PHYSICS TEACHERS STRATEGIES OF TEACHING DIFFICULT CONCEPTS IN PHYSICS IN SECONDARY SCHOOLS IN OGBIA LOCAL GOVERNMENT AREA
Abstract
ABSTRACT
Secondary school physics education sometimes confronts difficulties because physics is an abstract topic that requires a profound comprehension of fundamental principles together with complicated mathematical ideas. This study investigates the tactics used by physics instructors to support efficient learning and assist students in overcoming obstacles in response to these challenges. This study concentrates on the importance of teachers in fostering academic success and enhancing students' comprehension of challenging physics ideas, even if the impact of students on their own accomplishments is frequently highlighted.
The study looks into the efficacy of several teaching methods in Bayelsa State's Ogbia Local Government Area. It focuses on using lab exercises, tailored education, audio-visual resources, and questioning strategies to help students understand difficult physics ideas. The study intends to raise the standard of secondary school instruction generally and to improve the outcomes of physics education.
This study is important because it can improve teacher preparation, advance equity in physics education, increase teachers' comprehension of challenging physics ideas, and provide parents with knowledge to help them make decisions about their children's education. Additionally, the study pinpoints typical regions in which students encounter difficulties understanding complex physics ideas, offering valuable information for curriculum development and enhancement. Data were gathered using a descriptive survey design by distributing questionnaires to a sample of ten senior secondary school instructors and one hundred pupils in the Ogbia Local Government Area. The mean and standard deviation were used in the data analysis to assess the efficacy of the selected instructional techniques. The results of this study have the potential to enhance secondary students' overall academic performance and the quality of physics instruction
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