A Study of Difficulties in Teaching the Physics Subject at Secondary Level in Tiaong, Quezon

Abstract

INTRODUCTION

There is a lack of mutual understanding of the school function and mission. The principal should communicate the mission and vision to students, teacher, parents, and the community. This can be done through to provide an opportunity with one another in open sessions. Teachers are not in contact with one another. So, the principal should organize the ideas of the teachers to work for the school mission jointly.

METHODS

Several existing scaled instruments that could be used to measure the different factors/latent variables in this study were examined. However, a reasonable time (or within 25to 35 minutes) for a participant to complete the questionnaire was preferred in order to minimize item processing load and the possibility of boredom on the part of the participant. Thus, only items that would suit the needs of this study were chosen from other instruments to keep the questionnaire within reasonable length. Some details from the different instruments examined were excluded because they addressed an aspect with which this study was not concerned.

RESULTS

The curriculum of physics subject at secondary level needs quick and immediate changes as that it should be made compatible with the trends in science education, which emphasize the practical aspect considerably on the part of students. Our present curriculum of Physics at the secondary level is not suitable to be taught through the modern methods of teaching like program learning, project method, team leaching, teaching in a laboratory setting. The content of the Physics subject is not according to the present needs of students and society.It also lacks compatibility with the mental level of students. Efforts should be made to provide all the teaching aids like audio-visual aids and well-equipped laboratories and the scientific literature concerning the course.

DISCUSSIONS

Almost all the teachers, teaching the subject of Physics, are professionally qualified, but the majority of them lack the required academic qualifications. Only a small fraction of teacher has got specialized training in Physics teaching. More than half of the teachers’ re-seat to old and outdated teaching methods like lecture method and book recitation method. It shows that teachers give importance to the theoretical aspect of science while the practical aspect, which is the real essence of science, is neglected.