AN ASSESSMENT OF THE STUDENTS’ ATTITUDE TOWARDS LEARNING

SCIENCES IN UGANDA: A CASE STUDY OF PHYSICS IN SELECTED SECONDARY

SCHOOLS OF KABAROLE DISTRICT.

BY

BAZIRAKYE THADEO KABAHORE.DES, BED (KYU)

A RESEARCH PROPOSAL SUBMITTED TO THE GRADUATE SCHOOL IN

PARTIAL FULFILMENT FOR THE AWARD OF MASTER OF EDUCATION
(SCIENCE EDUCATION)

DEGREE OF MAKERERE UNIVERSITY

OCTOBER, 2021
TABLE OF CONTENTS

Contents
CHAPTER ONE: Introduction........................................................................................................................3
Background of study....................................................................................................................................3
1.1 Historical Background............................................................................................................................3
1.2 Conceptual Background.........................................................................................................................4
1.3 Theoretical Framework..........................................................................................................................5
1.5 Statement of the Problem.....................................................................................................................7
1.6.0 General Research Objective................................................................................................................7
1.6.1 Specific objectives...............................................................................................................................8
1.7.0 Main Research Question.....................................................................................................................8
1.7.1 Research sub-questions......................................................................................................................8
1.8 Significance of the study........................................................................................................................8
CHAPTER TWO: LITERATURE REVIEW....................................................................................................9
2.0 Introduction...........................................................................................................................................9
2.1 Attitude towards learning Science.........................................................................................................9
2.2 Students attitude towards physics.......................................................................................................10
2.3 Conclusion...........................................................................................................................................13
CHAPTER THREE: RESEARCH METHODOLOGY..........................................................................................13
3.0 Introduction.........................................................................................................................................13
3.1 Research design...................................................................................................................................13
3.2 The Research Population.....................................................................................................................14
3.3 Sample Size and Sampling Technique..................................................................................................14
3.4 Types and Sources of Data...................................................................................................................14
3.5 Data Collection Methods.....................................................................................................................14
3.6 Data quality control/quality assurance................................................................................................14
3.6.1 Editing questionnaires......................................................................................................................14
3.6.2 Research procedure..........................................................................................................................15
3.6.3 Ethical Issues and Ethical considerations..........................................................................................15
3.6.4 Limitation of the study......................................................................................................................15
REFERENCES..............................................................................................................................................16
APPENDICES..............................................................................................................................................19
APPENDIX 1: QUESTIONNAIRE TO THE STUDENTS................................................................................19
APPENDIX 2: BUDGET ESTIMATES FOR THE RESEARCH PROCESS..............................................................23
APPENDIX: 3 WORKPLAN...........................................................................................................................25

An assessment of students’ attitude towards learning sciences. A case study of physics in

selected schools of Kabarole district.

CHAPTER ONE: Introduction

This chapter comprises the background of study, statement of a problem, research objectives,
research questions and significance of the study.

Background of study

1.1 Historical Background

Physics education is an important part of the foundation for many occupations (Van Godden and
Slater, 1998) but consequently, the issue of enrolment and performance of students in physics
have been a subject of discussion and research has been globally done on this (Farmer, 1993).
According to Kayiga (2013), science subjects remain a burden of Uganda’s education even as
more efforts are put into promotion of the academic field .In physics Education, various methods
and techniques can be used according to the content. Laboratory method, which is the mostly
used method that provides permanent learning, is an educational method encouraging mental
activities and allowing students to work individually or in groups (Stack, 1995).

In sub-Saharan countries including Uganda, there is poor response in improving science

education (Mabula, 2012) though the government is trying to supply human and material
resources to raise students’ interest in studying science subjects. According to Ingersoll (2001),
there is high rate of teacher turnover and due to large number of enrolled students, teaching and
learning materials are inadequate. Now teachers are leaving the profession very early due to
unsatisfactory working environments (Flynt & Morton, 2009).
In 2005 the Government of Uganda made science subjects compulsory for secondary school
students at ‘O’ level and preferentially funded university students taking science courses. Under
this new policy, science subjects were made compulsory for all secondary school students, and
almost 75% of science students received the majority of government scholarships to universities
and other tertiary education institutions. Nevertheless, the numbers of students taking Science
related subjects in Uganda at A-level and among universities and colleges are few. In fact, the
number of students taking Science related subjects among universities is too small, representing
only 22% (Uganda National Academy of Sciences, 2010). If this general trend is not changed,
Uganda may not attain the Vision 2030 for it will lack the critical mass of people needed to
manage the society envisaged in that dream. Some of the reasons for this trend lie in the
student’s attitude towards science subjects including physics. Therefore, this study aims at
finding out the students’ attitude towards learning sciences in Uganda considering a case of
physics mainly focusing on selected schools in Kabarole district.

1.2 Conceptual Background

According to Beauchamp (1981) there are three broad categories of knowledge which include
humanities, natural science and social sciences. The natural sciences include mathematics,
physics, chemistry, biology and even geology. These disciplines serve all other disciplines. From
these basic divisions of knowledge come areas of applied (practical) knowledge which includes
architecture, engineering, education and law among others.

The attitude towards investigations in physics subject contains perceptions of students about the
way or in solving problems in the eye of physics. In studying physics subject, students usually
conduct investigations, both in class and in the laboratory. Although it covers traditional science
processes, the inquiry also refers to the incorporation of these processes with scientific
knowledge, reasoning and critical thinking (Lederman, et al, 2013). Students develop confidence
during school and in order to get conclusions, step by step is needed which must be followed in a
scientific method to produce new knowledge (Moeed, 2013).

According to Salleh (2004) Physics is a branch of knowledge about the material world. Nature
provides all the material resources that human beings need to live and manage their living. The
human beings material resources interaction must be based on some understanding on the
properties of matter, how they behave and the laws that they are subjected to. Physics is one of
the sciences in the secondary school curriculum and like other subjects it performs some vital
roles which help in the achievement of some national goals. Goodstein (1999) believes that, “a
solid education in Physics is the best conceivable preparation for the lifetime of rapid
technological and social change that our young people must expect to face”.

According to Salleh (2004), advancement in science and technology is coupled with the
deterioration of the ecosystem and greater use of chemicals and technologies that affect our
health systems, we therefore need the relevant science or physics knowledge and understanding
that can help us understand the physical world around us.

According to Hooper (1971), it is not enough that a child should have knowledge of his needs,
and thus, he must also be able to weigh one need against another and determine his priorities.
Kenya Institute of education (2002) outlines that students must choose at least two sciences or
chose all the three which include physics, chemistry and Biology. Statistics in 2010 and 2009
KCSE indicate that few students had chosen physics as one of the two or three sciences. This
indicates that there are factors which inhibit the choice of physics.

1.3 Theoretical Framework

Students’ attitude to one or another subject has been proven to lead to good performance in that
subject. Negative attitude towards a certain subject makes learning difficult, while positive
attitude stimulates students to do effort and leads to high achievement in that subject(Veloo,Nor,
and Khalid, 2015).

The study was guided by Atkinson’s (2007) achievement motivation theory and according to this
theory, achievement is associated with past task engagements over a time. For individuals with a
subjective history of success, a past achievement elicits a feeling of pride. This achievement
pride produces anticipatory goal reactions that energize and direct behavior to approach the new
task. For individuals with a subjective history of failure, on the other hand, a new task elicits a
feeling of shame. This achievement shame produces anticipatory goal reactions that energize and
direct behavior to avoid the new task.

According to De Cecco (1968) motivation refers to those factors which increase and decrease the
vigor of an individual’s activity and achievement motivation as the expectancy of finding
satisfaction in mastering challenging and difficult performances. There is a strong correlation
between motivation to learn and student achievement. One reason why some students try harder
than others is because they differ in achievement motivation, that is, their willingness in striving
to succeed at challenging tasks and to meet high standards of achievements.

According to Atkinson and Feather (1966), a central conflict facing children is the drive to
succeed and the urge to avoid failure. To work out this conflict, children evaluate whether or not
they expect to succeed in a task up against the premium placed on either success or failure. In
this kind of a situation students make choices. Brophy (1987), states that motivation to learn is a
competence acquired through experience but immediately encouraged through modeling,
statement of expectations and instruction by significant others. To this end what takes place in
the classroom and school setting is critical to student success. What is taught and how it is taught
exert tremendous influence on the students‟ motivation to learn. With that in mind, teachers are
heavily weighted variables in the equation of motivation. According to De Cecco (1968) the
teacher must help the student who lacks the desire to achieve to acquire it or the motive.

Repeated success will build confidence and the urge to move on and discover more but repeated
failure kills the morale to proceed especially where the student lacks support of the colleague,
teacher, school administration and even the parent. These motivational characteristics could be
shaped by the parent, teachers, learners themselves and the school administration. Thomas
(1980) and others have demonstrated a strong relationship between student attitudes towards
school and towards themselves as learners on one hand, and their achievement to motivation and
academic success on the other. A number of educators believe that student attitudes and
academic success or failure are largely due to the nature of their relationships in and with the
school. For instance, a study by Muli (2005) on the effects of head-teachers management styles
on performance in physics in Kitui district Kenya, found that performance in physics, indirectly
depends on the management styles of the head-teachers and is highly affected by their
management characteristics such as acquisition of textbooks, equipment, qualified teachers, and
proper guidance and counseling to change the attitude towards the subject and poor motivation of
teachers.
1.5 Statement of the Problem
In Uganda, physics was made a compulsory subject in 2005 at Uganda Certificate of Education
(UCE) level like other science subjects (Kabunga et al., 2016). Ministry of Education and Sports
provided at least 5,000 science kits to 1,341 schools across the country aiming at enhancing the
learning of science subjects and physics inclusive. Government of Uganda has constructed and
rehabilitated science 54 laboratories, supplied science text books and resource materials and in-
service trainings for science teachers (The Daily Monitor 6 May 2010). Still in 2005, the
Ministry of Education and Sports in conjunction with Japan International Cooperation Agency
(JICA) Introduced Continuous Professional Development (CPD) work-shops under the
Secondary Science and Mathematics (SESEMAT) program for science teachers in Uganda to
address the poor performance or failure rate in science subjects, physics inclusive. Despite all
Government’s efforts, students’ performance trend has continuously remained low to date in
science subjects, physics inclusive (UNEB, 2020). Evidence indicates that the number of
students who opt for the combinations at UACE with physics subject is very low, for instance
students’ performance in physics subject during the Uganda Advanced Certificate of Education
(UACE) stands at 48.7% (2011), 48.5% (2012) and 41.5% (2013). This is coupled with reduced
numbers of candidature for physics subject from 13.8% in 2017 to 10.5% in 2018 specifically at
Uganda Advanced Certificate of Education in the country at large and Kabarole District
inclusive (Daily Monitor 28 February, 2019). Students’ attitude plays a key role in determining
the academic performance (Venkatesh et al., 2003). Students’ attitude towards learning physics
has significant direct effect on student’s achievement in the subject. The rising problem of
students’ attitude towards learning physics in Kabarole District needs to be addressed urgently
through concerted effort from students in order to improve the performance in physics subject.
Therefore, this study will assess students’ attitude towards learning physics curriculum content,
teaching methods and the physics teachers so as to lay strategies of improving their performance.

1.6.0 General Research Objective

The general objective of this study will be to assess the secondary school students’ attitude
towards learning physics from the selected schools of Kabarole District.
1.6.1 Specific objectives
To determine, if there are significant differences between students’ attitude and the physics
curriculum content taught.

To determine, if there are significant differences between students’ attitude and the physics
teaching methods.

To establish, the relationship between students’ attitude and the physics teachers

1.7.0 Main Research Question

The main research question is how the students’ attitude towards learning physics is related to
the curriculum content, teaching methods and teachers.

1.7.1 Research sub-questions

What is the students’ attitude towards the physics curriculum content?

What is the students’ attitude towards the physics teaching methods?

What is the students’ attitude towards the physics teachers?

1.8 Significance of the study

There is a negative attitude of students towards learning sciences and mostly physics in particular
which has created an alarm in the region since there is no recent effort to curb this problem.
Therefore, this study will help provide information to the students, teachers and government to
help them know the reason why there is poor performance in science subjects physics in
particular and poor attitude of students towards learning physics.

The information from this study will also provide policy makers with data to back up the creation
of new policies to help improve students’ attitude towards learning physics and other subjects in
the region and Uganda at large.
To the school owners, managers, administrators and teachers, the research findings will be useful
to them since they are to provide highlights on what are the factors that lead to the persistent
poor performances in physics subject in secondary schools.

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction
This chapter presents recent literature on studies from different scholars that have done related
work on the student’s attitude towards learning physics in the different aspects. Therefore, this
chapter combines all studies that relate to the topic of study.

2.1 Attitude towards learning Science

The word “attitude” has been defined by many scientists around the world. They all come with
the same conclusion that attitudes towards learning science are viewed as a combination of
individual values, feelings, and beliefs towards science (Hacieminoglu, 2016; Montes, Ferreira,
& Rodríguez, 2018; Morabe, 2004; Salta & Tzougraki, 2004). Learning outcomes of physics
subject are well influenced by the enjoyment of learners when learning science and the pleasure
provides a predictive effect of value in science learning (Ainley, 2011). Students who love
learning physics subject will have high curiosity, towards this subject rather than other subjects.
This high curiosity is influenced by several factors, one of which is comfortable classroom that
can develop students’ skills and enhance the learning pleasure of physics subject (Rawatee
Maharaj-Sharma, 2017),

Similarly, attitudes are the act of feeling or thinking either positively or negatively towards
something in the environment (George, 2000). Attitudes are feelings of “like or dislike of an
object, person, or an event that characterize a human being (Heng & Karpudewan, 2015;
Hofstein et al., 1977). Moreover, attitudes are considered as outcomes that can be acquired
during the learning process (George, 2000; Oh & Yager, 2004). Therefore, students’ attitudes
change in their learning process either directly or indirectly through observation, experiences,
and the learning environment. Hence the change in attitude is mostly influenced by teachers,
parents, peers’ characteristics, and classroom environment (George, 2000; Talton & Simpson,
1987).

2.2 Students attitude towards physics

The attitude of students to learning Physics Subject refers to feelings of excitement or attraction
of students in learning Physics (Esther Agunbiade, 2017). The learning outcomes of physics
subject and the attitude of students themselves will influence them to be interested in a career in
the field of physics. If students behave negatively towards physics subject, they will have no
interest in a career related to physics. Positive attitude and interests in the physics subject will
lead to increase in the future careers in the field of physics (Welch, 2010). Therefore, to improve
students in a career in the field of physics, they need to pay attention to their interests, which
interests greatly affect the achievement of a career and personal life (Arslan, 2015).

Kinaiya (2008) recommended that teachers should teach physics using different strategies like
field trips, projects, demonstrations, model constructions, class experiments and group experts to
develop curiosity in the learners. Munguti (2004) also found that the physics teachers’
characteristics such as the speed of talking, comments made to students in class and the style of
teaching sometimes puts students off such that some eventually drop the subject. However,
Wanbua (2007) recommends that physics teachers need to also know the attitude of their
students toward the subject and should strive to create a positive attitude in the students towards
the subject.

Poor academic performance in Physics has been a concern in many higher learning institutions in
the last years around the world. Different authors attribute this poor performance to different
causes, namely poor learning environment, poor teaching, inexperienced teachers, learning
approaches, cognitive style of students, career interest, influence of parents and friends, low
ability of the student, socio economic level and so on (Erdemir, 2009; e.g. Ibeh et al., 2013;
Olusola & Rotimini, 2012). But most of them agree that the attitude of students towards Physics
plays a big role in this poor performance. George (2006) defines the attitude towards science as
the positive or negative feelings about science, specifically to science classes. The attitude of a
student towards learning a subject has therefore an object of intensive research in the last years to
determine its responsibility in poor performance in science generally and physics in particular.
Once this responsibility is determined, researchers seek to find a way to improve the attitude in
order to improve students’ performance. Akinbobola (2009) introduced cooperative learning to
boost students’ attitude towards learning Physics. She found that students taught using
cooperative strategies show more positive attitude towards learning Physics compared to those
taught with competitive and individualistic strategies. Marusic and Slisko (2012) opted for active
learning to increase the students’ attitude towards Physics. A positive shift of attitudes was
observed in both groups of the experiment. In this research the attitude of Physics students
towards learning Physics was investigated before suggesting some strategies to be used to
improve this attitude and subsequently improve students’ performance in Physics subject.

Murphy and Whitelegg (2006), contends that the key determinants of students’ attitude towards
learning physics are; how students see themselves in relation to the subject, both now and in
future; their “physics self-concept”; their experience of school physics and a personally
supportive physics teacher. Students even if they are interested in the subject, need to feel that
they can do physics and this may be more significant for girls than boys. Studies have found out
that for some girls, as they continue with their study, their self-concept in relation to it decline
(Reid and Skryabin. 9; (2002).

Physics is considered as the most unpopular and known to be a boring subject compared to
chemistry and biology among students especially in rural areas (Veloo and Khalid, 2015; Guido,
2013; Olusola and Rotimi, 2012). In Malaysia it has been found that the level of educational
achievement in the subject of physics is considered as somewhat less satisfactory. Most of the
students in Malaysia have not been quite able to excel in physics because they are actually not
interested in studying it. Students’ interest towards learning physics has been found to be on the
decline across the stages of study. (Halim, Rahman, Ramli and Mokhfar, 2018).

Most of the students consider physics as a difficult subject, mainly due to the learning processes,
involved in understanding physics, which require learners to deal with different types of
representations, such as formulas, calculations, graphics representations and also a conceptual
understanding at an abstract level (Saleh, 2014; Angell et al, 2004; Sidin; 2003).
The lack of students’ understanding of the problem and their poor mathematical skills also
constitute the major obstacles in the circle of difficulties that students experience in solving
physics problems. (Fadaei and Mora, 2015).

Most of the students tend to have a negative attitude towards learning physics presumably
because they dislike the subject, do not obtain high marks in the examination even though they
have tried their best, the cramped physics syllabus, also do not like physics teachers or lecturers
(Halim et al; 2014; Olusula and Rotimi, 2012). Attitude affects the internal motivations which in
turn affect academic achievement and students’ participation in school (Visser, 2007).

Musyoka (2000) found that the majority of the students were scared by its quantitative nature
and its being too abstract especially when it is taught theoretically. He recommended for a
change in the approach to teaching of physics and proper guidance in schools. He further noted
that to maintain girls’ and boys’ interest and motivation to the study of physics, it is important
that they experience themselves as competent in the subject. Teachers need to monitor students’
views of themselves as competent learners of physics.

Attitude is an important concept in social judgments and behaviors and thus, is one of the most
important concepts in decision making (Venkatesh et al, 2003). Studies by Adesokan (2002)
indicate that attitude is one of the determinants in academic performance. It can therefore be
argued that learners’ attitude towards learning science subjects determines their performance in
the very subjects, physics inclusive.

According to Koech Report (1999), Kenyan institutions of learning failed to inculcate positive
attitude towards work and recommended a re-designing of the institution’s approach with a view
of improving this situation compounding to the overall problem of unemployment, laxity and
poor performance in both public and private sectors in the country.

Teachers’ behaviors and attitude are a key influence on a student’s attitude, motivation,
achievement and continuing participation (Labudde, 2000).

Because of a visible decline in the enrolment in physics and a fall in the interest in physics
around the world, many researchers have been made to estimate the attitude of students towards
physics at secondary schools and at universities (Milner-Bolotin et al. 2011; Halim et al 2018).
The attitude of a student towards learning has therefore been a subject and therefore an object of
intensive research in the last years to determine its responsibility in poor performance in science
in general and physics in particular.

2.3 Conclusion
The studies from the literature review indicate that students’ attitude affects learning physics and
sciences in general and they also showed that students have a negative attitude towards learning
science subjects.

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction
The chapter represents systematically the research methodology and research techniques that will
be used in this study. It includes; type of study, the study area geographical location, the study
population, variables and their measurements, sample size and sampling techniques, types and
sources of data, and the data collection methods.

3.1 Research design.

The researcher will use descriptive survey study design, since it deals more with defined
description of the facts and characteristics of the population at study (Mugenda, 2003). A
descriptive research design is a fundamental research design that looks at the situation as it is.
This design will be adopted since its purpose will be describing and a analyzing the existing
conditions of students’ attitudes towards physics. Secondly the study is intending to pick only
some representative sample elements of the cross-section of the population. According to
Fraenkel and Wallen (2000) and McMillan (1991), a cross-sectional descriptive survey collects
information from a sample that has been drawn from a pre-determined population at one time.
This will reduce threats to internal validity of the study that may rise from factors such as
history. The survey design is also preferred because it allows the researcher get detailed
statistical description about the aspects of education that interests the policy makers and other
stake holders.
3.2 The Research Population.
The study will be conducted in Kabarole District, whereby the target population of students from
the selected secondary schools in both the municipality and district areas is to be sampled.

3.3 Sample Size and Sampling Technique

The study will follow a random sampling procedure where individuals from 14 - 18 years will be
selected, all respondents will have equal chances of being selected to make up the 50 needed
sample size, the rationale behind this sample size will be to get enough participants to be studied
and be a representative of total population. The researcher will consider gender balance during
sample selection and also the status of schools in as being either government aided or private.

3.4 Types and Sources of Data

The study is to use primary data which will be quantitative. Quantitative data are those
expressing certain quantities, a mount or range and are associated with measurement units and
application of arithmetic operations. Close-ended questions will be used to gather quantitative
data.

3.5 Data Collection Methods

Primary data will be collected through, document analysis, administering a questionnaire and
interviews. The questionnaire will be composed of 32 questions to enable the researcher collect
all the information necessary for research.

3.6 Data quality control/quality assurance

The researchers will employ some measures to control the quality of the data such as piloting.

This is where the data collection materials will be tested and or piloted and refined. This the
researcher will take into consideration the language spoken and understood by the respondents.

3.6.1 Editing questionnaires

The questionnaires will be edited on receipt from the research assistants and any missing
information will be rectified immediately. The data from the key informants will be recorded
immediately during the interviews.
3.6.2 Research procedure.
The researcher will develop a questionnaire and the interview guide which will be administered
to all respondents of the area, the questionnaires will be collected and data will be entered into
SPSS and cleaned. Thereafter, the data will be analyzed and descriptive associations between
dependent and independent variables will be made..

3.6.3 Ethical Issues and Ethical considerations

Human research ethics rest on three basic principles that fully considered the foundation of all
regulations or guidelines governing research ethics. These principles will be respected for
persons who are interviewed. And they will include

1. Permission letter for doing research and collecting data will be obtained from the district. All
measures to maintain human rights including informed consent; the right to participate in the
study, right to privacy and confidentiality and right to prevention from any type of harm will be
taken into consideration.

2. All Participants will be informed about the objectives of the study and that their participation
will be on voluntary basis. It will also be clearly clarified that the information to be provided
whether orally or in writing is to be for research purposes and with strict confidentiality.

3. All respondents will be permitted to withdraw their consent up to three days before data
submission.

3.6.4 Limitation of the study

This study being a mainly primary based, it will face a challenge of biased data due to the fact
that some respondents don’t give the desired information. The study will be limited to fifty (50)
students randomly selected from S.2,S.3,S.4, S.5 and S.6 classes of the to be selected different
schools. The positive opinion scale of students measured in this study will be limited to the
responding of students to the questions asked.
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APPENDICES

APPENDIX 1: QUESTIONNAIRE TO THE STUDENTS

An interview guide for secondary school students of Kabarole District. Makerere

University School of Education

Dear sir/Madam,

I am Bazirakye Thadeo Kabahore, a student of Makerere University, School of Education

carryingout a research titled; ”An assessment of students attitude towards learning sciences. A
case study of physics in selected schools of Kabarole District”. You have been selected to
participate in the study and your responses will be treated with confidentiality. Therefore, I
kindly request for your positive response to the questions below.

A. Background information Date……………………….

Please record the following identification
A1. Name of the respondent……………………………………………………………..
A2. School………………………………………………………………………………….
A3. Class …………………………………………………………………………………..
B. Demographics

S/NO Characteristic Response

B1 Gender ; 1=Male 2=Female

B2 Age of the respondents(Years)

B3 Number of schooling years(Years)

 C. Learning physics

In this section, you are required to answer according to the following performance levels; 5=
Strongly agree, 4=Agree,3=Neither agree nor Disagree, 2=Disagree and 1=Strongly disagree.

Please tick in the box of your own box

S/N Do you agree with the views? 5 4 3 2 1

O

1 Physics lessons are exciting

2 I like physics lessons more than others

3 I would like to have more physics lessons at

School

4 We learn interesting things in physics

5 I look forward to physics lessons

6 Physics lessons are boring

7 Physics lessons are difficult

8 I only fail physics lessons

9 I get good marks from physics lessons

10 I easily learn physics lessons

11 I feel helpless when doing physics work

12 I understand everything lectured in physics

lessons

D. Physics Teaching Methods

In this part, you will answer following the criteria in C above where 5= strongly agree, 4=Agree,
3= neither agree nor disagree, 2=Disagree and1=strongly disagree.
 S/NO Do you agree with the views? 5 4 3 2 1

1 Physics experiments are exciting

2 Physics experiments are useful

because I can work with my
friends

3 I like physics experiments

because I don’t know what will
happen

4 Like physics experiments,

because I can decide what to do
my self

5 We learn physics better when

we do physics experiments

6 I look forward to doing

experiments in physics

7 Physics experiments in physics

lessons are boring

8 I would like to have more

experiments in physics lessons.

E. Students attitude toward Physics Teachers

This section is also to be filled following the same procedure in C and D thus,5= Strongly
agree, 4= Agree, 3= Neither agree nor disagree, 2=Disagree and 1=Strongly disagree

S/N Do you agree with the views? 5 4 3 2 1

O

1 Physics teachers are exciting

2 Mentorship helps me to understand physics

 3 better.

Physics teachers are boring

4 The physics teachers role is important for

my success in physics topics

5 The way Iam evaluated in physics

stimulates me to study physics

6 The way Iam evaluated in physics

demoralizes me.

F. Relevancy of Physics

In this section, you will tick the correct answer according to how physics how physics is
relevant in the real -life situation following the linkert scale 5 as; 5= Strongly agree, 4=
Agree, 3=Neither agree nor disagree, 2=Disagree and 1=Strongly disagree.

S/NO Do you agree with the views? 5 4 3 2 1

1 Mastering physics is an important goal in my

life

2 I can apply physics concepts in a real-life

situation

3 Topics in physics encourage me to continue

learning physics courses

4 I don’t see physics relevancy to everyday life

 and society

5 Physics is a difficult subject

THANK YOU FOR YOUR PARTICIPATION

APPENDIX 2: BUDGET ESTIMATES FOR THE RESEARCH PROCESS

S/NO ITEM DESCRIPTION QUANTITY UNIT TOTAL
COST IN COST IN
SHILLING SHILLING
S S

1 Equipment 1. Recorder 01 100,000 100,000

2. 64GBMemory
01 100,000 100,000
Card

2 Stationary 1. Printing paper 3 Reams 20,000 60,000

materials 2. Pens
05 Pcs 500 2,500

3 Travel lamp some Assumed 500,000 500,000

4 Subsistence Welfare, Data, Airtime Assumed 500,000 500,000

& medical

5. Research Token to some Pens, books, 500,000 500,000

Assistance excellent respondents cash ,airtime
6 a, Proposal

Secretarial
Services:

Printing
40 pages x100 4copies 4,000x4 16,000
Binding
4copiesx3,000 4copies 3,000x4 12,000
b, Thesis
Secretarial
Services:

Printing 100pages x100 15copies 10,000x15 150,000

Binding 50,000 x10 10copies 50,000x10 500,000

7 Covid-19 Masks 05 5,000x5 25,000

SOPs
Sanitizers 05 10,000x5 50,000

8 Miscellaneo 500,000
us

Grand Total 3,015,500

APPENDIX: 3 WORKPLAN
S/NO ACTIVITY PERIOD

1 Presenting a research topic to the research August- September 2021

supervisor for approval

2 Preparing and defending the research the research October 2021-June 2022
proposal

3 Acquiring a letter of introduction from the Dean June 2022

School of Education
4 Piloting, testing, re-testing, revising and re- June 2022
revising the tools.

5 Conducting FDGs and interviews July- September 2022

6 Data analysis and writing the dissertation October 2022

7 Presenting the dissertation to the supervisor November 2022

For advice.

8 Presenting the final copy of dissertation for November 2022

defense

9 Executing advice after the defense meeting and December 2022-March 2023.

then submitting the final thesis for graduation.