An evaluation of physics practical work carried out in secondary schools

Abstract

This study investigated mainly the different aspects relating to Physics practical work in secondary schools. These included facilities; teachers' characteristics and distribution; teachers' aims for doing practical work; the type and extent of practical work that was carried out before the introduction of the Secondary Education Certificate (SEC) and after; setting and management of practical sessions; assessment methods; and the constraints affecting practical work. The main data collecting instrument was a questionnaire given to all physics teachers in Malta and Gozo. A number of interviews with heads of schools, physics teachers and school laboratory technicians were also held. It was found that in general most schools have the curriculum requirements necessary for periodic practical sessions. The least equipped are girls' private schools although in the last three years since the introduction of the SEC all schools are in a process of upgrading their facilities. The majority of teachers are qualified and teach in high ability schools, but due to teacher shortage there is also a substantial minority of untrained teachers mainly found in schools for lower ability pupils. Most teachers are state employed, young, male, B.Ed. (Hons.) qualified, with a short teaching experience. Teachers in private schools are predominantly B.Sc. qualified women. Men tend to teach boys, while women teach girls. For teachers, the main aim of practical work is to develop problem solving skills and lastly to comply with examination requirements. Since the introduction of the SEC, there was an increase in the use of practical work. The experiments are mainly those indicated in the SEC Physics Syllabus. Teachers perceive differences in practical work related to ability but not to gender. School-based assessment is mainly by Impression marking of the written work. For teachers, the 15% contribution to the SEC is just right. The performance of students in practical work cannot be considered as a good indicator of their performance in the final SEC examination. Teachers consider the long syllabus, large groups and lack of resources as significant restrictions to their work.