The condition of secondary school physics

Orleans Hiroshima University, Japan Abstract This study is aimed at assessing the state of Philippine secondary school physics education using data from a nationwide survey of schools and physics teachers and at identifying challenges for substantive improvements. Teacher-related indicators revealed academic qualification deficiency, low continuing professional involvements, substantial physics teaching experience, and good licensure status. Academic environment indices revealed that the number of physics classes per teacher is manageable, but the individual classes are large. Results also showed limited instructional materials and technologies, the unpopularity of professional mentoring, and favorable library and internet access.

The condition of secondary school physics

Orleans Hiroshima University, Japan Abstract This study is aimed at assessing the state of Philippine secondary school physics education using data from a nationwide survey of schools and physics teachers and at identifying challenges for substantive improvements.

Teacher-related indicators revealed academic qualification deficiency, low continuing professional involvements, substantial physics teaching experience, and good licensure status.

Academic environment indices revealed that the number of physics classes per teacher is manageable, but the individual classes are large.

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Results also showed limited instructional materials and technologies, the unpopularity of professional mentoring, and favorable library and internet access. Based on these findings, challenges to developing a larger pool of competent physics teachers and equipping schools with relevant instructional devices were identified.

Introduction The current state of science education in the Philippines, particularly in the basic education level, lags behind other countries in the world.

In the SISS, the Philippines ranked almost at the bottom of the The condition of secondary school physics of seventeen 17 nations which took part in this large-scale evaluation of educational achievement. Findings of Philippine- based studies CalacalCapistranoOrleansFiguerres also present the same conclusion of low student achievement in physics.

This poor student achievement has prompted educational researchers worldwide to continuously identify factors that can account for academic outcomes in the classroom. Those teachers with sufficient academic preparation are seen to be competent in subject matter content and pedagogical skills enabling them to be effective in classrooms and produce larger student achievement gains Darling-Hammond Licensed teachers are also considered to be effective Hawk et al.

School-related variables are equally vital in the teaching-learning process. Competent teachers alone may hardly improve achievement, but they can advance student achievement significantly when in tandem with state-of-the-art instructional devices.

Varied and appropriate instructional materials are, therefore, needed to make instruction and studying more motivating and encouraging. Research results confirm that instructional materials improved learning, if used appropriately. In sum, the above citations imply that constant evaluation of teacher competence and high quality instructional materials are required to ensure excellent delivery of instruction in the field.

It can also serve as the basis for proposals and measures to prevent recurring predicaments. ORLEANS The Current state of Philippine Secondary School Physics Education In an attempt to capture the condition of Philippine secondary school physics education, this research did a national survey of physics teachers in schools, from the 1, target schools was conducted.

The Condition of Secondary School Physics Education - PDF documents

All 16 regions of the country are represented. Among the regions, NCR is the most urbanized and the second most populated region. All regions, except NCR, are agricultural in nature, yielding primarily rice and other agricultural products.

The target schools were selected based on the total number of schools in each region. Figure 1 shows the location of these regions and the distribution of the participants in this study.

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School-Related Factors S c h o o l - related factors deemed to influence student achievement considered in the study are the following: Regional Distribution materials; and educational technologies of the Participants that aid the teaching of physics.

Standard Deviations are enclosed in parenthesis. Number of Physics Classes in Schools In the Philippine four-year secondary school curriculum, students take only one physics class everyday for 72 minutes per meeting in the fourth year.

Covering topics from Mechanics to Modern Physics, this class stresses conceptual discussions rather than the mathematical aspect of the subject. The average number of physics classes in Philippine secondary schools is 7.

The condition of secondary school physics

Dispersion of the numbers of physics classes is also greater in public schools than in private schools, as indicated by the larger standard deviation of the former.

Urban schools re g i s t e red statistically higher class number, Superiority of urban schools over rural schools in terms of number of physics classes can be attributed to population density.

Variation in class numbers is smaller in rural schools than their urban counterpart. Data also show that an interaction eff e c t exists between school classification and school setting. Public urban schools tend to have more physics classes than private rural schools. This occurrence can be accounted for by the high population density in urban areas and the heavy state subsidy for public school education.

In addition, a significant variation in this statistic exists among the regional groupings with Region III Central Luzon registering the highest number of classes, 8.

The mean number of students per physics class is Public schools registered a higher class size, The almost-free education in public schools again explains this difference.

School setting provided no effect on class size.In an attempt to capture the condition of Philippine secondary school physics education, this research did a national survey of physics teachers in schools, from .

•35 ANTRIMAN V. ORLEANS The Current state of Philippine Secondary School Physics Education In an attempt to capture the condition of Philippine secondary school physics education, this research did a national survey of physics teachers in schools, from the 1, target schools was conducted. The condition of secondary school physics education in the Philippines: recent developments and remaining challenges for substantive improvements.(Report) Orleans, Antriman V View online Borrow. The Department for Education data reveals that in November last year, per cent of secondary school physics teachers held ‘no relevant post A-level qualification’.

This study is aimed at assessing the state of Philippine secondary school physics education using data from a nationwide survey of schools and physics Skip to main content Search the history of over billion web pages on the Internet. The Department for Education data reveals that in November last year, per cent of secondary school physics teachers held ‘no relevant post A-level qualification’.

This study is aimed at assessing the state of Philippine secondary school physics education using data from a nationwide survey of schools and physics Skip to main content Search the history of over billion web pages on the Internet.

physics textbooks for secondary schools nowadays.

The condition of secondary school physics

Teaching physics at Czech secondary schools is based on the textbook Physics for secondary schools [2] that consists of eight parts (Mechanics, Molecular and Thermal physics, Mechanical vibrations and waves, Electricity and magnetism, Optics, Special relativity, Physics of micro .

In an attempt to capture the condition of Philippine secondary school physics education, this research did a national survey of physics teachers in schools, from the 1, target schools was conducted.