{"id":30796,"date":"2024-08-06T07:22:23","date_gmt":"2024-08-06T07:22:23","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/cause-for-poor-performance-in-physics-a-case-study-of-secondary-schools-in-kigandalo-subcounty-mayuge-district-in-uganda\/"},"modified":"2024-08-06T07:22:23","modified_gmt":"2024-08-06T07:22:23","slug":"cause-for-poor-performance-in-physics-a-case-study-of-secondary-schools-in-kigandalo-subcounty-mayuge-district-in-uganda","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/cause-for-poor-performance-in-physics-a-case-study-of-secondary-schools-in-kigandalo-subcounty-mayuge-district-in-uganda\/","title":{"rendered":"cause for poor performance in physics. a case study of secondary schools in kigandalo subcounty mayuge district in uganda"},"content":{"rendered":"

 <\/span><\/span><\/p>\n

i want my research work done approriately including the rest of the chapters 3-5 basing on the draft below which should also be inclusive. in my chapter three include the following<\/span><\/b><\/span><\/p>\n

3.0 introduction<\/b><\/p>\n

3.1 reseach design<\/b><\/p>\n

3.2 area of the study<\/b><\/p>\n

3.3 study population<\/b><\/p>\n

3.4 sampling size<\/b><\/p>\n

3.5 sampling techniques<\/b><\/p>\n

3.6 data collection methods<\/b><\/p>\n

3.7data collection instruments<\/b><\/p>\n

validity and reliability<\/b><\/p>\n

data analysis<\/b><\/p>\n

ethical considerations<\/b><\/p>\n

limitations<\/b><\/p>\n

CAUSE
\nFOR POOR PERFORMANCE IN PHYSICS AT \u201cO\u201d LEVEL IN SELECTED SECONDARY SCHOOLS IN
\nKIGANDALO SUBCOUNTY, MAYUGE DISTRICT.<\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

 <\/span><\/b><\/span><\/p>\n

CHAPTER
\nONE<\/span><\/b><\/span><\/p>\n

INTRODUCTION<\/span><\/span><\/b><\/p>\n

1.0 Introduction<\/span><\/b><\/p>\n

This
\nchapter discusses the problem to be studied in the research by addressing the
\nfollowing areas of discussion; the background of the study, the problem
\nstatement, the purpose of the study, the objectives of the study, the research
\nquestions, significance of the study,and scope of the study.<\/span><\/p>\n

 <\/span><\/p>\n

1.1 Background<\/span><\/b><\/p>\n

Globally physics education
\nreveals a significant challenge: many students struggle to achieve proficiency
\nin this critical subject. Poor performance in physics has been observed across
\nvarious educational systems, with multiple factors contributing to this trend. International
\nassessments such as the Programme for International Student Assessment (PISA, 2018<\/span>) and the Trends in
\nInternational Mathematics and Science Study (TIMSS, 2019<\/span>) highlight these disparities,
\nillustrating that students in many countries perform below expectations in
\nphysics.<\/p>\n

According to the 2018 PISA
\nresults, while top-performing countries like Singapore and Japan excel in
\nscience, many others, including the United States and various European nations,
\nshow concerning levels of physics proficiency. The PISA 2018 report indicated
\nthat only 27% of students globally reached the baseline level of proficiency in
\nscience, which encompasses physics concepts (OECD, 2019<\/span>). This finding underscores a widespread
\nissue where students lack a solid understanding of fundamental physics
\nprinciples.<\/p>\n

Several factors contribute to
\nthe poor performance in physics globally. First, students often enter physics
\ncourses with significant misconceptions and a lack of foundational knowledge,
\nwhich hinders their ability to grasp more complex topics (Sadler et al<\/i>., 2013). <\/span>The cognitive load imposed by the abstract
\nnature of physics concepts can overwhelm students, leading to disengagement and
\nlow motivation (Chi et al<\/i>., 2018<\/span>).<\/p>\n

Additionally, societal attitudes
\ntowards physics and science, influenced by cultural perceptions and gender
\nstereotypes, can impact student engagement. In some cultures, physics is often
\nviewed as a male-dominated field, which may discourage female students from
\npursuing the subject (Belmi, R.
\nM., & Mangali, G. R. (2020).<\/span>). This cultural bias contributes to a
\nlack of diversity in the field, further perpetuating the cycle of poor
\nperformance.<\/p>\n

Africa, students\u2019 performance in
\nphysics has raised significant concerns among educators and policymakers.
\nNumerous studies indicate that many students struggle to achieve proficiency in
\nphysics, which poses a challenge for the continent’s scientific and
\ntechnological advancement. According to the African Union (AU), improving
\nscience and technology education is critical for achieving the continent’s
\ndevelopment goals, yet performance in subjects like physics remains alarmingly low (AU, 2014).<\/span><\/p>\n

International assessments such
\nas the Trends in International Mathematics and Science Study (TIMSS) and the
\nProgramme for International Student Assessment (PISA) provide insights into the
\nchallenges faced by African students in physics. For instance, the TIMSS 2019
\nresults showed that African countries, such as South Africa and Morocco, scored
\nsignificantly lower in science compared to their global counterparts (Mullis et
\nal., 2020). In PISA 2018, only a small percentage of students from African
\nnations reached the baseline proficiency level in science, highlighting a
\ncritical gap in understanding and application of physics concepts (OECD, 2019).<\/p>\n

Several factors contribute to
\nthe poor performance in physics in Africa. First, inadequate resources and
\ninfrastructure severely limit the quality of physics education. Many schools
\nlack laboratories, modern teaching materials, and qualified teachers, which
\nhampers students’ ability to engage in practical, hands-on learning experiences
\n(Ogunleye, 2018). The reliance on outdated curricula that do not reflect
\ncurrent scientific developments further exacerbates this issue (Seymour &
\nLong, 2020).<\/p>\n

In East African countries the
\nperformance of physics has garnered significant attention due to persistently
\nlow achievement levels in this critical subject. Despite the recognized
\nimportance of physics for fostering scientific literacy and technological advancement,
\nstudents in countries such as Kenya, Uganda, Tanzania, Rwanda and Burundi
\nfrequently demonstrate challenges in mastering fundamental physics concepts.
\nReports from various educational assessments indicate that these challenges are
\nnot only detrimental to individual students but also hinder national
\ndevelopment in science and technology. (<\/span>Ayiro et a<\/i>l., 2023).<\/span><\/p>\n

According
\nto the East African Community (EAC) report, the region has experienced
\npersistent underachievement in science subjects, particularly physics. For
\ninstance, the Kenya Certificate of Secondary Education (KCSE) results
\nconsistently reveal that a significant percentage of students score below the
\nminimum competency level in physics, with the 2020 results indicating that only
\n30% of candidates attained a mean grade of C+ or higher (KCSE, 2021). In National Examinations Council of Tanzania (NECT 2021),
\n116,610 applicants took the Physics test; of those, 64,096 (55.33%) passed and
\n52,514 (44.67%) failed. There were 120,856 candidates that took the test in
\n2020; 58,808 (48.87%) passed and 62,048 (51.13%) did not pass.<\/span><\/span>
\n(<\/span>Myombe et al.,<\/i> 2022) <\/span><\/p>\n

In Rwanda a significant factor
\ncontributing to poor performance in physics is the insufficient training and
\nprofessional development opportunities for physics teachers. Many teachers lack
\na strong background in physics and effective teaching methodologies. According
\nto studies ongoing professional development and training for teachers are
\nessential to improving student outcomes in physics. Niyibizi et al. (2018),<\/i><\/span><\/span><\/p>\n

 <\/span>Schools in Rwanda often lack the
\nnecessary resources and infrastructure to effectively teach physics. This
\nincludes a shortage of well-equipped laboratories and insufficient teaching
\nmaterials. The absence of practical experiments hinders students’ ability to
\nunderstand and apply theoretical concepts. As highlighted by the Ministry of
\nEducation of Rwanda (2016), improving school infrastructure and providing
\nadequate resources are critical for enhancing physics education. (M.O.E.R 2016).<\/i><\/p>\n

According to the Rwanda Education Board’s annual reports, the performance in
\nphysics at the secondary school level has shown varying trends over the years.
\nIn the 2020 National Examinations for Ordinary Level (O-Level) and Advanced
\nLevel (A-Level), physics had one of the lower pass rates compared to other
\nscience subjects. Specifically, the pass rate for O-Level physics was around
\n45%, while for A-Level, it was slightly higher at about 50% (REB, 2020).<\/p>\n

In Burundi, the poor performance is attributed to political instabilities
\nwhich have had a detrimental impact on the education system. Schools often face
\ndisruptions, and resources are limited. A report by Human Rights Watch (2017)
\nindicates that the ongoing political crisis has led to a decline in the quality
\nof education, including physics education.
\nHuman Rights Watch. (2017)<\/i><\/p>\n

According to the Ministry of Education and Scientific Research, the
\nperformance of students in physics in national examinations has been consistently
\nlow. In the 2019 national examinations, only 35% of students achieved a passing
\ngrade in physics at the secondary level (MESR,
\n2019).<\/i><\/p>\n

 <\/span>In Uganda the performance in physics
\nhas become a pressing concern, as evidenced by consistently low achievement
\nlevels in this critical subject. Physics is essential for developing scientific
\nliteracy and fostering technological innovation, yet many Ugandan students face
\nsignificant challenges in mastering its concepts. Various educational
\nassessments and reports highlight the need for urgent interventions to improve
\nphysics education in the country. (Gumisirizah et al., <\/span><\/i>2023)<\/i><\/span><\/p>\n

According
\nto the Uganda National Examinations Board (UNEB), the results of the Uganda
\nCertificate of Education (UCE) in recent years have shown a troubling trend,
\nwith a significant percentage of students scoring below the pass mark in
\nphysics. For instance, the UNEB report for 2020 indicated that only 41.7% of
\ncandidates scored a division one or two in physics, reflecting a decline in
\nperformance compared to previous years (UNEB, 2020). This trend suggests that
\nmany students are not achieving the necessary proficiency in physics, which
\ncould have long-term implications for their further studies and careers in
\nscience and technology<\/span><\/p>\n

1.2 problem statement<\/span><\/b><\/p>\n

Physics is a foundational subject critical to understanding and advancing in
\nscience and technology fields. However, secondary schools in Kigandalo
\nSubcounty, Mayuge District, have reported consistently poor performance in
\nphysics, which is a cause for concern among educators, parents, and
\npolicymakers (Mugagga, 2020<\/i>). This
\nunderperformance not only affects students’ overall academic achievement but
\nalso limits their opportunities to pursue further education and careers in Science,
\nTechnology, Engineering, and Mathematics (STEM) fields, which are essential for
\nthe socio-economic development of the region. It\u2019s upon this back ground that this
\nresearch aims to explore the factors contributing to the poor performance in
\nphysics among ordinary secondary school students in Kigandalo Subcounty, mayuge
\ndistrict. <\/p>\n

1.3 Research purpose<\/span><\/b><\/p>\n

The purpose of this study is to
\ncomprehensively investigate the factors contributing to the poor performance in
\nphysics among secondary school students in Kigandalo Subcounty, Mayuge
\nDistrict. By identifying and analyzing these factors, the study aims to provide
\na detailed understanding of the challenges faced by students and educators in
\nthis subject area. The ultimate goal is to develop and propose effective
\nstrategies and recommendations to improve physics education, thereby enhancing
\nstudents’ academic outcomes and fostering a greater interest in STEM (Science,
\nTechnology, Engineering, and Mathematics) fields.<\/span><\/p>\n

1.4
\nobjectives of the study<\/span><\/b> <\/span><\/b><\/p>\n

1.4.1 General objective<\/span><\/b><\/p>\n

To investigate the underlying
\nfactors contributing to the poor performance in physics among secondary school
\nstudents in Kigandalo Subcounty, Mayuge District, and to develop effective
\nstrategies and recommendations for improving physics education outcomes.<\/span><\/p>\n

1.4.2
\nSpecific objectives<\/span><\/b><\/p>\n

(i)
\n<\/span><\/b>To
\nexamine the influence of school facilities and infrastructure on students\u2019
\nperformance in physics<\/b><\/span><\/p>\n

(ii)
\n<\/span><\/b>To
\ndetermine the effects of physics teacher\u2019s qualification on the performance of
\nphysics in secondary schools.<\/span><\/p>\n

(iii) To determine the effects students
\nattitude towards physics performance.<\/b><\/span><\/p>\n

1.5
\nResearch questions <\/span><\/b><\/p>\n

(i) How does the availability and
\nadequacy of learning materials and resources affect the performance in physics?<\/b><\/span><\/p>\n

(ii)
\n<\/span><\/b>How
\ndoes the level of qualification of the teachers affect the students\u2019
\nperformance in physics?<\/b><\/span><\/p>\n

(iii)
\n<\/span><\/b>How
\ndoes the student\u2019s attitudes towards physics affect their performance?<\/b><\/span><\/p>\n

1.6
\nsignificance of the study<\/span><\/b><\/p>\n

The
\nstudy will contribute to raising educational standards and outcomes in
\nsecondary schools across Uganda by <\/span>addressing the root
\ncauses of poor performance in physics<\/span>. The Ministry of education can use the insights to
\nbenchmark and develop best practices for physics education. The ministry of education
\nand policy makers in the education sector can as well use the findings of this
\nstudy as a basis to address the problem of poor performance in physics in
\nkigandalo subcounty in mayuge district and Busoga sub region at large. <\/span>To
\nthe school owners, managers, administrators and teachers, the research findings
\nwill be useful to them since they are to provide highlights on what are the
\nfactors that lead to the persistent poor performances in the physics subject in
\nsecondary schools. Also the findings of this research will help or be of use to
\nindividuals, learners, and researchers and in various organizations and
\ninstitutions since it will provide the information on what are the possible
\nsolutions or recommendations for the problem should be.<\/span><\/span><\/p>\n

1.7
\nThe scope of the study<\/span><\/b><\/p>\n

1.7.1
\nGeographical scope<\/span><\/b><\/p>\n

The study will be carried out
\nwithin the confined secondary schools in kigandalo Sub County. Kigandalo Sub
\nCounty is found in Bunya east constituency in Mayuge district, Eastern Uganda.
\nThe districts that border Mayuge District are Jinja District to the west,
\nNamayingo District to the east, Bugiri District to the northeast, Iganga
\nDistrict to the north, and the Republic of Tanzania to the south. 00 20N, 33
\n30E are the district’s coordinates.<\/span><\/p>\n

1.7.2
\nTime scope.<\/span><\/b><\/p>\n

The study will be carried out
\nwithin a period of eight months, starting in February to November of the year
\n2024.<\/span><\/p>\n

1.7.3 Content Scope <\/span><\/span><\/b><\/p>\n

This study aims to investigate the key factors contributing to poor
\nperformance in physics among students ordinary level students of kigandalo
\nsubcounty. The focus is on three primary factors: school
\nfacilities\/infrastructure, the qualifications of teachers, and students’
\nattitudes towards the subject. Understanding these factors will provide
\ninsights into how each element influences student performance and guide
\ninterventions to improve outcomes.<\/p>\n

       
\n<\/span>i.           
\n<\/span><\/span>School Facilities\/Infrastructure<\/strong>: The
\nfirst component of the study examines the role of school facilities and
\ninfrastructure in influencing students’ performance in physics. This includes
\nthe adequacy of laboratories, the availability of modern equipment, and the
\noverall condition of the learning environment. The study will explore how these
\nfactors impact students\u2019 ability to engage with and understand physics concepts
\neffectively. By assessing the condition and availability of these resources,
\nthe research will identify gaps that may hinder students’ learning experiences.<\/p>\n

      <\/span>ii.           
\n<\/span><\/span>Qualifications of Teachers<\/strong>: The second
\nfocus is on the qualifications and expertise of physics teachers. This aspect
\ncovers teachers’ educational backgrounds, professional training, and teaching
\nexperience. The study will investigate how the qualifications of teachers
\naffect their ability to deliver physics content effectively and engage students
\nin the subject. Additionally, the impact of continuous professional development
\nand its correlation with improved teaching practices will be examined to
\ndetermine its significance in enhancing student performance.<\/p>\n

    <\/span>iii.           
\n<\/span><\/span>Students\u2019 Attitudes<\/strong>: The third factor
\naddressed is students’ attitudes towards physics. This includes their interest
\nin the subject, motivation, and perceived relevance of physics to their future
\ngoals. The study will explore how students’ attitudes influence their
\nperformance in physics, considering factors such as self-confidence, effort,
\nand engagement in classroom activities. By analyzing students\u2019 perceptions and
\nattitudes, the research will identify whether negative attitudes are a
\nsignificant barrier to achieving better academic outcomes.<\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

CHAPTER
\nTWO<\/span><\/p>\n

LITERATURE
\nREVIEW<\/span><\/p>\n

2.0. Introduction<\/span><\/b><\/span><\/p>\n

This
\nchapter mainly looks at the theoretical review, conceptual frame work, and related literature in relation to the study objectives.<\/span>
\nReview of the literature bears significance on providing the researcher with
\ndeeper insight into the topic of research.<\/span><\/p>\n

2.1 Review of the literature based
\non the objectives<\/span><\/b><\/p>\n

2.1.1 School Facilities\/ infrastructure and Students’
\nPerformance in Physics<\/span><\/b><\/p>\n

Studies
\nhave shown that the availability of well-equipped laboratories and learning
\nmaterials positively impacts students’ understanding and performance in physics.
\nFor example, studies found that students with access to modern laboratories
\nperformed better in science subjects compared to those without such facilities.
\nAdeyemo (2010)<\/i><\/span><\/p>\n

The
\nphysical infrastructure of schools, including the availability and condition of
\nclassrooms, laboratories, and libraries, significantly affects students’
\nperformance in physics. Well-equipped laboratories, in particular, enhance
\nstudents’ understanding of practical physics concepts. (Lubega & Nakimuli
\n2015).<\/span><\/p>\n

Class
\nsizes have also been identified as determinants of academic performance.
\nStudies have indicated that schools with smaller class sizes perform better
\nacademically than schools with larger class sizesin his study or the ideal
\nclass size and its effects on effective .(
\nKraft R.J. 1994)<\/i><\/span><\/p>\n

Teaching
\nand learning in Ghana concluded that class sizes above 40 have negative effects
\non students’ achievement. Since students have differences in motivation, interests
\nand abilities and that they also differ in health, personal and social
\nadjustment and creativity generally good teaching is best done in classes with
\nsmaller numbers that allow for individual attention (Kraft, R. J. 1994). <\/i><\/span><\/p>\n

Research
\nalso shows that overcrowding causes a variety or problems and the findings
\nindicate that students in overcrowded schools and classrooms do not score as
\nhigh on achievement tests as students in non-overcrowded schools and
\nclassrooms. Corcoran et al. (1988) re<\/i>ported
\nthat overcrowding resulted in a high rate of absenteeism among teachers and
\nstudents. For the teachers overcrowding results in stressful and unpleasant
\nworking conditions. Overcrowded schools and classes are noisier, and create
\nmore non instructional duties and paperwork, and that, without question, they inhibit
\nteaching and learning.” (Rivera-Batiz
\nand Marti 1995).<\/i> School libraries are also a powerful force in schools. The
\nschool library is one of the few factors whose contribution to academic
\nachievement has been documented empirically, and it is a contribution that
\ncannot be explained away by other powerful influences on student performance
\n(Rivera-Batiz and Marti 1995). <\/i><\/span><\/p>\n

2.1.2 Teachers level of qualification and Students’ performance
\nin physics<\/span><\/b><\/p>\n

According
\nto studies, it is of no doubt that teacher qualifications, including
\nsubject-specific training and teaching experience, are strongly correlated with
\nstudent achievement in science subjects. Effective physics instruction requires
\nteachers who are knowledgeable and skilled in both content and pedagogy. Darling-Hammond (2000).<\/i><\/span><\/p>\n

A
\nteacher who does not have both the academic and the professional teacher
\nqualification would undoubtedly have a negative influence on the teaching and
\nlearning of his\/her subject. Myra Pollack
\nSadka et al (2000)<\/i> <\/span><\/p>\n

However,
\na teacher who is academically and professionally qualified, but works under
\nunfavorable conditions of service would be less dedicated to his work and thus
\nbe less productive than a teacher who is unqualified but works under favorable
\nconditions of service (UNESCO, 2004). <\/i><\/span><\/p>\n

Various
\nwriters have come up with views about the characteristics of competent teachers
\nand benefits of having such teachers as follows: <\/span><\/p>\n

The
\nEducation Policy Review Commission Report (EPRCR) (1989) <\/i>explains teacher competence as having a knowledge of child
\ndevelopment, of the material to be taught and suitable methods, his skills must
\nenable him to teach, advice and guide his students, community and culture with
\nwhich he is involved; his attitudes should be positive without being
\naggressive, so that his examples are likely to be followed as he transmits
\nexplicitly, and implicitly the national aims and moral and social values. <\/span><\/p>\n

2.1.3 Students’ Attitudes on Performance in Physics<\/span><\/b><\/p>\n

 <\/span>A study by Osborne, Simon, and Collins (2003)
\nrevealed that students’ attitudes towards science subjects, including physics,
\nare influenced by their experiences in the classroom, teacher-student
\ninteractions, and perceived relevance of the subject. Positive attitudes were
\nassociated with higher achievement levels.<\/span><\/p>\n

The
\nstudents\u2019 attitudes has an effect on their performance in secondary schools
\nordinary level physics. Despite the fact that high school students who take
\nphysics are generally exceptional as a group, tending to have high grade point
\naverages, to perform well on standardized tests and tend to rank high in
\nmathematical ability (Porter &
\nCzujko, 1986),<\/i> institutional, cultural and social factors affect a
\nstudent\u2019s decision to take physics in high school. For instance, at Robeson
\nHigh School in Chicago, simply a neighborhood school which all types of
\nstudents attends; every student must take four years of science and four years
\nof mathematics which includes physics.<\/span><\/p>\n

While
\ngood students generally will do well in most circumstances, when students of
\ndifferent learning styles and background are in high school physics, the
\nteaching or the curriculum can become important in student success.<\/span><\/p>\n

Many
\nhigh school students have difficulty learning high school physics <\/i>and developed a remedial teaching
\nmethod consisting of immediate and frequent feedback in a natural classroom
\nsetting. This method resulted in significantly higher achievement indicating that
\nteaching method remains a factor in successful problem solving and therefore,
\nsuccess in high school physics. Supporting this research is the work of Halloun and Hesterenes (1987<\/i>) who contend
\nthat the poor performance typical of most students in secondary school physics
\nsuggest that conventional methods for teaching problem solving are far from
\noptimal. By contrasting the traditional lecture method to the dialectical large
\ndiagnostic test gains of low competence students and gains in test performance
\nin the course were found. <\/i>Has shown
\nthat the intensive dialectical method has resulted in success in teaching
\nNewtonian mechanics. Minstrell (1984)<\/i><\/span><\/p>\n

Studies
\nfound that a problem solving strategy (WISE) increased student and instructor
\nperceptions of accuracy and promoted organization as well as performance.
\nAlthough the greatest success of the WISE method was with those who had high
\nmath skills, students with low mathematics skills also showed improved
\nperformance. The curricular aspect of a physics course may determine if a
\nstudent passes or fails after renewed interest in science courses at all levels
\ndue to Sputnik, two new courses were developed in high schools. PSSC Physics
\nwas an of the high school course with a view toward training future scientists
\nand emphasized.s Wright and Williams
\n(1986)<\/i><\/span><\/p>\n

2.2 Theoretical review<\/span><\/b><\/p>\n

 <\/span><\/p>\n

2.3 Conceptual frame work<\/span><\/p>\n

\n\n\n\n
\n
\n

\u00b7        
\n <\/span><\/span><\/span>School infrastructure\/ facilities <\/p>\n

\u00b7        
\n <\/span><\/span><\/span>Level of qualification of teachers<\/p>\n

\u00b7        
\n <\/span><\/span><\/span>Students\u2019 attitudes<\/p>\n<\/p><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
\n
\n

Poor
\n performance in physics<\/span><\/p>\n<\/p><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
\n
\n

Intervening variables <\/span><\/p>\n

\u00b7        
\n <\/span><\/span><\/span>Teaching methods<\/p>\n

\u00b7        
\n <\/span><\/span><\/span>Class room environment<\/p>\n

\u00b7        
\n <\/span><\/span><\/span>Parental and Societal Influence<\/p>\n<\/p><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
\n
\n

Independent variable<\/span><\/p>\n<\/p><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
\n
\n

Dependent variable<\/span><\/p>\n<\/p><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/span>            
\n<\/span>                               <\/span><\/span><\/p>\n

\n

 <\/span><\/p>\n

 <\/span><\/p>\n

                 <\/span><\/span><\/span><\/p>\n

 <\/span><\/span><\/p>\n

 <\/span><\/p>\n

              <\/span><\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

1.8<\/span><\/b>.
\nOperational definition of terms used<\/span><\/b>.<\/span><\/p>\n

Academic
\nperformance<\/span><\/b>. According to Gibson, & Rankin
\n(2015) define as the attainment of learning objectives. However, as per the
\nstudy; Academic performance refers to the achievement in standardized tests or
\nexaminations by the student. In other words, it is the outcome of the student\u2019s
\nassessments. This study will measure the academic performance basing on the
\naverage grades scored by students in exams (whether Distinction, Credit or
\nPass,). <\/span><\/p>\n

Physics:<\/span><\/b>
\nAccording to Tighana (2018); physics is the science that studies measurable
\nmagnitude and phenomena that transforms them without changing their natures.
\nAccording to the digital encyclopedia Microsoft Encarta, Physics is defined as
\na major science dealing with the fundamental constituents of the universe, the
\nforces they exert on one another, and the results produced by these forces.<\/span><\/p>\n

Performance.<\/span><\/b>
\nAccording to Thomas J. Kane (1988); performance is defined at the level of each
\nindividual within the organization or at organization level. It is perceived as
\nan understanding ofthe achieved results.<\/span><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

                                                                                                                       <\/span><\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

<\/a>CHAPTER THREE<\/span><\/b><\/span><\/a><\/span><\/b><\/h3>\n

<\/a>RESEARCH METHODOLOGY<\/span><\/b><\/span><\/a><\/span><\/span><\/span><\/h3>\n

<\/a>
<\/h3>\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n

References <\/span><\/b><\/p>\n

Adeyemo, S. A. (2010). Teaching\/learning
\nphysics in Nigerian secondary school: The curriculum transformation, issues,
\nproblems and prospects. International journal of educational research
\nand technology<\/i>, 1<\/i>(1), 99-111.<\/span><\/p>\n

Ayiro, L. P., Muriithi, S., &
\nMunyao, J. (2023). The impact of university education on regional development:
\nA comparative study of Kenya, Uganda, and Tanzania. Annual Review of
\nComparative and International Education 2022, 69-90.<\/span><\/p>\n

Belmi, R. M., & Mangali, G. R. (2020). PISA
\n2018 science framework vis-a-vis the Philippine Kto12 science curriculum. Challenges
\nof PISA: the PNU report<\/i>, 100<\/i>, 101-141.<\/span><\/span><\/p>\n

Corcoran, et al., & Goertz, M. (1995).
\nInstructional capacity and high performance schools. Educational
\nResearcher<\/i>, 24<\/i>(9), 27-31.<\/span><\/p>\n

Darling-Hammond, L. (2000). Teacher quality and
\nstudent achievement. Education policy analysis archives<\/i>, 8<\/i>,
\n1-1.<\/span><\/p>\n

Gumisirizah, N., Magoba, M. C., &
\nNzabahimana, J. (2023). The role of problem-based learning approach in teaching
\nand learning Physics: A systematic literature review. F1000Research<\/i>, 12<\/i>.<\/span><\/span><\/p>\n

Gumisirizah, N., Muwonge, C. M.,
\n& Nzabahimana, J. (2023). Boosting learning achievement in physics among
\nUgandan form-2 students: effect of problem-based learning. Physics Education,
\n59(1), 015006.<\/span><\/p>\n

Human
\nRights Watch. (2017). World Report 2017: Burundi<\/em>. Human Rights Watch.<\/span><\/p>\n

Katushabe, S., Sumil, M., Kibs, M., Nakimuli,
\nA., & Mwebesa, E. (2015). Counseled and Non Counseled Employees\u2019
\nPsychological Well-Being in the Workplace: Revelations from Police Force,
\nUganda; approved for oral presentation: Bugema International Multi-Disciplinary
\nConference, September 28-29, 2015.<\/span><\/p>\n

Kraft, R. J., & Krug, J. (1994). Review of
\nresearch and evaluation on service learning in public and higher education.<\/span><\/p>\n

Lubega, D. J., & Nakimuli, E.
\n(2010). “The Role of School Infrastructure in Students’ Academic
\nPerformance: A Case of Ugandan Secondary Schools.” Journal of Educational
\nResearch, 12(3), 205-220.<\/span><\/p>\n

Ministry of Education and Scientific
\nResearch, Burundi.<\/span><\/strong> (2019). National Examinations
\nResults 2019<\/em>. Bujumbura: Ministry of Education and Scientific Research.<\/span><\/p>\n

Ministry
\nof Education of Rwanda. (2016). Education Sector Strategic Plan 2013-2018<\/em>.
\nKigali: Ministry of Education.<\/span><\/p>\n

Mugagga,
\nF. (2020). Poverty and Education in Uganda<\/em>. African Journal of
\nEducation, 15(3), 78-92.<\/span><\/span><\/p>\n

Myombe, G. L., & Mushi, P. S.
\n(2022). The Correlation between Continuous Assessment Scores and National form
\nfour Examination Results in Tanzania: A Case Study of Morogoro Municipality.
\nEast African Journal of Education Studies, 5(2), 455-465.<\/span><\/p>\n

Niyibizi,
\nT., et al. (2018). Teacher Professional Development and Student Achievement
\nin Science: A Study of Rwanda<\/em>. African Journal of Research in Mathematics,
\nScience and Technology Education, 22(1), 1-12.<\/span><\/p>\n

 <\/span>Rwanda Education Board (REB).<\/b> (2020). National
\nExaminations Results 2020<\/i>. Kigali: Rwanda Education Board.<\/span><\/p>\n

Sadler, P. M., Sonnert, G., Coyle, H. P.,
\nCook-Smith, N., & Miller, J. L. (2013). The influence of teachers\u2019
\nknowledge on student learning in middle school physical science
\nclassrooms. American Educational Research Journal<\/i>, 50<\/i>(5),
\n1020-1049.<\/span><\/p>\n

Schreier, M. (2018). Sampling and
\ngeneralization. The SAGE handbook of qualitative data collection<\/i>,
\n84-97.<\/span><\/span><\/p>\n

The
\nImpact of Laboratory Facilities on Students’ Performance in Physics in Ugandan
\nSecondary Schools.” East African Journal of Science Education, 14(1),
\n45-58.<\/span><\/i><\/span><\/p>\n

Union, A. (2014). AU outlook on education
\nreport. Continental Report, available at: www. adeanet.
\nOrg\/portalv2\/sites\/default\/files\/au_outlook_continental_english_2014_w. pdf
\n(accessed 26 September 2014)<\/i>.<\/span><\/p>\n

Kisaka, W. M. (2009). Causes of poor
\nperformance in physics in the selected girls schools in Ndivisi Division,
\nBungoma East District Kenya.<\/span><\/p>\n

Mwithi, P. K. (2010). Effectiveness of free
\nprimary education on withdrawing children from child labour in Ngewa zone-Kenya.<\/span><\/p>\n

Porter, B. F., & Czujko, R. (1986).
\nBecoming a professional physicist: A statistical overview. <\/span>Physics Today<\/i>, <\/span>39<\/i>(6), 70-78.<\/span><\/p>\n

Minstrell, J. (1984). Teaching for the
\ndevelopment of understanding of ideas: Forces on moving objects. <\/span>AETS Yearbook: Observing science classrooms: Observing science
\nperspectives from research and practice<\/i>, 55-73.<\/span><\/p>\n

Brekke, S. E. (1994). Some Factors Affecting
\nStudent Performance in Physics<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

  i want my research work done approriately including the rest of the chapters 3-5 basing on the draft below which should also be inclusive. in my chapter three include the following 3.0 introduction 3.1 reseach design 3.2 area of the study 3.3 study population 3.4 sampling size 3.5 sampling techniques 3.6 data collection methods […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[25],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/30796"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=30796"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/30796\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=30796"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=30796"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=30796"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=30796"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}