, the research instruments were piloted in two schools in another Sub County, yielding a Pearson’s Product Moment Correlation Coefficient (PPMCC) of r = 0.92 for the test-retest reliability. Data was collected through questionnaires and document analysis, and analyzed using the Statistical Package for Social Sciences (SPSS). The findings were presented using frequencies, charts, and descriptive statistics.
The study revealed that teacher commitment, preparedness, team teaching, and challenges faced by physics teachers significantly influence the academic performance of secondary school students in physics in Bureti Sub County, Kericho County. Based on these findings, recommendations were made to educators, principals, teachers, and parents/guardians to enhance teacher commitment to syllabus coverage, improve teacher preparation, promote team teaching, and ensure adequate maintenance and availability of physics apparatus in school laboratories. Additionally, the study suggested improving teacher motivation to enhance students’ academic performance in physics
CHAPTER ONE
INTRODUCTION
1.1 Introduction
1.2 Background of the Study
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Research Objective of the study
1.6 Research questions
1.7 Justification of the study
1.8 Significance of the Study
1.9 Scope of the study
1.10 Limitation of the study
1.11 Assumptions of the study
1.12Theoretical framework
1.13 Conceptual framework
1.14 Operational Definitions of Terms
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
2.2 Role of Physics in National Development .
2.3 Teacher‘s commitment in physics Syllabus Coverage
2.4 Teacher Preparedness in the teaching of physics .
2.4.1 Qualification of the teacher .
2.4.2 Number of lessons a teacher is allocated. .
2.4.3 Teacher Experience .
2.5 Team Teaching.
2.6 Challenges faced by teachers of physics
2.7 Researches in the recent past .
2.8 Summary of the reviewed literature .
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY .
3.1 Introduction
3.2 Area of Study .
3.3 Research Design.
3.4 Target Population .
3.5 Sampling Design and Procedure
3.6 Data Collection Instruments
3.6.1 Questionnaires.
3.6.2 Document analysis Guide .
3.7 Validity and Reliability of the Instruments
3.8 Methods of data collection .
3.9 Data Analysis and presentation
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION OF THE FINDINGS .
4.1 Introduction
4.2 Bio data
4.2.1 Gender of the respondents
4.3 Teachers‘ commitment in physics syllabus coverage
4.3 Teacher‘s preparedness
4.3.1 Qualifications of teachers .
4.3.2 Physics lessons missed by teachers
4.3.3 Teaching experience
4.3.4 Number of years in the current school
4.3.5 Schemes of work prepared by teachers of physics .
4.4 Teacher rating on teamwork
4.5 Challenges faced by teachers of physics
4.6 Summary
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
5.2 Summary of the research findings .
5.2.1 Findings from teacher‘s commitment in physics syllabus coverage
5.2.2 Findings from teacher‘s preparedness
5.2.3 The influence of team teaching on academic performance
5.2.4 Challenges faced by physics teachers .
5.3 Conclusions
5.4 Recommendations
REFERENCES
APPENDICES
Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics. (n.d.). UniTopics. https://www.unitopics.com/project/material/teacher-factors-influencing-academic-performance-of-secondary-school-students-in-physics/
“Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics.” UniTopics, https://www.unitopics.com/project/material/teacher-factors-influencing-academic-performance-of-secondary-school-students-in-physics/. Accessed 22 November 2024.
“Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics.” UniTopics, Accessed November 22, 2024. https://www.unitopics.com/project/material/teacher-factors-influencing-academic-performance-of-secondary-school-students-in-physics/
Here’s a typical structure for Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics research projects:
- The title page of Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics should include the project title, your name, institution, and date.
- The abstract of Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics should be a summary of around 150-250 words and should highlight the main objectives, methods, results, and conclusions.
- The introduction of Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics should provide the background information, outline the research problem, and state the objectives and significance of the study.
- Review existing research related to Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics, identifying gaps the study aims to fill.
- The methodology section of Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics should describe the research design, data collection methods, and analytical techniques used.
- Present the findings of the Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics research study using tables, charts, and graphs to illustrate key points.
- Interpret Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics results, discussing their implications, limitations, and potential areas for future research.
- Summarize the main findings of the Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics study and restate its significance.
- List all the sources you cited in Teacher Factors Influencing Academic Performance Of Secondary School Students In Physics project, following a specific citation style (e.g., APA, MLA, Chicago).
In the realm of secondary education, the role of teachers is pivotal in shaping students’ academic outcomes, particularly in subjects like Physics. The effectiveness of teachers can significantly influence how well students grasp complex scientific concepts and perform in examinations. This essay explores various teacher factors that impact the academic performance of secondary school students in Physics, emphasizing their instructional strategies, knowledge base, motivational techniques, and classroom management skills.
Firstly, the knowledge and expertise of physics teachers play a crucial role in student achievement. Teachers who possess a deep understanding of the subject matter are better equipped to explain abstract concepts and clarify doubts effectively. Their proficiency enables them to adapt teaching methods to suit diverse learning styles, ensuring that all students have access to quality education regardless of their initial understanding. Additionally, teachers who stay updated with the latest advancements in physics can incorporate relevant examples and applications into their lessons, making the subject more engaging and relatable for students.
Secondly, the instructional strategies employed by physics teachers significantly impact academic performance. Effective teachers utilize a variety of teaching techniques such as demonstrations, experiments, multimedia presentations, and interactive discussions to enhance learning experiences. These strategies not only reinforce theoretical knowledge but also encourage students to develop critical thinking and problem-solving skills essential for mastering physics concepts. Furthermore, teachers who provide ample opportunities for hands-on learning foster a deeper understanding of principles through practical application, thereby boosting academic performance in examinations and assessments.
Moreover, the motivational skills of teachers play a pivotal role in inspiring students to excel in physics. Teachers who exhibit enthusiasm for the subject and demonstrate genuine interest in their students’ progress create a positive learning environment conducive to academic achievement. By encouraging participation, acknowledging student efforts, and providing constructive feedback, motivated teachers instill confidence and a sense of accomplishment among students, motivating them to strive for academic excellence. Additionally, teachers who set high expectations and offer support in achieving those goals empower students to challenge themselves and achieve their full potential in physics studies.
Furthermore, effective classroom management is essential for optimizing learning outcomes in physics. Teachers who establish clear expectations, maintain discipline, and promote a respectful learning environment minimize distractions and maximize instructional time. By implementing structured lesson plans, managing classroom resources effectively, and addressing individual learning needs, teachers can cater to diverse student abilities and ensure that all students have equal opportunities to succeed academically. Additionally, fostering a collaborative classroom culture where students feel valued and encouraged to participate enhances their engagement and comprehension of physics concepts, thereby enhancing overall academic performance.
In conclusion, the academic performance of secondary school students in Physics is significantly influenced by various factors related to teachers. The knowledge and expertise of teachers, their instructional strategies, motivational techniques, and classroom management skills collectively contribute to creating a conducive learning environment where students can thrive academically. By continuously enhancing their professional skills and adapting teaching practices to meet the evolving needs of students, physics teachers play a critical role in shaping the future success of their students in the field of physics and beyond