Factors Affecting Use of Practical Work in Teaching and Learning Physics: Assessment of Six Secondary Schools in Kigali City, Rwanda

Abstract

Nowadays there is a global change in teaching and learning methods. Methods that support learners’ participation and construction of their own knowledge have been emphasized in all academic activities. Science theories are mastered in practices in teaching and learning activities. Teaching and learning through practical work is among methods that undoubtedly facilitate knowledge transfer and skills acquisition in teaching and learning events. The present study examined the real factors affecting the use of practical work in teaching and learning sciences, particularly physics in secondary schools located in Kigali city/Rwanda. The participants in this study were physics teachers, learners, directors of studies and headmasters from public and government-assisted schools. Qualitative and quantitative data were collected using questionnaires, interviews and observations. The findings indicated that lack of training and policy governing the use of practical work coupled with inadequate resources and facilities hindered the use of practical work in the teaching and learning of physics in secondary schools. The study recommended that in-service teacher training prioritizing the use of practical work in teaching and learning should be initiated and sustained, assessment of practical skills should be required for qualification and used formatively in all levels, Government Funds for education should be allocated to build, equip, and sustain laboratories in schools, also practical physics should be allocated on the school timetable and regular supervision should be carried out in the classroom to ensure effective implementation of practical work. Conversely, putting into practice practical work in teaching and learning actively engages learners in the creation of their understanding and be familiar with the everyday phenomenon that learners observe and experience around them.