Perceived teachers’ knowledge and students’ attitude towards learning Physics in selected secondary schools in Fort-Portal city in Western Uganda

Abstract

This study sought to assess the perceived teachers’ knowledge and students’ attitude towards learning physics in selected secondary schools in Fort-Portal city, western Uganda. In particular, it sought to examine the relationship between perceived teachers’ pedagogical knowledge (PPK), content knowledge (PCK), pedagogical content knowledge (PPCK), and students ’attitude towards learning physicsin selected secondary schools in Fort-Portal city western Uganda. Across sectional research design and a mixed methods approach were used in this study. The target population was ‘O’ level students and teachers of physics in the selected secondary schools in the north division of Fort-Portal city. The study usedsamples of 19 teachers of physics who were purposively selected and 327 students who were selected using a stratified sampling technique based on schools and classes from four secondary schools. Data were collected using a self-administered questionnaire (SAQ) for students and an interview guide for teachers. Data were analyzed using SPSS to generate descriptive statistics. The findings of this study revealed that teachers’ perceived PCK had amoderately significant positive relationship with the students’ attitude towards learning physics in selected secondary schools of Fort Portal city in western Uganda. Furthermore, perceivedteachers’ CK had a weak positive relationship with students’ attitude towards learning physics in selected secondary schools of Fort-Portal city in western Uganda. Lastly, perceived teachers’ PK had a moderately significant positive relationship with the students’ attitude towards learning physics. In conclusion, there was a positive relationshipbetween the perceived teachers’ knowledge and the students’ attitude towards learning physics. The researcher recommends the NCDC design modules for pre-service and in-service physics teachers to improve their PCK in teaching physics and also emphasize the practical use of real-life data by providing guidelines and PCK manuals to all secondary schools.