TABLE OF CONTENT
CERTIFICATION
DECLARATION
DEDICATION
AKNOWLEDGEMENT iv
TABLEOFCONTENT v
ABBREVIATIONS AND ACRONYMS viU
ABSTRACT
CFIAPTER ONE 1
INTRODUCTION 1
1.0 Introduction 1
1. 1 Background to the study 2
1.2 Statement of the Problem 7
1.3 Objective of the Study 8
1 .4 Research Questions 8
1.5 Purpose of the study 9
1.6 significance of the study 9
1.7 Scope and Limitation io
1.8 Assumption ofthe study 10
1.9 Theoretical Framework 10
1. 10 Conceptual Framework 13
1.11 Operational Definition of Terms 14
CHAPTER TWO 16
LITERATURE REVIEW 16
2.0 Introduction 16
2. 1 Modern trends in teaching physics and teacher characteristics 17
2.2 Enrolment in physics 18
2.3 Performances in physics 19
2.4 Gender differences 20
2.5 Mathematical and spatial abilities 21
2.6 Attitude towards sciences 22
V
2.7 Entry behavior .24
2.8 Resources 24
2.9 Summary 25
CHAPTER THREE 26
METHODOLOGY 26
3.0 Introduction 26
3.1 Research design and process 26
3.2 Location of the study 27
3.3 Target population 28
3.4 Sample and sampling procedure 28
3.5 Research instruments 29
3.5.1 Students’ questionnaire 29
3.5.2 Teachers’ questionnaire 30
3.5.3 Physics lesson observation schedule 30
3.5.4 Science HOD Interview schedule 30
3.5.5 Students~ assessment test 30
3.6 Pilot study 31
3.7 Data collection procedure 31
3.8 Data and data analysis 32
3.9 Logical and ethical considerations 32
3.9.1 Logical considerations 32
3.9.2 Ethical considerations 32
CHAPTER FOUR 33
RESEARCH FINDINGS, PRESENTATION, ANALYSIS AND INTERPRETATIONOF DATA .33
4.0 Introduction 33
4. 1 Enrolment in physics 34
4.2 Performance and enrolment in physics 36
4.3 Resources, enrolment and performance 38
4.4 Teaching methodology and performance 40
4.5 Learners’ attitude on enrolment and performance 41
4.6 Mathematical/spatial ability on enrolment and performance 43
vi
4.8 Entry behavior, enrolment and performance.47
4.9 school administration enrolment and performance 49
CHAPTER FIVE 51
SUMMARY, CONCLUSION AND RECOMMENDATIONS 51
5.0 Introduction 51
5.1 Summary of the main findings 51
5.1.1 Resources for physics instruction 51
5. 1.2 Teaching methods for physics and teacher characteristics 52
5,1.3 Mathematical and spatial abilities 52
5.1.4 Attitude towards sciences 52
5.1.5 Entry behavior and learning physics 53
5.1.6. Gender and leaming Physics 53
5.2 Conclusion 53
5.3 Contribution of the study to the body of knowledge 54
5.4 Recommendations for action 55
5.5 Recommendation for further research 56
REFERENCES 57
ABSTRACT
This study was about the factors leading to poor enrolment and performance in Physics subject among secondary schools in Agago district, Uganda. The study was led by four research objectives which were to examine the influence of students’ performance and enrolment in Physics, to identify influence of teacher - students’ relationship on student’s performances in Physics, determining the nature of school environment where teaching is practiced and to examine influence of school mafiagement system on teaching and learning process in Physics. Important literatures were reviewed on theories and findings that emerged from different authors. The study involved 10 secondary schools, 10 Physics teachers 10 1-JODs and 607 students. These were obtained through simple random sampling. Four academic masters and six heads of department from ten schools were purposely selected. Data collection was done by using questionnaires, interviews, focus group discussions, observations and documentary review. The findings indicated teaching and learning of Physics was facing challenges such as poor teaching environment, Physics departments were not well-managed, inadequate self-practice and students’ poor background in mathematics which is related to Physics. Therefore the researcher recommends teachers to make assessment on the background of their students in to decide teaching methods that can help students perform better in mathematics and in this, they will be able to do those other calculations in Physics. Moreover, students should put self-efforts and practice in learning Physics Lastly, the researcher recommends future research on individual factors that affects students’ low enrolment and performance Physics.
ALFRED, L (2022). Factors Affecting Enrolment and Performance in Physics Among Students in Agago District, Uganda. Afribary. Retrieved from https://tracking.afribary.com/works/factors-affecting-enrolment-and-performance-in-physics-among-students-in-agago-district-uganda
ALFRED, LUBANGAKENE "Factors Affecting Enrolment and Performance in Physics Among Students in Agago District, Uganda" Afribary. Afribary, 18 Jul. 2022, https://tracking.afribary.com/works/factors-affecting-enrolment-and-performance-in-physics-among-students-in-agago-district-uganda. Accessed 27 Nov. 2024.
ALFRED, LUBANGAKENE . "Factors Affecting Enrolment and Performance in Physics Among Students in Agago District, Uganda". Afribary, Afribary, 18 Jul. 2022. Web. 27 Nov. 2024. < https://tracking.afribary.com/works/factors-affecting-enrolment-and-performance-in-physics-among-students-in-agago-district-uganda >.
ALFRED, LUBANGAKENE . "Factors Affecting Enrolment and Performance in Physics Among Students in Agago District, Uganda" Afribary (2022). Accessed November 27, 2024. https://tracking.afribary.com/works/factors-affecting-enrolment-and-performance-in-physics-among-students-in-agago-district-uganda