A STUDY OF TEAHCHING DIFFICULTIES IN

TEACHING PHYSICS AT SECONDRY LEVEL IN

DISTRICT CHARSADDA

0334-9059580
FAYAZ KHAN
Roll No. 6149
M.Ed

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With
UNIVERSITY OF PESHAWAR,
SESSION 2015-16

A STUDY OF TEAHCEDIFFICULTIES IN
TEACHING PHYSICS AT SECONDARY LEVEL IN
TEHSIL CHARSADDA

Submitted to the institute of education and research,

university of Peshawar in partial fulfillment of the
requirements for the award of the degree of Master in
education.

By
FAYAZ KHAN
Roll No. 6149
M.Ed

Supervised By
__________________

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With
UNIVERSITY OF PESHAWAR,

SESSION 2015-16

ii

APPROVAL SHEET

Certified that the contents and form of thesis entitled A Study of

Teaching Difficulties in Teaching Physics at Secondary Level in Tehsil
Charsadda submitted by Fayaz Khan have been found satisfactory

for the requirement of the degree.

Internal Examiner:

External Examiner:

Date: ___________________

_____________________________

_________________________

Dedication

DEDICATION
To my beloved Mother who is a symbol of
unconditioned love and altruism. Who
prays day and night for my success and
who is everything to me and my life.

LIST OF TABLES
Table-1:

Academic Qualifications of Teachers Teaching the Subject of

Physics:............................................................................................

Table-2:

Professional Qualification of the Teacher........................................

Table-3:

Teachers Interest in Teaching Physics............................................

Table-4:

Teachers Participation in Refresher Courses....................................

Table-5:

Teachers Special Training for Teaching of Physics..........................

Table-6:

Teachers Preparing Daily Lesson Plan.............................................

Table-7:

The Teaching Methods that are followed by Teachers During

the Teaching of Physics...................................................................

Table-8:

Teachers Satisfaction from Teacher Training Institutions................

Table-9:

Availability of Resources that help in the Teaching Physics............

Table-10: Availability of Audio-Visual Aids for Teaching Physics..................

Table-11: Use age of Audio-Visual Aids..........................................................
Table-12: Teachers Suffer from Excessive Teaching.......................................
Table-13:

Responsibility of Over Crowded Classes for the Bad

Performance of Physics Teachers....................................................

Table-14: Teachers Satisfaction with their Salaries and Facilities..................

Table-15: Teachers Assessment of Students Performance.............................

Table-16: Responsibility of Physics Paper in Annual Examination for

Bad Performance.............................................................................
Table-17: Improvement in the Examination of the Subject of Physics............
Table-18:

Aim of Teaching Whether to help Students to Pass Exam or to

Impart Knowledge...........................................................................

Table-19: Compatibility of the Content of Physics According to the

Mental Level of Students.................................................................
Table-20: Compatibility of the Content of Physics with the Present Day
Needs of Students............................................................................
Table-21: Improvement in the Curriculum of Physics.....................................

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TABLE OF CONTENTS
LIST OF TABLES..................................................................................................I
TABLE OF CONTENTS....................................................................................III
ACKNOWLEDGMENTS....................................................................................V
ABSTRACT..........................................................................................................VI
INTRODUCTION..................................................................................................1
1.1 HYPOTHESIS.....................................................................................................................1
1.2 STATEMENT OF THE PROBLEM...................................................................................1
1.3 OBJECTIVES OF THE STUDY........................................................................................1
1.4 DELIMITATION OF THE STUDY....................................................................................2
1.5 BACKGROUND OF THE STUDY....................................................................................2
1.6 IMPORTANCE OF THE TOPIC........................................................................................4
REVIEW OF RELATED LITERATURE............................................................6
2.1 METHODS FOR TEACHING PHYSICS:........................................................................6
1. Lecture Method:.....................................................................................6
2.2 LECTURE DEMONSTRATION METHOD......................................................................7
2.3 PROJECT METHOD.........................................................................................................7
2.4 PROBLEM SOLVING/ DISCOVERY APPROACH.........................................................7
2.5 PROGRAMMED LEARNING...........................................................................................7
2.6 MICRO TEACHING..........................................................................................................8
2.7 THE TEACHERS OF PHYSICS.......................................................................................9
2.8 USE OF AUDIO-VISUAL AIDS IN THE TEACHING OF PHYSICS.........................11
2.9 THE SIGNIFICANCE OF AUDIO-VISUAL AIDS IN TEACHING OF PHYSICS.....12
2.10 IMPORTANCE OF AUDIO-VISUAL AIDS FOR THE TEACHING OF PHYSICS.....13
2.11 TEACHING OF PHYSICS IN LABORATORY SETTINGS..........................................15
2.12 SCIENCE ROOM AND EQUIPMENT...........................................................................16
METHOD AND PROCEDURE..........................................................................19
3.1 THE NATURE OF RESEARCH......................................................................................19
3.2 STATISTICAL ANALYSIS..............................................................................................19
3.3 INSTRUMENT..................................................................................................................19
3.4 DELIMITATION OF THE STUDY..................................................................................20
TABULATION AND ANALYSIS OF DATA.....................................................21
FINDINGS, CONCLUSION & RECOMMENDATIONS...............................42
5.1 FINDINGS........................................................................................................................42

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5.1 CONCLUSION.................................................................................................................44
5.3 RECOMMENDATIONS...................................................................................................48
BIBLIOGRAPHY................................................................................................52
APPENDIX-A.......................................................................................................53
APPENDIX-B.......................................................................................................54
QUESTIONNAIRE..............................................................................................54

iv

ACKNOWLEDGMENTS

First of all the researcher is extremely thankful to Almighty Allah

who with His grace gave her the opportunity to complete her
research work successfully. My humblest praise to Allah, the
almighty and omnipotent, the greatest of the great source of
inspiration and to the Holy Prophet Muhammad (Peace be
upon him), the greatest ever Human Ocean and house of
knowledge and learning.
The researcher offers his sincere thanks, appreciation and
indebt ness to his honorable research supervisor, __________
_______, whose encouragement, advice, sympathy and
continuous guidance paved the way for completion of this
research project.
I am extremely thankful to my close friend and classmate Mr.
Amir Muhammad Bettani (Lecturer Govt. Degree College
Jamrud) for his cooperation and encouragement. At the end I
am also thankful to Mr. Nawaz Khan who compose this
manuscript.

Fayaz Khan

ABSTRACT
There is a lack of mutual understanding of the school
function and mission. The principal should make the
mission and vision of the school to student, teacher,
parents and community so the principal should place a
program and should hold a meeting on weekly or
monthly bases to provide opportunity with one another in
open sessions. Teachers are not in contact with one
another. So the principal should organize the ideas of the
teachers to jointly work for the school mission.

vi

INTRODUCTION
Physics is one of the most exquisite branches of natural sciences,
which plays a pivotal role in development, flourishing and prosperity of
human being. At secondary level Physics subject has the same spirit. The
teaching of Physics at Secondary level is not fruitful and a number of
elements or factors are responsible for its wore seining.
The investigator is interested to point out the reasons that why the
teaching of Physics has not been given its due status.
1.1 HYPOTHESIS
The curriculum and teaching of Physics at secondary level is
defective.
1.2 STATEMENT OF THE PROBLEM
A study of teachers difficulties in teaching Physics at secondary
level in Tehsil Charsadda.
1.3 OBJECTIVES OF THE STUDY
1.

To find out the academic/ professional qualifications of the teachers

who teach Physics at secondary level.

2.

To find out the methods and techniques used by teachers in teaching

of Physics.

3.

To find out whether there are any teaching aids, refresher courses
and guide books for the teachers.

4.

To find out whether the laboratories are well equipped to facilitate

the teaching of Physics.

5.

To find out the suitability of the textbook of Physics.

6.

To give suggestions / recommendations to make the teaching of

Physics effective.

1.4 DELIMITATION OF THE STUDY

Due to limited time and meager resources, knowledge in
unfathomable ocean. I have selected 1 High schools of Tehsil Charsadda in
the consultation with my supervisor.
1.5 BACKGROUND OF THE STUDY
Science at the secondary level has been introduced to provide a base
for various scientific and technological disciplines that are considered
important to cope the challenges of 21st century.
Physics is a branch of science, which deals with the composition,
properties of matter and the factors, which effect the matter.
The importance of Physics has been increased to a very high degree
due to its application in aspects of mans life. Mans own existence is a
result of various process if any vital process to function, his survival
becomes difficult. Nuclear Physics provides us energy (atomic energy)
which can be used in various fields for economic development. So the study
of Physics is essential for the welfare of human beings.
Metallurgy, (Extraction of metals from ore) a hemical process, has
revolutionized the whole economy of the world. The big complicated
2

machines, which are the backbone of modern civilization, are the direct
result of the present growth of Physics.
But our science education, at secondary level, is facing a number of
problems. Shortage of facilities and trained teachers, ineffective in-service
and pre-service teaching programme sand theory based curriculum have
made our science teaching, particularly the teaching of Physics ineffective.
Keeping in view the importance, scope and nature of Physics it is
needed to have modern scientific techniques to the teaching of this
important subject.
In Physics teaching, the stress in put on the teacher based teaching
which requires to be assisted by students based learning. The emphasis
should be given to problem solving techniques, programme learning and
laboratory teaching so as to flourish a scientific view of the learners of
Physics. In our schools, Physics subject like other science courses, is being
taught as a theoretical subject. The dynamic aspect which is the real
requirement of science is being ignored. Learning in laboratory setting has
given less importance. Book recitation, lecture method, guide and notes
culture has been adopted which does not empress creative attitude and
problem solving capabilities in the learner. As a result students have turned
to cheating and bad study habits.
Keeping in view the worst conditions of Physics teaching, this
research is conducted to find out the negative aspects and to give some
recommendations for bringing improvement in the teaching of Physics.

1.6 IMPORTANCE OF THE TOPIC

Science education at secondary level has been introduced to enable
the students to known about the chemical and biological processes and their
mutual concern and the most important aim to promote scientific attitude
and a sprit of inquiry among the learner. Physics being an important subject
of science has been introduced with the same aim and objectives at the
secondary level.
Dr. Mehmuda Rehman in her book teaching of science and
mathematics has said from viewpoint of education one of the important
values of Physics is to bring together the methods and result of a number of
other sciences.
This unique nature of Physics makes the teaching of the subject
adventurous, interesting and a little bit hard as the teaching of this subject
requires a teacher to have all round knowledge of the science subjects and
especially about the various teaching methods that one needed for other
sciences.
The teaching of Physics in itself is interesting and technical and
requires some special skills and attitudes. The teaching of Physics at the
secondary level has got the following aims and objectives.

To enable the students to understand the world of nature, Physical

and biological processes and to integrate the natural phenomena.

To introduce the work of Muslims scientists to the learner of Physics.

To enable the students of Physics to be an active participant in

solving problems of human society and existence.

To develop an understanding of the basic needs provided by the

nature.

To maintain and improve the health of human beings and the whole
community by the knowledge and skills of teaching Physics.

The development a balanced personality through the teaching of

Physics.

REVIEW OF RELATED LITERATURE

2.1 METHODS FOR TEACHING PHYSICS:
There are various methods for teaching science. But for the teaching
of Physics we must choose those methods that are specially suitable for this
subject. We can not use a single method for the teaching of Physics. The
teacher must have various methods for best result. But this combination
should be in accordance with the mental caliber of students in different
classes and grades as there are a number of methods which are only suitable
for particular classes and grades, as different methods develop different
skills in the students.
Dr. Mehmuda Rehman has suggested a number of teaching methods
in her book Teaching of science and mathematics. She writes the
innovative methods, which are important for the science, and practice
classes are as follows lecture method, demonstration method, project
method, laboratory method, problem solving, programmed learning,
microteaching.
A short description of all the above-mentioned methods is as follows:
1.

Lecture Method:
This method involves one-way channel of communication in which

teacher makes oral presentation of information, which is listened by the

students silently. This method improves the reasoning power of students.

2.2 LECTURE DEMONSTRATION METHOD

A demonstration has been defined as the process of showing
something to another person or group. When demonstration is accompanied
with lecture, it is called lecture demonstration method.
This method improves the reasoning and observation powers of
students.
2.3 PROJECT METHOD
Project is defined as A series of related problems that are the out
growth of the students own interest at the problem-solving situation.
A project may involve a practical problem or a reasoning problem,
this method is very helpful in developing various skills among the student
such as creativity, problem solving.
2.4 PROBLEM SOLVING/ DISCOVERY APPROACH
It is a useful scientific method that has been recommended for
science teaching as a useful method. It will be quite useful for teaching the
subject of Physics.
In this method students are facing with suitable problem then they
plan and carry out their own efforts to solve the problem. The students
gather their own data and draw their own results. In this method teacher
helps the student, he does not dictate.
2.5 PROGRAMMED LEARNING
In this method a programme takes the place of a teacher and leads
students through a stepwise self-instruction schedule.
7

This method develops habit of hard work, self-confidence,

motivation and arouses interest of students.
2.6 MICRO TEACHING
Actually this method is used to develop various skills of teaching in
teachers training institutes. But we can successfully employ it for teaching
the subject of biology in improve the laboratory skills of students.
Apart from these methods a number of other scientific methods that
could be successfully used for teaching the subject of biology are as under.
a.

Inductive method

b.

Deductive method or a combination of inductive deductive method.

c.

Heuristic method.

d.

Analytic/ synthetic method.

e.

Laboratory method.
All these methods can be used by an efficient teachers in teaching

the subject of Physics.

In his book Teaching of Science in the Secondary Schools of
Pakistan Mr. Wali-ud-Din says All the methods of teaching have their
own advantages and disadvantages and their applicability to the conditions
in the schools. The best method is that which adds to the knowledge and
information of the teacher to enable him to make his efforts more effective
and fruit full in the class.

Similarly Wali-ud-Din quotes Taylor in the same book as since these

does not seem to be any best method of teaching as evidenced by studies
teachers should for the present use that method which is most convenient
and satisfying.
2.7 THE TEACHERS OF PHYSICS
Physics being an important and complex subject needs competent
and expert teachers who are trained in various teaching methods that are
suitable for the teaching of science and especially Physics.
Mr. Wali-Ud-Din writes in his book Teaching of science in the
secondary schools of Pakistan. Qualities of a good science teacher are that
he should have a sound philosophy of education in which he has complete
faith. He should have an understanding how pupils learn. He should possess
necessary skills in instructional methods. He should have an ability to
communicate ideas. He should have knowledge of the subject matter. He
should have creative imagination. He should have a well integrated
personality. P-76
The above paragraph suggests that a teacher of Physics must be an
aware person and should have all those necessary skills that are needed for
the efficient teaching of Physics. While teaching the subject of Physics, a
teacher should focus on the following steps that are regarded vital for
learning science/ Physics:

Motivation (desire to learn)

Objective (understanding of what is to be learned)

Study (acquisition of knowledge)

Comprehension (full understanding of what is to be done and how to

do it).

Review (repetition to retain proficiency).

Dr. Mehmuda Rehman has emphasized the following areas to be

strengthened for the teachers of science/ Physics.
a. Getting to understand their strengths and limitations and the ways to
overcome their deficiencies.
b. Being trained in various innovative techniques, methods of teaching
and curriculum development.
c. Developing familiarity with the science curriculum materials
available and learning how to select and organize them suiting to
various situations.
d. Achieving master of the subject matter in science to teach and
getting valences of the developments taking place from time to time
in their respective areas.
e. Being sufficiently trained in the techniques of evaluation and
development of instruments.
f. Being resourceful to use community resource in teaching and
experimentation.
g. Being competent to prepare and design scientific instruments of low
cost material available to them in their immediate environment.

10

h. Being trained to organize out of school activities in science

education.
i. Being sufficiently trained to conduct research for identifying.
Problems affecting their instructional programme.
A science teacher equipped with such skills and knowledge of
pedagogy can only serve to meet needs to Physics.
2.8

USE OF AUDIO-VISUAL AIDS IN THE TEACHING OF

PHYSICS
Literally audio means to hear, visual means to see and

aids means the helping materials. In teaching learning process,

audio/visual aids are those materials which can make the teaching
learning process easier.
Dr. Mehmuda Rehman, in her book Teaching of science and
mathematics has defined audio-visual aids as such: All such aids which
endeavor to move the knowledge clear to us, through our senses and called
as the audio-visual aids.
As we learn through our senses, audio-visual aids make the learning
situations as real as possible and give us first hand knowledge through
hearing a seeing. Thus audio-visual aid is a useful technique to make the
learning more concrete, more realistic and more dynamic.
The following audio-visual aids have been recommended by John
S. Richardson in his book Science Teaching in Secondary Schools.

11

Specimens, models and displays, black board, bulletin board and

chalk board, maps, globes, cartoons and free hand writing, magnetic
mountings, and the writing table, photograph, audio aids and projections.
Apart from these aids, there are a number of other aids that can be
effectively used for the teaching of Physics.
2.9

THE SIGNIFICANCE OF AUDIO-VISUAL AIDS IN

TEACHING OF PHYSICS
Good instruction is the foundation of any educational programme

and audio-visual aids help the teacher in importing such good instruction.
Therefore the Physics teacher must realize the importance of aids and
should known their various types and should also be skilful to use them
properly and meaningfully in teaching. He should be resourceful in the
sense if some relevant aids are not readily available in school, he should
prepare himself such material.
Once Descartes rightly said, Nothing ought to be taught to children
which could not be attested by eyes Teachers are well aware of the value
and importance of Aids and that they play effective role in instruction. The
manner they contribute too the effectiveness of teaching-learning process
with special reference to the teaching of Physics, is revealed from the
following:

The Audio-Visual aids, mark teaching and learning effective.

Experience provided through them are lasting.

They provide interest and inspiration

12

They provide variety on teaching.

They create a creative skill atmosphere

They facilitate teachers work.

They give confidence to teacher in teaching

They clarify the subject matter.

They save time, energy of the teacher.

They stimulate activities in the class room.

They supply a concrete basis for conceptual thought

They contribute to the efficiency, depth and variety of learning.

2.10

IMPORTANCE OF AUDIO-VISUAL AIDS FOR THE

TEACHING OF PHYSICS
In their book Teaching science in todays secondary schools Walter

A. Thurber and Alfred T. Collete, have listed a number of situations, where

we could use audio-visual aids for the teaching of Physics. These are as
under.

To present exotic material.

To present historic material.

To present informations about inaccessible places.

To give a bird eye view.

13

To summarize a series of observations.

To present information about microscopic materials.

To amplify sounds.

To acquaint pupils with elusive organisms.

To present things usually seen by inadequate light

To acquaint pupils with infrequent phenomena.

To acquaint pupils with dangerious conditions.

To acquaint pupils with materials that are difficult to kept.

To help pupils make comparison.

To speedup gradual change.

To slow down action.

To stop action.

To shown the actions of devices not easily studied.

To shown the interior of things normally enclosed.

Mr. John S.Richardson has given the following criteria for the

selection of audio visual aids.

Accuracy

Size

14

Quality

Physical structure

Original purpose of the aids.

Versatility.
A Physics teacher, keeping in view the above considerations can

make his teaching considerations; can make his teaching effective.

2.11 TEACHING OF PHYSICS IN LABORATORY SETTINGS
It is difficult to think of a science programme that does not lay more
emphasis on practical than theory. In fact one of the major objectives of
science teaching is the understanding of experimental method. Laboratory
work develops out of other activities and in turn leads to certain forms of
class work. Many activities in the laboratory, which are called experiments,
are in fact exercises with laboratory equipment, which familiarize the
students with certain apparatus and skills or demonstrate certain principles.
The distinction between experiment and exercise lies in the information
given to pupils. In experiment he does not know what the results would be.
In an exercise even this telling should be avoided. A teacher should only
provide materials and a set of suggestive directions. A well-organized
laboratory programme arises interests of students in the course and the
science subject so much so that they select scientific vocations.
Laboratory can help students obtain and retain various sorts of
knowledge. By making phenomena more vivid and memorable and by
giving students practice in using vocabulary and concepts they can reinforce
15

and build on material presented through lecture discussion and independent

study. By showing students how data is obtained, analysed and interpreted.
The students are helped to develop a sense of what science is about.
Laboratories can aid students in acquiring a wide range of skills. Laboratory
often is well suited for helping students develop higher mental skills, such
as skills in problem solving, analysis, and critical thinking. Laboratories
also offer opportunities to develop desirable attitudes in students.
An atmosphere of excitement, curiosity, interest and enthusiasm for
science should be encouraged in the laboratory tempered by care and
restraint in use of apparatus and techniques. Respect for the problem, the
materials and the problem results of experimentation must be developed.
The laboratory experience is nothing but one vehicle by which the
objectives of science teaching are developed. Suitably carried out, it can be
one of the most effective methods of teaching and learning.
2.12 SCIENCE ROOM AND EQUIPMENT
The evaluation in science teaching has necessitated changes in
science room planning and designing. Science is not concerned with
presenting facts but with the ways of thinking and acting. The lecture
demonstration method is replaced by projection, the study of displays etc.
the science room may be used for several of these type of activities going
on the same time and should there fore be easily convertible into class room
and laboratory space and seating should therefore provide this flexibility in
a combined laboratory and lecture room.

16

No one person can do the job of planning, as it is a complex task

involving consultations between administrators, members of education
department, science specialists, science teacher and the architect.
Laboratory classroom equipment and furniture manufactures with practical
experience in designing and fitting modern science rooms should also be
consulted for planning. After selecting site and location the first point to
consider is the type of science room i.e. whether it is to be a science room in
which all sciences taught or specialized room for specific subjects. In
considering the size of the room it may be ensured that thirty five to forty sq
feet of space is to be available to each pupil and in addition ten to fifteen sq
feet for larger projects and special activities. An ideal science room has an
area in which pupils meet for recitations, demonstrations and other areas
where they are directed for experiments and project work. Flexibility is
provided by rearranging seats for discussion or group activity or larger
projects. Special requirements of these modern rooms are good flooring
preferably vinyl plastic, fireproofing, sound proofing and painting of walls
and ceiling, good lighting and black out system, good heating and
ventilation system. A combine classroom laboratory facilitates smooth
transition from one activity to another.
An ideal laboratory should have the following equipment and fittings
students tables equipped with acid resistance tops specially treated wood
stone sink with water taps, waste pipes of lead, electric points standard and
low voltage apparatus, storage space, gas supply (or spirit lamp) apparatus,
support rods and sockets etc.

17

Fixed island table in the middle of room, peninsula tables round the
walls of rooms, window shelters for displays and Physics related charts,
small general purpose tables and teachers table for demonstration.
Cupboards and drawers, well lighted black board with a side graph stand for
projector, black out arrangements for the room, gas chamber, over,
electromagnaticallysss controlled chamber, letter file for clippings and
pamphlets, cabinet for charts and maps bulletin board book shelves and wall
racks for charts and maps and the first aid kit and fire extinguishers are the
other necessary tools for a modern laboratory.

18

METHOD AND PROCEDURE

3.1 THE NATURE OF RESEARCH
It is a descriptive research, which involves collecting data to test the
hypothesis.
The population for the study consists of all the govt. high and higher
secondary schools for boys in Tehsil Charsadda where the subject of
Physics is being taught.
Ten schools were selected from the population five schools from
municipal corporation and cantonment board Peshawar and five from rural
area of Tehsil Charsadda.
3.2 STATISTICAL ANALYSIS
The data collected was tabulated and explained in percentages for the
purpose of analysis.
On the basis of inferred information findings were drawn and
recommendations were suggested for the improvement of teaching Physics
at secondary level.
3.3 INSTRUMENT
To collect data a questionnaire (see appendix-B) was designed and
administered to the teachers in the sample schools. All the teachers returned
the questionnaire duly filled by them.

19

3.4 DELIMITATION OF THE STUDY

Keeping in view the scope of study and shortage of time and
resources, the analysis is delimited to ten govt. High and higher secondary
schools in Tehsil Charsadda (See Appendix-C)

20

TABULATION AND ANALYSIS OF DATA

The researcher collected the data through valid questionnaire. The
data is analyzed in tabular form as under. The teachers who teach Physics,
their views points are expressed in percentages. The description of every
table and its analysis is preceded as under:
Table 4.1

Academic Qualifications of Teachers, teaching the Subject

of Physics:
N = 10

Qualification

No. of Teachers

Percentage

Matric

30%

F.Sc

40%

B.Sc

20%

M.Sc

10%

Figure 4.1

ANALYSIS
The above table and figure show that 70% of the teacher teach
physics while 30% do not teach it.

21

Table 4.2

Professional Qualification of the Teacher

N = 10

Qualification

No. of Teachers

Percentage

PTC

0%

CT

0%

B.Ed

30%

M.Ed

70%

Figure 4.2

ANALYSIS:
The table and figure represent that the teachers are highly competent
professionally, because 70% teachers are M.Ed degree holders while 30%
teachers are B.Ed degree holders.

22

Table 4.3

Teachers Interest in Teaching Physics

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

90%

10%

Figure 4.3

ANALYSIS:
The table reveals that 90% teachers take interest in the teaching of
Physics, irrespective of the fact whether they are less qualified or high
qualified. Only 10% teachers do not take interest as Physics is a tough &
difficult subject.

23

Table 4.4

Teachers Participation in Refresher Courses

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

50%

50%

Figure 4.4

ANALYSIS:
The table shows that half of the teachers have participated in refresh
courses as 50% teachers have participated in refresher courses while half of
the teachers have not participated, because 50% teachers do not participated
in refresher courses.

24

Table 4.5

Teachers Special Training for Teaching of Physics

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

20%

80%

Figure 4.5

ANALYSIS:
The table shows that only a small portion 20% of teachers have got
special training for Physics teaching, 80% teachers do not possess special
training.

25

Table 4.6

Teachers Preparing Daily Lesson Plan

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

60%

40%

Figure 4.6

ANALYSIS:
The table shows that 60% teachers prepare daily lesson plan for
Physics teaching while 40% teachers do not prepare their lesson plan.

26

Table 4.7

The Teaching Methods that are followed by Teachers

During the Teaching of Physics
N = 10
Method

No. of Teachers

Percentage

Lecture method

40%

Book Recitation method

20%

Lecture Demonstration method

20%

Inductive Deductive method

20%

Figure 4.7

ANALYSIS:
The table shows that 40% teachers use the centuries old out dated
methods like lecture method, 20% teachers use book recitation method. It
means that 60% teachers use the old method. Teachers who use lecture
demonstration method are 20% while 20% teachers follow inductive
Deductive method.
The table shows that the teachers play active role than the students,
which is quite opposite to the recent trends in science teaching. Today,
educationists are of the opinio9n that teachers must act like guides. Students
should be kept busy during teaching learning procedures.
27

Table 4.8

Teachers Satisfaction from Teacher Training Institutions

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

50%

50%

Figure 4.8

ANALYSIS:
The table indicates that half of the Physics teachers are satisfied with
the performance of teachers training institutions, while half of them are not
happy from their performance. The satisfied teachers are 50% while the
unsatisfied teachers are also 50%.

28

Table 4.9

Availability of Resources that help in the Teaching of

Physics
N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

30%

70%

Figure 4.9

ANALYSIS:
The table shows that there is shortage of helping resources, as 70%
teachers say that schools lack helping resources, while just 30% teachers are
satisfied with the available resources.

29

Table 4.10

Availability of Audio-Visual Aids for Teaching Physics

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

10%

90%

Figure 4.10

ANALYSIS:
The table shows that 90% teachers say that audio-visual aids are not
available while just 10% teachers are happy with their availability. It means
that there is an acute shortage of audio-visual aids in schools.

30

Table 4.11

Use age of Audio-Visual Aids

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

60%

40%

Figure 4.11

ANALYSIS:
The table shows that a huge percentage of teachers use audio-visual
aids in their teaching, findings from the table indicate that 60% teachers use
audio-visual aids while 40% teachers do not use them at all. This high
percentage indicates teachers interest in using audio-visual aids, with the
fact that most schools do not have these audio-visual aids.

31

Table 4.12

Teachers Suffer from Excessive Teaching

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

89

80%

20%

Figure 4.12

ANALYSIS
The table indicates that the teachers of Physics have been over
loaded with excessive teaching; the table shows that 80% teachers are
suffered from excessive teaching while only 20% teachers are satisfied from
their teaching load.

32

Table 4.13

Responsibility of Over Crowded Classes for the Bad

Performance of Physics Teachers
N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

80%

20%

Figure 4.13

ANALYSIS
The table reveals that 80% teachers believe that over crowded class
are responsible for bad performance. While 20% teachers say that are
crowded classes, is not a major cause of decline in the teaching of Physics.
The research aggress that over crowded classes is one of the hurdles
in teachers performance, but still then are also other crucial factors that
equally lower the performance of teachers. It is a fact that the teachers bad
performance is the result of all other causes collectively. But it is also a fact
that over crowded classes is one of the major reasons of teacher
performance.

33

Table 4.14

Teachers Satisfaction with their Salaries and Facilities

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

20%

80%

Figure 4.14

ANALYSIS
The table indicates that only 20% teachers are satisfied with their
salaries and facilities while a huge percentage of 80% is not happy salaries
and faculties that are provided by the govt.

34

Table 4.15

Teachers Assessment of Students Performance

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

80%

20%

Figure 4.15

ANALYSIS
The table shows that 80% teachers assess the students performance
in their Physics class while 20% teachers admit that they do not assess
students performance in the their class.

35

Table 4.16

Responsibility of Physics Paper in Annual Examination

for Bad Performance
N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

80%

20%

Figure 4.16

ANALYSIS
The table indicates that 80% teachers believe that improper setting of
Physics paper is one of the major causes of bad performance. 20% teachers
mention that paper setting is not a factor for bad performance of Physics
teachers.
The Physics examination paper mostly concern with essay type
questions that only evaluate students power of memorization. The students
performance is judged on the basis of theory while the practical aspect
while is essential for any science, is almost ignored.

36

Table 4.17

Improvement in the Examination of the Subject of Physics

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

90%

10%

Figure 4.17

ANALYSIS
The table shows that 90% teachers are of the opinion that the
procedure of evaluation in Physics should be changed while the remaining
10% teachers support the present system of evaluation.
This high percentage of teachers, which is against the system of
evaluation, show high protest against the examination system.

37

Table 4.18

Aim of Teaching Whether to help Students to Pass Exam

or to Impart Knowledge
N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

40%

60%

Figure 4.18

ANALYSIS
The tables show that 60% teachers are interested to impart
knowledge while 40% teachers confirm that they help student just to pass
examination.

38

Table 4.19

Compatibility of the Content of Physics According to the

Mental Level of Students
N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

20%

80%

Figure 4.19

ANALYSIS
The table indicates a very interesting scenario that 80% teachers say
that the content of Physics is not according to the mental level of students,
while 20% teachers believe that its content is in accordance with mental
level of students.

39

Table 4.20

Compatibility of the Content of Physics with the Present

Day Needs of Students
N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

70%

30%

Figure 4.20

ANALYSIS
The table shows that 70% teachers think that the content of Physics
is according to the present day needs of our students, while 30% teachers
say that they do not see any compatibility between its content and the needs
of students.

40

Table 21

Improvement in the Curriculum of Physics

N = 10

No. of Teachers
10

Yes

Percentage

No

Percentage

80%

20%

Figure 4.21

ANALYSIS
The table shows that 80% teachers likes improvement in Physics
curriculum, while 20% teachers are against of such change.

41

FINDINGS, CONCLUSION & RECOMMENDATIONS

5.1 FINDINGS
Following are the major findings based on the analysis of the data
recorded in the previous chapter.
1.

Only 30% teachers have the required academic qualification in the

subject of Physics.

2.

100% teachers are professionally qualified.

3.

50% participate in refresher courses.

4.

Just 20% teachers have got special training in Physics teaching.

5.

60% teachers prepare daily lesson plans.

6.

60% teachers use the old and outdated methods like lecture method
and book recitation method.

7.

50% are satisfied from teachers training institutions.

8.

70% teachers complained against the non-availability of helping

resources that help in the teaching of Physics.

9.

According to 90% teachers audio-visual aids are not available in

schools.

10.

60% teachers use audio-visual aids in their Physics teaching.

11.

80% teachers are over loaded with excessive teaching.

12.

80% teachers express that over crowded classes are responsible for
their bad performance.

42

13.

80% teacher are not satisfied from their salaries and facilities.

14.

80% teachers assess students performance in their Physics class.

15.

80% teachers believe that setting of Physics paper is responsible for

the bad performance.

16.

90% teachers favour improvement in the Examination pattern of

Physics subject.

17.

80% teachers says that the content of Physics is not according to the
mental level of students.

18.

70% teachers of the opinion that content of Physics is according to

present day needs of students.

19.

80% teachers believe that the curriculum of Physics subject needs

improvement.

20.

70% unqualified (academically) teachers teach the subject of

Physics.

43

5.1 CONCLUSION
The research has arrived at the following conclusions at the end of
the current study.
1.

Almost all the teachers, teaching the subject of Physics, are

professionally qualified, but majority of them lack the required
academic qualifications.

2.

Only a small friction of teacher has got special training in Physics

teaching.

3.

More than half of the teachers reseat to old and outdated teaching
methods like lecture method and book recitation method. If shows
that teachers give importance to the theoretical aspect of science
while the practical aspect which is the real essence of science is
totally neglected.

4.

To develop scientific attitude among the students is almost neglected.

Because the teachers of Physics and students are forced to go to the
theoretical aspect of Physics as a Physics students performance is
judged on the basic of how much course content he has learned.
Practical evaluation in this subject is mere a joke, because only 25%
masks is assigned to this important part of evaluation.

5.

In the subject of Physics, the teaching learning process under ways in

the old fashioned class rooms. The so called science laboratories
have been built separately from the class rooms.

44

6.

The so called science laboratories are faced with acute shortage of

equipments and resources.

7.

Majority of teachers complaint against the non-availability of teacher

resources, that help in the teaching of Physics.

8.

The curriculum of Physics subject badly affect the teaching learning

process, as it emphasis only the theoretical aspect (product) of
science, because a student performance is judged on the
memorization of theory. Practical work is given little importance and
thus knowledge, understanding, comprehension etc. are ignored. We
cannot think of any science programme with out practical work,
which develops scientific attitude and other skills that are the
intended out come of any science programme. This curriculum
creates bad study habits in students like cramming, selective study,
and also promotes cheating. The Physics curriculum also affected the
performance of good Physics teachers, because they teach only the
important parts in the contents that might be necessary from
examination point of view. The statistics shows that the content of
Physics is not according to the mental level of students. It also lacks
compatibility with the present day needs of our student and society.
Therefore 80% teachers are not satisfied and favour immediate
changes and innovations in the curriculum of Physics subject.

9.

Evaluation procedures of Physics subject are highly defective and

require quick remedial measures in this regard. Beside shortage of
examination halls, proper temperature, right, ventilation and trained

45

examiner etc. the paper setting of Physics paper is one of the major
causes of disturbance. In the evaluation of Physics subject, a student
performance is judged on the basis of his memory power. The paper
consists of a large number of essay questions and students are free to
opt out of a large number of questions. These questions are usually
open ended and no limit is put on students, responses. A small
number of objective type questions of about 25% weight age are
included in the paper.
This pattern has marred the entire teaching learning procedure of
Physics subject because students resort to cheating, selective study
and rote memory. The teachers also teach those parts of the course
which are important from examination point of view.
Thus the aims of Physics subject are totally neglected. The students
evaluation is conducted once at the end of session. Teachers focus
on the acquisition of Physics knowledge only ignore other important
ends like comprehension, application, analysis, synthesis and
evaluation & more importantly the scientific attitude which is the
real goal of teaching any science programme.
Physics teachers cannot give due importance to these essential goals
because of annual examination which only requires the knowledge
easpect of Physics subject from the students.
10.

The schools do not possess the helping resource guide books &
modern literatures that could help teachers in improving their
teaching in the subject of Physics.

46

11.

The schools are faced with acute shortage of Audio-visual Aids. The
use of Audio visual aids is necessary for any educational programme
but for a science programme like Physics, it is imperative, because it
makes the teaching clear and comprehensive.

12.

Almost all the teachers are overloaded with excessive teaching.

13.

Over crowded classes also participate in the deteriorating condition

of Physics teaching.

14.

Teachers of Physics are unsatisfied from their salaries and facilities.

15.

Todays teachers of Physics subject are not sufficiently trained and

thus the performance of teachers training institutions is not good.

47

5.3 RECOMMENDATIONS
Following recommendations are made to improve the teaching of
Physics at secondary level.
1.

Teachers, teaching the subject of Physics must have the required

minimum academic qualification (B.Sc) in Physics subject along
with the required professional qualification (B.Ed, M.Ed).

2.

It is imperative to revise the curriculum of teacher education and

especially the science education with particular emphasis on Physics
teaching. It is a well-known fact that pre-service and in service
teacher training programmes have not come up to the challenges of
modern world. Being equipped 3with innovative approaches, the
teachers of Physics will not tell their students about science (Physics)
but they will provide them opportunities to practice it. They will
enable students to practice science in a manner, together facts,
generalize, speculate, check and criticize the results themselves. The
teachers will modern students into various activities which will
enable them to make their own observation, experimentation and
come to their own conclusion.
Therefore the curriculum of a training programme in science
education would be more activity oriented rather than subject
centered Emphasis is to be given to use the innovative methods such
as programmed learning, microteaching, individualized and group
experimentation, discussion, team teaching, project method and

48

inquiry approach. The role of a Physics teacher should be of a

collaborator and team leader, he has to guide the students activities.
Teachers of Physics have to realize that text book and laboratories
are not the only sources of scientific knowledge but the whole
inurnment is to be used for the students learning. Taking in view the
dynamic nature of teaching of Physics, the existing training
programme need to be reoriented and revitalized.
3.

The curriculum of Physics subject at secondary level needs quick

and immediate changes as that it should be made compatible with the
trends in science education, which emphasis the practical aspect
considerably on the part of students.
Our present curriculum of Physics at secondary level is not suitable
to be taught through the modern methods of teaching like
programme learning, project method, team leaching, teaching in
laboratory setting.
The content of Physics subject is not according to the present needs
of students and society. It also lacks compatibility with the mental
level of students.

4.

Efforts should be made to provide all the teaching aids like audiovisual aids and well equipped laboratories and the science literature
concerning the course.

5.

The old fashioned separate class room and separate science

laboratory must be replaced with a single science room that must
have facilities for reading and practical purposes. For the constriction
49

of these science rooms, modern techniques and upto date knowledge

should be considered seriously.
6.

Helping aids like guide books and science recourse centers etc could
be provided for the teachers of Physics.

7.

The proposition of Physics teachers and students should be balanced

by increasing the number of Physics teachers. For the Physics
teachers, it should be made compulsory that they must have at least
B.Sc academic qualification in Physics subject along with the
required p4ofessional qualification B.Ed or M.Ed.

8.

A hand some package of salaries and facilities should be provided to

the science teachers and most specially to the teachers of Physics.

9.

Evaluation procedure must be corrected by adopting the following

measures in this regard.
a. While designing the devaluation system for Physics subject,
equal weight age of marks should be awarded to both theoretical
and practical aspects of Physics.
b. During the evaluation of theory, the paper must include essay
type of questions and the objective type of questions. Each type
should carry 50% weight age No option should be given to the
students.
The Essay type questions should consist of 20 or 10 restricted
type of essay questions.

50

The questions paper should possess the external and internal

validity.
c. The Govt. should ensure the important facilities like the proper
number of examination halls, proper number of invigilator,
trained examiners, proper light and ventilation etc.
d. Allocation of time should be made according to the nature of
Questions, so that all students should attempt the paper.
e. The Questions should evenly represent the important out comes
of all the chapters.
10.

Sufficient number of audio-visual aids should be provided to the

school. Physics teachers should be specially trained to use, prepare
and maintain these audio visual aids, for the subject of Physics.

11.

The Govt. should initiate special training and refresher courses on

modern lines, for teaching the subject of Physics. Strict measures
must be taken to ensure the compulsory participation of all the
teachers.

12.

To avoid over crowding of students in single class, sufficient number

of modern science rooms should be built in each school.

51

BIBLIOGRAPHY
1.

Khan, Wazim (2000) Research Techniques, Peshawar. Azeem

Publisher.

2.

Ghaffar S.A & Afridi A.K. (2011) Methods of Teaching English IER
University of Peshawar.

3.

Rehman, Mehmooda (2000) Teaching of Science and Mathematics

I.E.R University of Peshawar, Ijaz Printers Peshawar.

4.

Rehman, Memooda (2000) Research Paper Science Education for

the 21st Century.

5.

Richardson John S. (1957) Science Teaching in Secondary Schools

Prentice hall Inc. Engle Wood Cliffs N.J. USA.

6.

Thurber Waltter A. Teaching Science in todays

7.

Collet Alfred (1964) Secondary Schools, prentice, Hall of India,

New Delhi.

8.

Wali-ud-Din (1968) Teaching of Science in the Secondary Schools

of Pakistan, University of Peshawar. University Press.

52

APPENDIX-A
Request letter to the teacher from the Researcher
Respected Sir,
Assalam-O-Alaikum
Being a student of M.Ed at the Institute of Education and Research,
University of Peshawar. I am conducting a research on A Study of
Teachers difficulties in teaching Physics at secondary level in Teshil
Charsadda. Please, you re requested to fill in the enclosed questionnaire.
Your cooperation, in this connection, shall highly, be appreciated.
The data will be sued for research purpose only. I shall really be very
thankful to you for this act of kindness.
With best wishes

Yours sincerely,
Fayaz Khan
M.Ed Student
Horizon Institute of Higher Studies

53

APPENDIX-B
QUESTIONNAIRE
Topic:

A Study of teachers difficulties in teaching Physics t

secondary level in Teshil Peshawar

Name of the Teacher: ______________________

Qualifications Academic/Professional: _____________________________
Name of the School: ____________________________________________
Note: Please tick the most appropriate response in each of the following
questions.
Q-1

Up to what level, have you studied the subject of Physics?

i.

Matric

ii.

F.Sc

iii.

B.Sc

iv.

M.Sc

Q-2

Is there any interest in the teaching of Physics?

Yes

No

Q-3

Have you participated in refresher courses?

Yes

No

Q-4

Have you got any special training in the teaching of Physics? Yes

No

Q-5

Do you prepare daily lesson plan for the subject of Physics? Yes

No

Q-6

Which method do you follow in the teaching of Physics?

i.

Lecturer method

ii.

Book recitation method

iii.

Lecture demonstration method

iv.

Inductive deductive method

54