Students' Lack of Interest in Pursuing Physics at The Tertiary Level: A Case of The University of Cape Coast

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STUDENTS’ LACK OF INTEREST IN PURSUING PHYSICS AT THE TERTIARY

LEVEL: A CASE OF THE UNIVERSITY OF CAPE COAST
Research · May 2019
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UNIVERSITY OF CAPE COAST
STUDENTS’ LACK OF INTEREST IN PURSUING PHYSICS AT THE
TERTIARY LEVEL: A CASE OF THE UNIVERSITY OF CAPE COAST
BRIGHT ABBIW BEKWIN
MOSES YAOVI AHIABLE
FESTUS NONGNENUOR
AGYAPONG KYEM-AMPOMAH YAW
MAY 2019
STUDENTS’ LACK OF INTEREST IN PURSUING PHYSICS AT THE
TERTIARY LEVEL: A CASE OF THE UNIVERSITY OF CAPE COAST
BY
BRIGHT ABBIW BEKWIN
MOSES YAOVI AHIABLE
FESTUS NONGNENUOR
AGYAPONG KYEM-AMPOMAH YAW
A project work presented to the Department of Science Education, College of
Education Studies, University of Cape Coast, in partial fulfilment of the
requirement for the award of Bachelor of Education
(Science) Degree
MAY 2019
DECLARATION
Candidates’ Declaration
We hereby declare that this project work is the result of our own original
research and that no part of it has been presented for another degree in this
university or elsewhere.
Candidates’ Signature…………………… Date……………………..…..
Name: Bright Abbiw Bekwin (ED/SCI/15/0008)
Name: Moses Yaovi Ahiable (ED/SCI/15/0010)
Name: Festus Nongnenuor (ED/SCI/15/0021)
Name: Agyapong Kyem-Ampomah Yaw (ED/SCI/15/0039)
Supervisor’s Declaration
I hereby declare that the preparation and presentation of this project work was
supervised in accordance with the guidelines on supervision of project work as
laid down by the University of Cape Coast.
Supervisor’s Signature…………………………. Date…………………….
Name: Mr. Deodat Charles Otami
ii
ABSTRACT
The main purpose of the study was to find out the causes of students’
lack of interest in pursuing B.Sc. Physics in the university of Cape Coast. The
descriptive survey design was employed for the study. Semi-structure interview
questionnaire was the instrument used to elicit responses from respondents.
The study revealed that the main cause of the lack of interest in opting
for Physics in UCC by respondent’s was career prospects. Respondents
developed interest in other science related courses than in Physics. On this
reason, respondents argue that there exist limited jobs for people who read B.Sc.
Physics since it is a raw course without a solid practical backing in UCC. The
study also discovered that students find Physics as a difficult subject as a result
of poor foundation and lack of practical lessons in Physics at the SHS level.
This reason was attributed to the methodology and approaches to the Physics by
Physics teachers at the senior high schools. The study further showed that
respondents lack interest in reading B.Sc. Physics in UCC because the course
structure in UCC is theoretical as the real practical backing is not experienced
by the students. Another reason for which students do not opt for Physics in
UCC is that they do not meet the cut-off grade of the university for reading
Physics. It was recommended that university should employ field engineers and
renowned practitioners on part time basis to help take students through practical
lessons as is done on the field, procure adequate Physics learning resources
including resourcing the laboratories in the Physics department, reduce the cut-
off required grade for offering B.Sc. Physics and make Physics courses more
flexible and attractive.
iii
ACKNOWLEDGEMENTS
We wish to express our gratitude to God who has seen us through this
time, and our supervisor Mr. Charles Deodat Otami, who guided us patiently
throughout this project. May the good Lord show lot of blessings. We also say
thank you to anyone who through diverse ways has contributed in making this
project a success. God richly bless you all.
iv
DEDICATIONS
To all B.Ed. Science 2015-year group.
v
TABLE OF CONTENTS
PAGE
DECLARATION ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
LIST OF TABLES vi
LIST OF FIGURES viii
CHAPTER
ONE: INTRODUCTION
Background to the study 1
Statement of the problem 3
Purpose of the study 5
Research question 5
Significance of the study 5
Delimitation 5
Limitation 6
Organization of the study 6
TWO: REVIEW OF RELATED LITERATURE
Introduction 7
Concept of Physics and its Importance 7
Factors Influencing the Choice of Physics 8
Students’ Influence on Choice of Physics 9
Teachers’ Influence on Students’ Choice of Physics 13
Effect of the School Environment on Students’ Choice of Physics 16
vi
Summary 19
THREE: METHODOLOGY
Introduction 21
Research Design 21
Population 21
Sample and Sampling Procedure 22
Research Instrument 23
Validity of Instrument 23
Reliability of Instrument 24
Data Collection Procedure 24
Data Analysis 25
FOUR: RESULTS AND DISCUSSIONS
Introduction 26
Background information of respondents 26
Discussion of main results 29
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction 49
Summary of the research process 49
Key findings 49
Conclusion 50
Recommendations 50
REFERENCE 52
APPENDIX: Interview questionnaire for respondents 55
vii
LIST OF TABLES
1. Academic year and number of graduates in Physics 4
2. Representation of the study sample 22
3. Composition of respondents by gender 26
4. Proportion of respondents and their educational levels 27
5. Proportion of respondents and their program of study 28
6. Proportion of respondents who offered Physics at SHS 28
7. Proportion of respondents and their performance in Physics at SHS
29
8. Proportion of respondents who are scared of Physics 29
9. Proportion of respondents and what made Physics interesting to them
30
10. Proportion of respondents who were taken through practical lessons
regularly 32
11. Proportion of respondents on the regularity in practical lesson 32
12. Proportion of respondents and the influence of teacher’s methodology
34
13. Proportion of respondents who would have loved to read Physics 35
14. Proportion of respondents who would have loved to read Physics in
UCC 36
15. Reasons respondents would have loved to read Physics or not in UCC
37
16. Number of respondents who met the required grade for reading Physics
in UCC 39
17. Reasons respondents did not read Physics in UCC 39
viii
18. Number of respondents who were guided before application 41
19. Persons who guided respondents 42
20. Influence of guidance on respondents 43
21. Number of respondents who were advised by a Physics graduate of
UCC 44
22. Advices given to respondents 45
23. Influence of advice on respondents’ choice of program 46
24. Number of respondents who will advise others to read Physics in UCC
47
25. Respondents reasons for advising others to read Physics or not in UCC
47
ix
LIST OF FIGURES
Figure 1: Percentages of respondents who are or not scared of Physics 30
Figure 2: Proportion of respondents who were guided and those not guided
41
x
CHAPTER ONE
INTRODUCTION
Background to the study
We live in a world that is increasingly dependent on Physics and
fuelled by breakthroughs in Physics research. Physics is a branch of science
which is experimental in scope with the aim of observation, description,
modelling and understanding of nature. It is a science composed of well-
founded expectations of how the natural world should behave. It is an exciting
intellectual adventure that inspires young people and expands the frontiers of
our knowledge about Nature. It generates fundamental knowledge needed for
the future technological advances that will continue to drive the economic
engines of the world. Physics as a subject contributes to the technological
infrastructure and provides trained personnel needed to take advantage of
scientific developments and discoveries. A high-quality science education in
primary and secondary schools contributes to developing scientific literacy
and would be expected to predispose students to study the enabling sciences
at University (Rosemary, 2009). In order to enhance our understanding of
other disciplines, such as the earth, agricultural, chemical, biological, and
environmental sciences, plus astrophysics and cosmology-subjects of
substantial importance to all peoples of the world, we need to employ Physics.
Physics is an important subject for economic, scientific and technological
development (American Physics Society, 2008; Zhaoyao, 2002). As an
academic discipline, it is the foundation of science and technology and the
functional role of it to science and technology is multifaceted and multifarious
1
that no area of science, technology and business enterprise in this world
escapes its application (Okereke, 2006).
The world is fast evolving because of new technology. Throughout
history, the development of new technology has been absolutely vital for both
human survival and progress. One of the main tools with which human beings
adapt to changing conditions is the discovery and utilization of new
technologies. Since technology is the primary vehicle through which
humanity progresses, it could serve to reduce much of the problems facing
human beings such as world hunger, poverty, lack of access to education and
other issues. Physics is very important because it is a major source of skills
and attitudes required for the development of technology. Physics improves
our quality of life by providing the basic understanding necessary for
developing new instrumentation and techniques for medical applications, such
as computer tomography, magnetic resonance imaging, positron emission
tomography, ultrasonic imaging, and laser surgery. The importance of Physics
therefore cannot be over emphasized.
As stated, Physics-widely recognized to be the most fundamental of all
sciences has also been recognized as the foundation of our society (Pravica,
2005). Even if perhaps the society does not realise it, many of the advances in
science and technology that we know and enjoy today have been the result of
scientific research where Physics played a key role. In addition, it is believed
that knowledge of Physics and Physics-related sciences are indispensable in
many professions and for economic development (Stokking, 2000). Abdul
Salam (Ford & Wilde, 1999, p.215), a Nobel Prize winner in Physics in 1979,
wrote in a book: ‘‘If a nation wants to become wealthy, it must acquire a high
2
degree of expertise in Physics, both pure and applied’’. To gain perspective into
how much Physics has contributed to our livelihoods, Pravica (2005) considers
the following miracles from physicists; alternating current, hydroelectric power,
electric motors, radio, microwave, ovens, satellites, radar, modern rocketry,
nuclear magnetic resonance, magnetic resonance imaging, x-rays, lasers,
transistors, light emitting diodes, oscilloscopes, television, holography and the
world web among many others. There is a deep symbiosis between discovery in
Physics and new technology. We all benefit from the priceless contributions of
Physics. Contributions from Physics generate many trillions of dollars for the
world economy and aid our existence immeasurably. Only science with Physics
as its foundation can solve many of the impending crises facing our society,
such as global warming, overpopulation, waning energy and other natural
resources, and the poisoning of our planet.
Unfortunately, over the years, there has been a sharp decline in the
number of students opting for Physics at university level (Varghese, 2005).
Less and less students are studying Physics, which is causing the general
public to mitigate their understanding about scientific concepts and this has
led to a widespread concern among industrialised countries about the scarcity
of physicists.
Statement of the Problem
Physics is not only important to a country’s economic progress but also
to individuals to be able to cope with the rapidly changing society as a result of
advances in technology. Salleh (2004) states that through research activities in
Physics our knowledge and understanding of matter continues to expand. The
cycle of knowledge, understanding and probing the world of matter continues
3
endlessly. Omosewo (1999) adds that the rate of development of any nation is
determinable by the rate of technological advancement of the nation concerned.
Stokking (2000) states that knowledge of Physics and Physics related sciences
are indispensable in many professions and for economic development.
Yet, a record obtained from the Physics department of the University of
Cape Coast on the number of students who graduated in the university with
B.Sc. Degree honours show a decline in the number of students who pursue
Physics in the university within a space of 2005 to 2017. This is shown in the
table 1.
The table below is a record obtained from the department of Physics of
the university of Cape Coast; showing the number of graduates in the
department and the academic year.
Table 1: Academic year and number of graduates in Physics
Academic Year Number of Academic Year Number of
Graduates in Graduates in
Physics Physics
2005 60 2012 37
2006 47 2013 36
2007 55 2014 35
2008 63 2015 24
2009 78 2016 11
2010 24 2017 8
2011 26
Source: Physics Department UCC
4
Purpose of the Study
The purpose of the study was to find out the causes of students’ lack of
interest in pursuing Physics at the tertiary level, especially in the University of
Cape Coast.
Objective of the Study
This research aimed at finding the causes of students’ lack of interest in
pursuing B.Sc. Physics in the University of Cape Coast.
Research Question
What causes students’ lack of interest in pursuing B.Sc. Physics in the
University of Cape Coast?
Significance of the Study
The findings of the study may be useful to the policy makers of the
University of Cape Coast to help put in place measures to increase the number
of students who apply and are admitted to read B.Sc. Physics in the university.
The findings of the study may also be useful to the policy makers and
stakeholders in the education sector to help put policies in place which may
increase the number of students who choose Physics. The study may in addition
be useful in teacher training institutions in relation to the preparation of teachers.
Further the results of the study may be a point of reference by Quality Assurance
and Standards officers in organizing in-service courses for Physics teachers.
Assumptions of the Study
The researcher in this study assumed that the respondents would co-
operate and give correct information. The researcher further assumed that the
respondents would not influence each other on the responses they give
especially on the part of student respondents.
5
Limitations of the Study
The college of Agriculture and Natural Sciences of the University of
Cape Coast comprises of many departments and therefore it is impossible for
the researcher to cover the whole college. Further, the researcher has a limited
time frame and so would not be in the position to cover the whole college,
therefore few students were sampled to represent the college. Since the students
in the departments of the college are many, the research will not be balanced
departmentally.
Delimitations of the Study
The study was limited to the University of Cape Coast and not any
other tertiary institutions in Ghana.
Organisation of the study
This study was divided into five chapters. Chapter one was devoted to
introduction and background of the study, the statement of the problem,
purpose of the study, research question, significance to the study, limitation,
delimitation of the study and organisation of the study. Chapter two dealt with
the review of related literature. Chapter three dealt with methodology of the
study. Chapter four dealt with the results and discussion of the data collected.
Finally, chapter five dealt with the summary of the study as well as conclusion
and recommendations.
6
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter introduces Physics by looking at the concept Physics and
its importance and the current situation of the choice of Physics. Further, the
chapter reviews literature related to the factors which affect the choice of
Physics among students in secondary schools. The factors reviewed include
students’, teachers’ and school environment related factors. The chapter also
summarizes the literature review and identifies the knowledge gap.
Concept of Physics and its Importance
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.
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. 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 best conceivable
preparation for the lifetime of rapid technological and social change that our
7
young people must expect to face”. The G.E.S (2010) syllabus presents Physics
as a body of knowledge about the physical environment. It employs a systematic
scientific methodology of study to arouse learners’ way of reasoning and create
a positive attitude. To this end the use of teacher/learner discussion, teacher
demonstration and group/class experiments as methods of instruction is
encouraged. The syllabus not only emphasizes the understanding of the
fundamental scientific concept and principles, but also the experimental
approach of investigation. The experimental approach should prepare the
learner to present scientific concepts and ideals in the modern technology.
Further, the syllabus presents project work and this approach provides the
learner with opportunities in undertaking investigations for purposes of finding
solutions to problems. 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, Salleh (2004). 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, he must also be able to weigh one need against another
and determine his priorities.
Factors Influencing the Choice of Physics
Following the low enrolment rates in Physics at the university level there
must be factors hindering students from pursuing the subject and its related
courses at the tertiary colleges and universities. The researcher will explore
literature on factors related to students, teachers and school environment.
8
Students’ Influence on Choice of Physics
Perceived and actual level of difficulty of the subject by the students has
been shown to influence the choice of Physics. According to Nicholls and Miller
(1984) students’ judgment about the difficulty level of school tasks clearly
affect their achievement related cognitions. Tasks perceived by the student as
difficulty (in to his/her skill level) engender lower expectations for success,
perceptions of control and perceptions of self-efficacy than easy tasks. Most
learners admit that they consider mathematics and science a difficult subject. A
study by Jones and Mooney (1981) revealed that students felt that sciences have
calculations associated with mathematics that was traditionally thought to be
difficult and was equated to failure. Musyoka (2000) found that a majority of
students who were not taking Physics for instance were scared of its quantitative
nature and the conception that Physics is too abstract especially when taught
theoretically.
Difficulty and prior achievement are strongly linked to course uptake
and there is a relationship between them. Sharp, Hutchison and Keys (1996) in
their survey, teachers perceived difficulty as the highest factor that discouraged
take up of science followed by negative subject image. There is evidence that
past or previous performance of Physics influence its choice. According to
Weiner (1992) attributions for past performance influence future performance.
Real academic performance is influenced by the importance that students attach
to good performance. According to Aduda (2003), students shun Physics when
given an option and this especially applies to girls. That is given a choice, a
student would rather drop Physics in favour of other science subjects. For a long
time, Physics has been mystified as difficult and hence some schools do not
9
offer it. Cheng, Payne and Witherspoon (1996) as cited by Smyth and Hannan
(2006) say that prior success within science in terms of performance is
associated with subsequent take up of scientific subjects.
Further, Smyth and Hannan (2006) found out that students are more
likely to take science subjects if they find them interesting and useful and if
they do well in science, and are less likely to take the subjects if they find
science difficult. Polard et al. (2003), Wikeley and Stable (1999) as cited by
Owoyele and Toyobo (2008) found that performance of students in junior high
school examination determine students’ placement in the senior school level.
It is noted that students took account of their previous experiences
academically in making option choices.
Attitudes of students towards Physics have been found to influence its
choice. According to Adesina and Akinbobola (2005) attitudes are acquired
through learning and can be changed through persuasion using a variety of
techniques. Attitudes once established help to shape experiences the individual
has with object, subject or person. Although attitudes can change gradually,
people constantly form new attitudes and modify old ones when they are
exposed to new information and experiences. Gagne (1979) define attitudes as
an internal state that influences the personal actions of an individual, he
recognized attitude as a major factor in subject choice.
According to Hoofman (2002) as cited by Semela (2010) the choice of
Physics as a major field of study or taking higher Physics courses is shaped by
student’s interest, motivation and prior achievement. Existing literature show
that interest in Physics is strongly related to Physics self-concept. Bloom (1976)
found that twenty five percent (25%) of the variance in achievement could be
10
attributed to students’ attitude towards science. Kempa and Dude (1974)
reported that student’s interest in science is associated with their achievement
in science. Olatonye (2002) agrees with the two that students’ attitudes towards
science have significant direct effect on student achievement. Students’
enjoyment and liking for the subject are reported to be very significant factors
in course choice by students and teachers alike. Reid and Skryabina (2002)
noted that in Scotland in contrast with the rest of the UK and other countries,
Physics is the fourth most popular subject at higher grade students take at age
18. Literature shows that career goals influence the students’ choice of Physics.
Perceived strategic usefulness of Physics is a significant predictor of the choice.
Teachers and students rate career intentions as an important influence on school
student course choice. Students report that they choose Biology for interest but
tend not to choose the physical sciences for this reason. Tinto (1993) as cited by
Ogunkola and Fayombo (2009) asserted that well defined career plans or goals
positively influence decisions of students to remain in college. In addition, Hull-
Blanks et. al (2005) found that students with a well-defined job-related career
goal were more likely to decide to persist in college than students without such
a career goal. Further, Ting (1997) found that setting long term career goals
predicted positive academic achievement.
Study habits have been found to contribute significantly to students’
Physics achievement. Studies like Okpala and Onocha (1988) and Olatonye and
Ogunkola (2008) as cited by Ogunkola and Fayombo (2009) indicated that
study habits make significant contribution to the prediction of Physics
achievement. This implies that if a Physics student exhibits negative study
habits (e.g. lacks concentration, feels bored, tired and sleepy while studying
11
Physics, spends little time on Physics and does not map out immediate goals to
attain), it is likely that the student may lack the impetus to engage adequately in
productive Physics learning during allocated school time and during his or her
personal study time. Nouhi, Shakoori and Nakhei (2008) added that mastering
skills by students makes study more enjoyable and effective which in turn
strengthen the students’ interest so that he/she spends more time studying.
According to a study by Owoyele and Toyobo (2008), students’ choice
of subjects at school is influenced by jointly peer pressure, parental will and
academic ability but it is influenced more by peer pressure and parental will
than their academic ability. A study by Tella et.al (2007) as cited by Owoyele
and Toyobo (2008) indicated that peer pressure has a positive effect on students’
subject selection and achievement growth. Further results of a study by Ablard
(1997) reported that adolescents enjoy peer support on choice of school subjects
and vocational aspirations. Owoyele (2007) found out that peer support has also
been found to be positively related to adolescents’ academic achievement and
choice of school subjects. According to Dryler (1999) as cited by Smyth and
Hannan (2006) peer groups have also been found to be influential, with boys‟
and girls‟ choices correlating with the choices of their same sex classmates, but
not with those of opposite sex classmates.
Gender differences emerge when other factors come into play which can
compromise self-concept of performance in Physics. A study by Balogun
(1985) showed that more boys than girls tend to opt for all the basic sciences at
school certificate level examination because boys are more generally disposed
to science and mathematics than girls. Parents have great influence on their
children especially when they are young. A study by Labudde et. al (2000) as
12
cited by Tuaundu (2009) revealed that there should be a strong bond between
Physics contents and students’ everyday experiences. This implies that students
who are exposed to technological toys and games (which in most cases are boys)
will have greater interest in mathematics and science because of the existing
knowledge that they have. This knowledge plays an important role in the
understanding of mathematics and science. Gilbert and Calvert (2003) as cited
by Tuaundu (2009) found out that most young women do not see themselves as
being capable of studying and succeeding in mathematics and science, therefore
they are not interested in it.
The myths and realities of women progressing in mathematics and
science field were studied by David et al (1996) in Tuaundu (2009) concluded
that the attitudes adopted by girls from parents, teachers, friends, and society
have a significant influence on the girls’ choice and performance in science and
mathematics.
Teachers’ Influence on Students’ Choice of Physics
Hargreaves (1989) says that what the teacher believes, what the teacher
thinks, what the teacher assumes, all these things have powerful implications
for the change process. According to Hewson and Hewson (1989) as cited by
Freitas, Jimenex and Mellado (2004) science teachers are considered as having
conceptions about the nature of science, about scientific concepts and about how
to learn and teach them. These are usually deeply rooted conceptions and a
teachers’ first step in his or her education and professional development is to
reflect on these conceptions critically and analytically. Teachers do not change
their conceptions easily, however and even less so their teaching practices. In
13
some cases, this is because their conceptions are the fruits of the many years,
they themselves spend at school.
Teacher preparation and mastery of subject influence effectiveness of
teaching. According to Huibregtse and Wubbels (1994), many teachers use
pedagogical methods that are similar to those they preferred in their own
teachers when they were students or simply teach in the same way they
themselves were taught. Further Bell and Gilbert (1994) as cited by Freitas,
Jimenez and Mellado (2004) say that teachers feel satisfied with certain teaching
models that have been consolidated by professional experience or because they
do not have any teaching strategies readily available that they find better for real
daily work of teaching their specific subjects and for the students learning. The
teacher is the mediator who transforms content into depictions that are
comprehensive to the students. Teachers’ educational strategies depend very
much on the material being taught, and their classroom practice and activities
relating to the subject matter. A study by Kiboss (1997) as cited by (Kiboss
(2000) showed that students conceptions about science might be negatively
affected by the way the teacher presents the subject. For example, the use of
such techniques as lecturing, giving notes and drilling students on past
examination papers, which most teachers find as useful strategies, may make
pupils perceive science subjects as the mastery of some formulas and / or as a
way of receiving and storing information. According to Linder (1992) and
Simpson and Oliver (1990) as cited by Kiboss (2002) this eventually makes
them lose interest in the subjects. Risala (1985) recommended that science
teachers should use a variety of teaching methods. A study by Kumar and
Altschuld (2002) showed that video-based science methods influenced the
14
knowledge and understanding of effective ways of teaching science. The video-
based science methods enabled teachers to plan and teach science with
confidence, in addition to relating science with other disciplines and societal
issues in classrooms. UNICEF (2009) asserts that in many developing countries,
a higher percentage of teachers lack the prerequisite levels of education and
training needed to rise from challenges of school reforms geared for improved
performance.
Further, Torongey (1986) established that science teachers especially
Physics teachers’ characteristics such as pace of content delivery, comments
made in class, frequency of missing lessons among others contributes to
negative attitudes by students towards science. According to Rono (1985), some
teachers even go ahead to use very difficult terms that students could not easily
understand as an excuse to hide their ignorance. A 1988 report on science
achievement (international association for the evaluation of educational
achievement, 1988) stated that elementary and secondary schools were not
laying a satisfactory foundation for advanced science and engineering education
and this was due to poor preparation in mathematics and science. The way in
which the Physics aspect of the integrated science is taught within the junior
high level also influences students’ attitudes and orientations to the subject and
thus their likelihood of continuing to take Physics.
Further, teacher student relationship affects the performance of Physics.
A study by Brekelmans et al. (1990) found that student perceptions of the
teacher influence are related to cognitive outcomes. The higher a teacher was
perceived on the influence dimension, the higher the outcomes of students were
on a Physics test.
15
Effect of the School Environment on Students’ Choice of Physics
Whether or not a subject is provided in a school is clearly a matter of
policy for that particular school. School organization may facilitate or constrain
the choice of Physics. According to Okakes, Selvin, Karoly and Guiton (1992)
as cited by Smyth and Hannan (2006), schools are found to make assumptions
about the abilities and needs of their student intake, assumptions which guide
their decisions about which courses to offer. Roger and Duffield (2000) found
that schools can influence course up-take indirectly through subject packaging
for optional subjects and more subtle encouragement of the take-up of particular
types of subjects. Aduda (2003) asserts that despite the fact that Physics is an
important subject in economic, scientific and technological development most
schools have made it optional in form three and four and others do not offer it
at all.
According to Smyth and Hannan (2006), schools vary in the way in
which scientific subjects are made available within the school; they may allow
certain ability groups to take particular subjects or they may set prerequisite for
taking certain subjects (e.g., a student may need to achieve a certain grade in
order to be allowed to take a subject). At upper secondary levels, schools vary
in the way in which scientific subjects are made available within the school and
the way they are time tabled against each other are factors which affect the take-
up of Physics. Kitchen (1999) in Smyth and Hannan (2006) highlighted the way
in which time tabling requirements for Physics produced a gendered take up in
other subject areas.
According to Ditchburn and Martin (1986) and Stables (1990) in Smyth
and Hannan (2006) single sex schools have a positive effect on attitudes to, and
16
take-up of mathematics and science especially for girls. However, Daly and
Shuttle worth (1997) found that coeducation has no significant effect on take-
up patterns when adequate account is taken of the more selective nature of
student intake into single sex schools.
According to Millican, Richards and Mann (2005), Physics is an
experimental subject. General principles and concepts are more easily
understood if they are demonstrated in the laboratory. Laws and relationships
are more fully appreciated if the student investigates and verifies them at the
laboratory bench. According to Shiundu and Omulando (1992), the school
management should endeavour to provide necessary resources for the support
of teaching and learning especially the purchase of relevant textbooks, building
and equipping laboratories with correct apparatus and chemicals to facilitate
effective learning in the school. School with less provisions, fewer teachers,
poor school buildings and inadequate facilities will have a negative influence
on the attitudes and academic achievements of the learners.
A study conducted by Yildiz, Akpiner, Aydogdu and Ergn (2006)
showed that having no science laboratories or inadequate equipment in science
laboratories in schools affect teachers’ attitudes towards the aims of science
experiments in a negative way. Science experiments are inseparable and
indispensable parts of learning experiences. The experiments provide both
acquiring science concepts and learning scientific method for learning
experiences. According to NTI (2007), Physics as a subject is activity oriented
and the suggested method for teaching it is guided discovery method and is
resource based. This suggests that the mastery of Physics concept cannot be
fully achieved without the use of instructional learning materials. The teaching
17
of Physics without learning materials will certainly result to poor performance.
According to Bolorunduro (1998) as cited by Alabi (2008), provision of
necessary facilities in schools will provide a challenging environment for
students to learn and for effective teaching by the teachers. On the other hand,
Olubor (1998) says that lack of adequate facilities such as textbooks, ill-
equipped classrooms, laboratories, workshops and library are among the
probable causes of students’ poor performance in examinations. Sobdewski and
Doran (1996) as cited by Smyth and Hannan (2006) found that teachers
experience and instructional facilities have also been found to shape Physics
take up.
Further, Smyth and Hannan (2000) indicate that science take up tends to
be higher in schools which emphasize practical work and students‟ participation
in classroom activity at both lower and upper secondary levels. According to
Owoyele and Toyobo (2008), professional guidance and counselling services
are needed to guide students on how to choose subjects based on their academic
ability, interest and relevance of such subjects to their future career aspirations.
Schools must endeavour to organize academic and career counselling services
before such students are asked to select subjects. Subject choices are considered
to be significant in determining career paths. Students need information about
the structure and content of the science subjects they want to study. This will
help influence their choice of the subject. Research by Igun (2007) and Obayan
(2007) in Oriahi, Uhumuavbi and Aguele (2010) showed that students need
information about what they are considering providing an understanding of
what in particular a discipline involves.
18
According to Peel (1998) in Oriahi, Uhumuavbi and Aguele (2010),
students often receive conflicting advice from parents, teachers, friends and
career advisors, and upon entering senior secondary school there can be a
mismatch between expectations and actual experiences. The difficulty students
may have in obtaining informed advice can influence their choice of science
subjects. According to Millican, Richards and Mann (2005) one of the major
difficulties inspiring students about careers in engineering is that their main
source of information, their teachers, are usually not much better informed than
the students themselves.
Summary
The literature review has shown that there are several factors which
influence the choice of Physics. The factors reviewed are related to students,
teachers and the school environment. Different studies reviewed have shown
that students’ attitudes, career goals, study habits, previous achievement, peer
pressure and gender influence the choice of Physics. Studies by Olatonye
(2002), Tinto (1993), Olatonye and Ogunkola (2008), Hoofman (2000),
Owoyele and Toyobo (2008) and Dryler (1999) found that the choice of Physics
is shaped by the above factors though the studies have not gone further to show
how these factors affect Physics enrolment in the university of Cape Coast.
Further literature review has shown that teachers’ attitudes, teaching methods
and their preparation influence the choice of Physics.
Finally, studies on school policies have also been found to influence the
choice of Physics. A study by Roger and Duffied (2000) found that schools can
influence course up-take indirectly through packaging for optional subjects but
the study did not show the effect of this on students’ choice of Physics. Also,
19
studies on facilities have shown that they affect the performance of Physics. A
study by Olubor (1998) found that lack of adequate facilities are probable causes
of poor performance in examinations but did not go further to show the effect
of poor performance on Physics choice. Guidance and counselling as shown by
various studies play a significant role in the choice of Physics. A study by Peel
(1998) found that the difficulty students have in obtaining informed advice can
influence their choice of science subjects but the study did not go further to
show the effect of this on choice of Physics in the University of Cape Coast.
From the studies reviewed it is evident that there are factors which influence the
choice of Physics. However, none of these studies has looked at the factors
influencing the choice of B.Sc. Physics in the University of Cape Coast. The
researcher intends to fill this knowledge gap.
20
CHAPTER THREE
METHODOLOGY
Introduction
The main rationale for the study was examining the declining interest in
the pursuance of Physics in the tertiary level at the University of Cape Coast.
This chapter discusses the methodology that was adopted in carrying out the
study. The methods and approaches that are described in this chapter are under
eight sub-sections. These include, the Research Design, Population, Sample and
Sampling Procedure, Research Instruments, Validity, Pilot-testing Procedure,
Reliability of the Instruments, Data Collection Procedure and Data Analyses
Research Design
Cross sectional survey is described as snapshots of the population about
which they gather data and can be conducted using any mode of data collection.
This enabled the researchers to collect data to make inferences on the current
knowledge of the declining interest in Physics at the tertiary level. However,
cross-sectional survey is unable to measure incidence and associations
identified may be difficult to interpret. Notwithstanding the difficulties and
setbacks of cross-sectional survey design indicated above, it was still deemed
most appropriate and applicable for the study.
Population
According to Amedahe (2004), the target group about which a
researcher is interested in gaining information and drawing conclusions is what
is known as the population. It is a group of individuals who have one or more
features in common that are of interest to the researcher. In this study, the target
population is the class of students in ucc reading Bachelor of Science, Biological
21
Sciences and Chemistry Major students of the University of Cape Coast. For
the purpose of the study, the accessible population will consist of prospective
science students of the university of Cape Coast who are not reading B.Sc.
Physics though they offered Physics as an elective subject in the senior high
level.
Sample and Sampling Procedure
The sampling method used in this study was the probability sampling
method (random sampling). A random probability sampling is defined as one in
which every unit in the population has a chance (0<x<1) of being selected in the
sample which can be accurately determined. The sampling technique used was
purposive sampling in that all the participants did not apply for B.Sc. Physics.
The targeted population of our study was some randomly selected level 100,
200, 300 and 400 (Education Science, Biological Sciences, Laboratory
Technology, Physician Assistance Studies and Doctor of Optometry) students
of the University of Cape Coast. The sample indicating the level and frequency
of respondents is presented in Table 2.
Table 2: Representation of the study sample
Level Frequency
100 5
200 15
300 12
400 18
Total 50
Source: Field Data, 2019
22
Research Instrument
The data used for this research was collected by means of interview. The
choice of interview was based on the fact that interview is a flexible tool for
data collection, enabling multi-sensory channels to be used: verbal, non-verbal,
spoken and heard. For our study, semi-structured interview approach was used
in that the respondents were presented open ended interview questionnaires to
respond to. The order of the interview may be controlled while still giving space
for spontaneity, and the interviewer can press not only for complete answers but
also for responses about complex and deep issues. Oppenheim (1992), suggests
that exploratory interviews are designed to be essentially heuristic and seek to
develop hypotheses rather than to collect facts and numbers. He notes that these
frequently cover emotionally loaded topics and, hence, require skill on the part
of the interviewer to handle the interview situation, enabling respondents to talk
freely and emotionally and to have candour, richness, depth, authenticity and
honesty about their experiences. The interview type used was the standardized
open-ended interview. The exact wording and sequence of questions was
determined in advance. All interviewees were asked the same basic questions
in the same order.
Validity of Instrument
According to Mugenda and Mugenda (2002) validity is ‘the degree to
which a test measures what is intended to measure. In this study, validity was
examined through the ability of the test instruments to measure what they are
supposed to measure. During the pre-test the responses of the participants were
corresponding to the research questions and the criterion of the objectives.
23
Interviews are a qualitative method of research often used to obtain the
interviewees’ perceptions and attitudes to the issues. The content validity of the
interview was established by submitting the interview questions to researchers’
supervisor for his scrutiny and critique. Suggestions that were made addressed
the weaknesses that were identified and thereby improved the content validity
of the interview.
Reliability of Instrument
Reliability is a measure of the degree to which a research instrument
yields consistent results after repeated trials (Mugenda & Mugenda, 2003). The
reliability of this instrument is premised on the fact that interview is one of the
most popular and frequently used methods of gathering information from people
about anything. It is also the most popular method used within the social
sciences. Interviews are a qualitative method of research often used to obtain
the interviewees’ perceptions and attitudes to the issues.
There is a continuum of formality around interviewing and it covers a
multitude of techniques, from informal “chats” may be arranged as “vox-pops”
right through to highly structured, formal interviews, taped and transcribed.
Data Collection Procedure
The researcher anticipated the difficulties relating to collecting data
from Bachelor of Science, Physics major students on the reasons for the
declining interest in Physics. The researcher then sampled some respondents
from other prospective science related programme of different levels for the
research. 50 students of the University of Cape Coast were interviewed and the
results were analysed. The interview was done individually by the researchers
to all the 50 students. The researchers used a period of 3 weeks to interview
24
these randomly sampled students. The data collection process started on the day
and setting proposed by the supervisor for accurate and effective data collection.
Data Analysis
In the present study qualitative statistical analyses procedures were
employed. The data collected from the interview were serially numbered for
easy identification. The data collected were edited to ensure that responses were
appropriate. The editing also helped the researchers to eliminate responses
which were found to be invalid from the interview. All responses for each item
in the semi-structured interview were transcribed, coded and analysed with
statistical product for service solutions (SPSS 25.0) for windows. Data gathered
from respondents in response to the research instrument were presented in
tabular forms under the main research questions. Descriptive results from SPSS
Software on respondents’ responses to the research questions were presented in
frequency table and crosstabulation forms. Descriptive statistics such as
frequencies and percentages were used to summarize and to determine the
direction of responses.
25
CHAPTER FOUR
RESULTS AND DISCUSSION
Introduction
This chapter presents data analysis, presentation and discussion of the
study findings. Results based on the responses of respondents to the various
research questions were presented and analysed. This was followed by the
discussions of the findings in relation to relevant literature. The chapter is
organized into two sections; first the background information of respondents,
followed by the findings as per the objectives of the study, and secondly, the
main results, findings and discussions.
Background information of respondents
This section dealt with the information collected on the background of
the respondents. The researcher sampled 50 students of the University of Cape
Coast. The sample included some randomly selected level 100, 200, 300 and
400 (Education Science, Biological Sciences, Laboratory Technology,
Physician Assistance Studies and Doctor of Optometry) students of the
University of Cape Coast. The characteristics of respondents which were
discussed in this section included gender, level of education, program of study,
and Senior High School residential status of respondents.
Table 3: Composition of respondents by gender
Gender Frequency Percentage (%)
Male 35 70.0
Female 15 30.0
Total 50 100.0
26
Table 3 shows that 35(70%) of respondents are male while 15(30%) of
respondents are females. These findings could be attributed to the fact that more
male read science than females.
These findings confirm those from a study by Gilbert and Calvert (2003) who
found that most young women do not see themselves as being capable of
studying and succeeding in Mathematics and science, therefore they are not
interested in it. The findings also agree with those from a study by Aduda (2003)
who found that students especially girls shun Physics when given an option.
Table 4: Proportion of respondents and their educational levels
Level Frequency Percentage (%)
100 5 10.0
200 15 30.0
300 12 24.0
400 18 36.0
Total 50 100.0
Table 4 shows that 5(10%) of respondents were level 100 students,
15(30%) of respondents were level 200 students, 12(24%) of respondents were
level 300 students and 18(36%) of respondents were level 400 students, all of
the University of Cape Coast. This implies that more level 400 students were
involved in this study, followed by level 200, 300 and 100 respectively.
27
Table 5: Proportion of respondents and their program of study
Frequency Percentage (%)
Bachelor of Edu. 17 34.0
Science
Biological Science 13 26.0
Doctor of Optometry 4 8.0
Physician Assistance 4 8.0
Studies
Laboratory Technology 5 10.0
Medical Laboratory 7 14.0
Total 50 100.0
Table 5 shows that 17(34%) of respondents were Bachelor of Education,
Science students, 13(26%) of respondents were Bachelor of Science, Biological
Science student, 7(14%) of respondents were Medical laboratory students,
5(10%) of respondents were Laboratory students, 4(8%) of respondents were
Doctor of Optometry students and 4(8%) of respondents were Physician
Assistance Studies students. This indicates that more Bachelor of Education,
Science students were interviewed in this study.
Table 6: Proportion of respondents who offered Physics at SHS
Yes 50 100.0
28
Table 4 shows 50(100%) that is all respondents offered Physics as a
subject in SHS. This therefore validates the results of this study in that all
respondents have been introduced to Physics and its concepts.
Table 7: Proportion of respondents and their performance in Physics at
SHS
Yes 38 76.0
No 12 24.0
Total 50 100.0
Table 7 shows that 38(76%) of respondents performed well in Physics
at SHS whilst 12(24%) of respondents did not perform well in Physics at SHS.
Discussion of main results
Research Question One: Are you scared of Physics?
Research question one sought to find out from the respondents whether or not
they are scared of the subject Physics. The results are presented in Table 8.
Table 8: Proportion of respondents who are scared of Physics
Frequency
Yes 13
No 37
Total 50
Table 8 sought to find out the proportion of respondents who are scared of
Physics. The results indicated that 13 respondents are scared of Physics whiles
29
37 are not scared of Physics. The percentages of the findings of the study were
presented in Figure 1.
Scared of
Physics
26%
Not scared of
Physics
74%
Figure 1: Percentages of respondents who are or not scared of Physics
From the findings of the study, it can be said that majority of the respondents
37(74%) are not scared of Physics. On the other hand, 13(26%) representing
minority of respondents are scared of Physics.
Research Question Two: What made Physics interesting to you in SHS?
Research question two sought to find out from the respondents the factors that
made Physics interesting to them. The results are presented in Table 9.
Table 9: Proportion of respondents and what made Physics interesting to
them
Practical lessons 22 44.0
Teacher and his 11 22.0
teaching approach
Concepts, formulae and 6 12.0
calculations involved
30
Science resources 1 2.0
available
Teacher and resources 2 4.0
available
Nothing 8 16.0
Total 50 100.0
Table 9 sought to find out from the respondents what made Physics
interesting to them. The results indicated that practical lessons made Physics
interesting to the greater proportion 22(44%) of respondents. The teacher and
his approach in teaching Physics made Physics interesting to the second highest
respondents 11(22%). More so, the concepts, formulae and calculations
involved in Physics made Physics interesting to 6(12%) of respondents. The
science resources available also made Physics interesting to 1(2%) whiles the
teachers and resources available made Physics interesting to 2(4%) of
respondents. On the other hand, nothing made Physics interesting to 8(16%) of
respondents. The findings of this study confirm the significant role of practical
lessons in Physics to the student, not withholding the significance of the Physics
teacher and his approach to teaching.
Research Question Three: Were you taken through practical lessons
regularly?
Research question three sought to find out from the respondents if they were
taken through practical lessons regularly. The results are presented in Table 10.
31
Table 10: Proportion of respondents who were taken through practical
lessons regularly
Yes 32 64.0
No 18 36.0
Total 50 100.0
Table 10 sought to find out the proportion of respondents who were
taken through practical lessons regularly and those not taken through practical
lessons regularly. The result shows that the greater proportion of respondents
32(64%) were taken through Physics practical lessons regularly at SHS whiles
the lesser proportion 18(36%) of respondents were not taken through Physics
practical regularly in SHS.
Research Question Four: If yes, how often was this done?
Research question four sought to find out from the respondents how often they
were taken through practical lessons in the term. This was measured in terms of
weekly, monthly, bimonthly monthly, termly or it was done a few weeks to the
final exam. The frequency and percentages are presented in Table 11.
Table 11: Proportion of respondents on the regularity in practical lesson
Weekly 28 56.0
Bimonthly 4 8.0
Monthly 5 10.0
Termly 4 8.0
32
A few weeks to final 6 12.0
exams
Not at all 3 6.0
Total 50 100.0
Table 11 sought to find out the proportion of respondents and how
regular they were taken through practical lessons. The result shows that
28(56%) of the respondents were taken through Physics practical weekly, 4(8%)
of the respondents were taken through Physics practical once every two months,
5(10%) of the respondents were taken through Physics practical once a month,
4(8%) of the respondents were taken through Physics practical once a term,
6(12%) of the respondents were taken through Physics practical a few week to
exams, 3(6%) of the respondents were not taken through Physics practical.
Research Question Five: How did your SHS teacher’s methodology in
teaching Physics influence your like for Physics?
Research question five sought to find out from the respondents the influence of
their SHS Physics teacher’s methodology on their like for Physics. The results
are presented in Table 12.
33
Table 12: Proportion of respondents and the influence of teacher’s
methodology
Motivated me to learn 13 26.0
Physics
Increased my 23 46.0
understanding and like
for Physics
Made Physics difficult 2 4.0
to understand
Made me loss interest 4 8.0
in Physics
Did not influence 8 16.0
anything
Total 50 100.0
Table 12 sought to identify the proportion of influence of the
methodologies employed by Physics teachers on respondents like for Physics.
The result shows that13(26%) of the respondents were motivated by their
teacher’s methodology to learn Physics, 23(46%) of the respondents had their
understanding and like for Physics increased as a result of their teacher’s
methodology, 2(4%) of respondents found it difficult to understand Physics
because of their teacher’s methodology, 4(8%) of respondents lost interest in
Physics because of their teacher’s methodology, 8(16%) of respondents were
not particularly influenced by their teacher’s methodology to like Physics.
34
Research Question Six: Would you have loved to read Physics in the
university?
Research question six sought to find out if respondents would have loved to
read Physics in the university should it not have been their reasons for not
reading it at the tertiary level. The results are presented in Table 13.
Table 13: Proportion of respondents who would have loved to read
Physics
Yes 22 44.0
No 28 56.0
Total 50 100.0
Table13 presented the proportion of respondents who would have loved
to read Physics at the tertiary level. The result shows that 22(44%) of
respondents would have loved to read Physics at the university whilst 28(56%)
of respondents would not have loved to read Physics at the university. The
22(44%) of respondents who would have loved to read Physics represents a
significantly high figure though respondents who would not have loved to read
Physics are the majority. The study further went on to find why these
respondents are not reading Physics though they would have loved to.
Research Question Seven: Would you have loved to read Physics in UCC?
Research question seven sought to find from respondents if they would have
loved to read Physics in University of Cape Coast or not. The results are
presented in Table 14.
35
Table 14: Proportion of respondents who would have loved to read
Physics in UCC
Yes 14 28.0
No 36 72.0
Total 50 100.0
Table 14 presented the proportion of respondents who would have loved
to read Physics in UCC or not. The result indicates that 14(28%) of respondents
would have loved to read Physics at UCC whilst 36(72%) would not love to
read Physics at UCC. Comparing the 14(28%) of respondents who would have
loved to read Physics in UCC to the previous figure of respondents 22(44%)
who would have loved to read Physics, there was a decline of 8(36%) of
respondents would have loved to read Physics. Respondents were asked to
justify their responses to research question seven in research question eight.
Research Question Eight: Justify your answer in question 7 above
Research question eight sought to find out the reasons for the responses given
by respondents earlier on whether or not they would have loved to read
Physics in UCC. The results are presented in Table 15.
36
Table 15: Reasons respondents would have loved to read Physics or not in
UCC
Physics offers more 9 18.0
opportunities
Conditions in ucc is too 5 10.0
hash for learning
Physics
Poor foundation in 6 12.0
Physics
I do not have interest in 22 44.0
Physics
UCC does not have 1 2.0
enough resources for
learning Physics
I did not meet the grade 5 10.0
Because of practical 1 2.0
Because Physics is 1 2.0
practical based
Total 50 100.0
Table 15 presented the proportion of respondents and the reasons they
would have loved to read Physics in UCC. The result shows 9(18%) of
respondents would have loved to read Physics in UCC because Physics offers
more job opportunities, 5(10%) of respondents would not love to do Physics in
37
UCC because of the harsh conditions in learning and teaching in UCC, 6(12%)
of respondents would not love to read Physics in UCC because of poor
foundation in Physics, 22(44%) of respondents would not love to read Physics
in UCC because they do not have interest in Physics, 1(2%) of respondent would
not love to read Physics at UCC because of inadequate learning facilities at
UCC, 5(10%) of respondents would have loved to read Physics at UCC, but did
not meet the required grade, 1(2%) of respondent would not love to read Physics
in UCC because of the Physics practical and 1(2%) of respondent would have
loved to read Physics at ucc because Physics is based on practical. From the
findings of the study, it can be said that the major reason for the choice of
Physics in UCC was because Physics offers a lot of opportunities. This could
be attributed to the perceived strategic usefulness of Physics in the field of
technology, health, communication and where there seem to be employment
opportunities. It is worth noting that 22(44%) of the respondents in this study
representing the majority lost interest in Physics after SHS based on the
assertions that Physics is difficult, and the teacher’s methodology.
Research Question Nine: Did you meet the required grade for reading
Physics in UCC?
Research question nine sought to find out from respondents if they met the cut-
off grade for reading Physics in UCC. The results are presented in Table 16.
Table 16: Number of respondents who met the required grade for reading
Physics in UCC
Yes 43 86.0
No 7 14.0
38
Total 50 100.0
Table 16 represents the proportion of respondents who had met the cut-
off grade for reading B.Sc. Physics in UCC. The result shows that 41(82%) of
respondents met the required grade for reading Physics in UCC whiles 9(18%)
of respondents did not meet the required grade for reading Physics in UCC. For
the 9(18%) of respondents, the major factor for their not reading Physics in UCC
if the fact that they had not met the cut-off grade.
Research Question Ten: What reason(s) prevented you from
opting(applying) for Physics in UCC?
Research question ten sought to find out from respondents the reasons that
prevented them from reading B.SC. Physics in UCC. The results are presented
in Table 17.
Table 17: Reasons respondents did not read Physics in UCC
I did not meet the 7 14.0
required grade
Physics is difficult 7 14.0
Lack of employment 1 2.0
after reading Physics
Parental influence 1 2.0
Career reasons 22 44.0
No particular reason 12 24.0
Total 50 100.0
39
Table 17 indicated the reasons respondents did not read B.SC. Physics
in UCC. The result shows that 7(14%) of respondents did not meet the required
grade for reading Physics in UCC, 7(14%) of respondents did not opt for
Physics in UCC because Physics is difficult, 1(2%) of respondents did not opt
for Physics in UCC because of lack employment after reading Physics, 1(2%)
of respondents did not opt for Physics in UCC because of parental influence,
22(44%) of respondents did not opt for Physics in UCC because of career
reasons and 12(24%) of respondents did not opt for Physics in UCC because of
no particular reason. From the study it can be concluded that the choice of job
or “career reasons” prevented respondents from opting for B.Sc. Physics in
UCC. This reason was followed by “Physics is difficult”. Lack of employment
after reading Physics and parental influence were the least reasons given by
respondents for not opting for B.Sc. Physics in UCC. Also, it is worth noting
that some respondents 12(24%) had no particular reasons for not reading B.Sc.
Physics in UCC.
Research Question Eleven: Were you given career guidance before
applying to the university?
Research question eleven sought to find out from respondents if they were
given guidance before applying to the university. The results are presented in
Table 18.
Table 18: Number of respondents who were guided before application
Frequency
Yes 30
No 20
40
Frequency
Total 50
Table 18 shows that 30(60%) of respondents were guided before
applying to the university and 20(40%) were not guided before applying to the
university.
40%
60%, Guided
Not guided
Figure 2: Proportion of respondents who were guided and those not guided
Research Question Twelve: If yes, who guided you?
Research question twelve sought to find out from respondents who guided them
before applying to the university. The results are presented in Table 19.
Table 19: Persons who guided respondents
Frequency Percent
Parents 8 16.0
Teacher 11 22.0
Professional 2 4.0
Counsellor
Friends 1 2.0
Relative 2 4.0
41
Frequency Percent
Sibling 4 8.0
Nobody 20 40.0
A book 2 4.0
Total 50 100.0
Table 19 shows that 8(16%) of respondents were guided by parents
before applying to the university, 11(22%) of respondents were guided by
teachers before applying to the university, 2(4%) of respondents were guided
by professional counsellors before applying to the university, 1(2%) of
respondent was guided by friends before applying to the university, 2(4%) of
respondents were guided by relatives before applying to the university, 20(40%)
of respondents were not guided by anyone before applying to the university,
2(4%) of respondents were guided by books they read.
Research Question Thirteen: How did this guidance influence your choice
of program to the university?
Research question thirteen sought to find out from respondents the influence of
the guidance they received on their choice of program to the university. The
results are presented in Table 20.
Table 20: Influence of guidance on respondents
No guidance 19 38.0
Made me choose my 27 54.0
program based on the
career I want
42
Did not influence my 3 6.0
choice of program
Made me choose a 1 2.0
program which I
preferred
Total 50 100.0
Table 20 represented the proportion of respondents and the influence the
guidance they received had on their choice of program to the university. The
result shows that 27(54%) of respondents were helped to choose their
programme based on the career they want, 3(6%) of respondents were not
influenced by the guidance in choosing their programme, 1(2%) of respondent
was helped to choose his programme based on what he preferred and 19(38%)
of respondents had no influence in choosing their programme because they were
not guided by anyone. From the study, it observed that the guidance that
respondence had were mainly to help them choose their programs based on
career and what they preferred.
Research Question fourteen: Have you had any advice from anyone who
has done Physics in UCC before applying to the university?
Research question fourteen sought to find out from respondents if they had
had any advice from anyone who had offered Physics in UCC. The results are
43
Table 21: Number of respondents who were advised by a Physics
graduate of UCC
Yes 15 30.0
No 35 70.0
Total 50 100.0
Table 21 shows that 15(30%) of respondents were advised by a Physics
graduate of UCC whiles 35(70%) were not advised by any UCC Physics
graduate.
Research Question fifteen: What was this advice?
Research question fifteen sought to find out from respondents the advice they
were given by UCC Physics graduates if any. The results are presented in
Table 22.
Table 22: Advices given to respondents
No advise 35 70.0
Physics is life 1 2.0
Success in Physics in 6 12.0
ucc depends on
determination and hard
work
Physics offers a wide 5 10.0
range of opportunities
44
Reading Physics in ucc 1 2.0
is difficult
Physics in ucc is 2 4.0
theoretical
Total 50 100.0
Table 22 shows that 35(70%) of respondents were not advised, (2%) of
respondents were advised that Physics is life, 6(12%) of respondents were
advised success in Physics in UCC depends on determination and hard work ,
5(10%) of respondents were advised that Physics offered a wider range of
opportunities, 1(2%) of respondents were advised that reading Physics in UCC
is difficult and 2(4%) of respondents were advised that reading Physics in UCC
is theoretical.
Research Question sixteen: How did this advice influence your choice of
programme to the university?
Research question sixteen sought to find out from respondents the influence of
the advices they received on their choice of program to the university. The
results are presented in Table 23.
Table 23: Influence of advice on respondents’ choice of program
No advice 35 70.0
Made me choose a 2 4.0
Physics related course
45
Did not influence my 10 20.0
choice of program
Not to do Physics in 3 6.0
ucc
Total 50 100.0
Table 23 shows that 2(4%) of respondents chose Physics related courses
because of the advice, 10(20%) of respondents were not influence by the advice
in their choice programme, 3(6%) of respondents were advised not to do Physics
in UCC and35(70%) of respondents were not advised.
Research Question seventeen: Would you advise someone to read Physics
in UCC?
Research question fourteen sought to find out from respondents if they had any
advice from someone who had read Physics in UCC. The results are presented
in Table 24.
Table 24: Number of respondents who will advise others to read Physics
in UCC
Yes 35 70.0
No 6 12.0
Not sure 9 18.0
Total 50 100.0
46
Table 24 shows that 35(70%) of respondents would love advice
someone to read Physics in UCC, 6(12%) of respondents would not advice
someone to read Physics in UCC and 9(18%) of respondents are not sure they
would either advice or not advice someone to read Physics in UCC.
Research Question eighteen: Justify your answer in question 17 above
Research question eighteen sought to find out from respondents the reasons
they will or not advise others to read Physics in UCC. The results are
Table 25: Respondents reasons for advising others to read Physics or not
in UCC
depends on the 28 56.0
individual's interest
Physics helps in 7 14.0
solving everyday life
issues
conditions of learning 3 6.0
Physics in ucc is hard
Physics offers a lot of 11 22.0
opportunities
Physics is difficult 1 2.0
Total 50 100.0
Table 25 shows that 28(56%) of respondents would love to advice someone to
read Physics depending on the person’s interest, 7(14%) of the respondents
47
would love to advice someone to read Physics because Physics helps in solving
everyday life issues, 3(6%) of respondents would not love to advice anyone to
read Physics in UCC because conditions of learning Physics in UCC is hard,
11(22%) of respondents would love to advice someone to read Physics because
Physics offers a lot of opportunities and 1(2%) of respondent would not love to
advice someone to read Physics in UCC because Physics is difficult.
48
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter dealt with a summary of the findings of the study on the
declining interest in Physics at the tertiary level, a case of the University of Cape
Coast. This was followed by conclusion of the study. Also, the theoretical,
educational and policy implications of the study, as well as recommendations
based on the findings were made.
Summary of Research Process
The aim of the research was to find the causes of students’ lack of
interest in pursuing Physics in the tertiary level, a case of the University of Cape
Coast. The population of the study was 50 students of the University of Cape
Coast. This included some randomly selected level 100, 200, 300 and 400
(Education Science, Biological Sciences, Laboratory Technology, Physician
Assistance Studies and Doctor of Optometry) students of the University of Cape
Coast. Semi-structured interview questionnaires designed by the researchers
were used to collect data from the students. The administration of the instrument
was done by the researchers and the data collected were analysed and presented
in tables and frequencies.
Key findings
The following were the key findings drawn from the study.
1. It was found out from the study that the major cause of students lack of
interest in perusing B.Sc. Physics in the University of Cape Coast is their
choice of career in other science related fields rather than B.Sc. Physics.
49
2. The study revealed that the methods teachers use in teaching Physics in
the SHS made Physics difficult to students and therefore killed their
interest to pursue Physics at the University of Cape Coast.
3. The study also showed that student’s lack of interest in Physics was as
a result of them not meeting the required grade for opting for Physics at
the University of Cape Coast.
4. The study revealed that students lack of interest in pursuing Physics at
the University of Cape Coast is as a result of the fear that reading Physics
will not offer them with jobs opportunities after completion.
Conclusion
From the findings of the study, it can be concluded that majority of students do
not opt for B.Sc. Physics in UCC because of students’ career goals, poor attitude
and the perception that Physics is difficult, teacher’s methodology in teaching
Physics at the SHS, past poor performance in SHS which led them to not
meeting the required cut-off grade in reading B.Sc. Physics, and the fear of lack
of employment after completion. Further, it can also be concluded that students
lack interest in reading Physics in UCC as a result of the harsh conditions of
learning in UCC, lack of resources for practical work and the accession that
Physics in UCC is theoretical.
Recommendations
From the findings, the study recommends the following in order to increase
Physics enrolment in the University of Cape Coast.
1. The university should employ field engineers and renowned
practitioners on part time basis to help take students through practical
50
lessons as is done on the field. This will help prevent the theoretical
nature of teaching Physics in UCC.
2. The university should procure adequate Physics learning resources
including resourcing the laboratories in the Physics department. This
way, students will be exposed more to realistic ways of learning and
discoveries in Physics.
3. The university should reduce the cut-off required grade for offering
B.Sc. Physics. This will encourage and make provision for many
students to pursue Physics in UCC.
4. The Department of Physics should make courses more flexible and
attractive. This will reduce rout learning among students and therefore
encourage more students to read Physics in UCC.
51
REFERENCES
George, L. & Taylor, P.C. (2001). Increasing physics enrolment in year 11.
Paper presented at the Annual meeting of the Australian Science
Teachers Association.
Lyons, T. (2005). The puzzle of falling enrolments in Physics and Chemistry
courses: Putting some pieces together (Electronic Version). Research in
Science Education, 36, 285-311.
George, R. (2000). Measuring changes in student’s attitudes towards science
over time: An application of latent variable growth modelling. Journal
of Science Education and Technology, 9, 213 -226.
Haussler, P. & Hoffmann, L. (2000). A curricular frame for physics education:
Development, comparison with student’s interests, and impact on
student’s achievement and self-concept Science Education, 84 (6), 689-
705.
Bologun, T.A. (1985). Interests in science and Technology education in Nigeria.
Journal of the Science teachers Association of Nigeria (STAN), 23 (a &
20, 92-99).
Bolstad, R. & Hipkins, R. (2005). Staying in science: Students’ participation in
secondary education and on transition to tertiary studies. New Zealand,
Wellington: New Zealand Council for Educational Research.
Brekelmans, M. Webbels, T. and Creton, H. (1990). A study of perceptions of
Physics teacher behaviour. Journal of Research in Science Teaching,
27, 335-350.
Freitas, I.M. Jimenez, R and Mellando, V. (2004). Solving Physics problems:
The Conceptions and Practice of an experienced. Teacher and an
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Inexperienced teacher. Research in science Education 34:113-133.
Netherlands. Kluwer Academic Publishers.
Fullarton, S. & Ainley, J. (2000). Subject choice by students in year 12 in
Australian secondary schools. Camberwell, Victoria: Australian
Council for Educational Research.
Jones, H.G. and Mooney, R.I. (1981). An approach to conceptual difficulties in
physics. New York: Strafford Press.
Juceviciene, P. and Karenauskaite,V. (2004). Learning environment in Physics:
the context of double paradigm shift. Paper presented at the European
Conference on Educational Research.
Kibera, L.W. (1993). Career aspirations and expectations of secondary school
students in Kiambu, K ajiado and M achakos Districts, Kenya
(Unpublished PhD Thesis) Kenyatta University.
Kiboss, J.K. (2002). Impact of a computer –Based physics instruction program
of pupils understanding of measurement concepts and methods
Associated with school science. Journal of science Education and
Technology, vol 1. No 2.
Musyoka, J.K. (2000). Factors influencing students’ choice and participate in
sciences in secondary schools. A study of Machakos District.
Unpublished med Thesis Kenyatta University.
Mutua, P.K. (2007). Factors influencing students career choice at secondary
school level: A case of Mutonguni Division, Kitui District. Unpublished
MED Project. Kenyatta University.
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Nanjundiah, S. (1993). Physics Education in Connecticut High schools. Journal
of Science Education and Technology vol 2, No 4(Dec., 1993), pp. 559-
563.
Pey-Tee Oon & R. Subramaniam (2013): Factors Influencing Singapore
Students' Choice of Physics as a Tertiary Field of Study: A Rasch
analysis, International Journal of Science Education, 35:1, 86-118.
Angell, C., Guttersrud, O., Henriksen, E., & Isnes, A. (2004). Physics:
Frightful, but fun. International Science of Education, 88, 683–706.
Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of
physics. Research in Science & Technological Education, 24(2), 199–
215.
Barnes, G., McInerney, D.M., & Marsh, H.W. (2005). Exploring sex
differences in science enrolment intentions: An application of the
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54
APPENDIX

FACULTY OF SCIENCE AND TECHNOLOGY EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
Interview Questionnaire
This interview is being carried out to gather information on the factors that
influence the declining interest in Physics at the tertiary level, a case of the
university of Cape Coast. The study is carried out for a partial fulfilment of the
first degree at University of Cape Coast. The information in this interview will
be treated with confidentiality and in no instance will your name be mentioned
in this research. Also, the information will not be used for any other purpose
other than this research. We appreciate your assistance in facilitating this
research.
Thank you for your cooperation.
Instructions
Please provide the necessary answers as it applies to you.
SECTION A
1. Gender Male [ ] Female [ ]

2. Level 100 [ ] 200 [ ] 300 [ ] 400 [ ]
3. What is your programme of study? _____________________________
SECTION B
1. Did you do Physics in SHS? Yes [ ] No [ ]

2. Did you perform well in Physics at the SHS level? Yes [ ] No [ ]
3. Are you scared of Physics? Yes [ ] No [ ]
4. What made Physics interesting to you in SHS?
.…………………………………………………………………………
…………………………………………………………………………
……………………………………………….
5. Were you taken through practical lessons regularly? Yes [ ] No [ ]
6. If yes, how often was this done? _____________________________
55
7. How did your SHS teacher’s methodology in teaching Physics
influence your like for Physics?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
8. Would you have loved to read Physics in the university?
Yes [ ] No [ ]
9. Would you have loved to read Physics in UCC? Yes [ ] No [ ]
10. Justify your answer in question 9 above
………………………………………………….………………………
…………………………………………………………………………
….………………………………………………………………………
………………………………..…………………………………………
…………………………………………………………………………..
11. Did you meet the required grade for reading Physics in UCC?
Yes [ ] No [ ]
12. What reason(s) prevented you from opting(applying) for Physics in
UCC?
…………………………………………………………………………
………………………...........…….……………………………………
………………………………………………………….....……………
…………………………………………………………………………
…………………………………………………………………………
13. Were you given career guidance before applying to the university?
Yes [ ] No [ ]
14. If yes, who guided you? ______________________
15. How did this guidance influence your choice of programme to the
university?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………….
16. Have you had any advice from anyone who has done Physics in UCC
before applying to the university? Yes [ ] No [ ]
56
17. What was this advice?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………….
18. How did this advice influence your choice of programme to the
university?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
19. Would you advise someone to read Physics in UCC?
Yes [ ] No [ ]
20. Justify your answer in question 19 above
………………………………………………….………………………
………………………………………………………………………….
……………………………….…………………………………………
…………………………………………………………….……………
………………………………………………………………………….
57
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STUDENTS’ LACK OF INTEREST IN PURSUING PHYSICS AT THE TERTIARY

Research · May 2019

Abbiw Bright Bekwin

The user has requested enhancement of the downloaded file.

STUDENTS’ LACK OF INTEREST IN PURSUING PHYSICS AT THE

TERTIARY LEVEL: A CASE OF THE UNIVERSITY OF CAPE COAST

BRIGHT ABBIW BEKWIN

MOSES YAOVI AHIABLE

AGYAPONG KYEM-AMPOMAH YAW

STUDENTS’ LACK OF INTEREST IN PURSUING PHYSICS AT THE

TERTIARY LEVEL: A CASE OF THE UNIVERSITY OF CAPE COAST

BRIGHT ABBIW BEKWIN

MOSES YAOVI AHIABLE

AGYAPONG KYEM-AMPOMAH YAW

A project work presented to the Department of Science Education, College of

Education Studies, University of Cape Coast, in partial fulfilment of the

requirement for the award of Bachelor of Education

Candidates’ Signature…………………… Date……………………..…..

Name: Bright Abbiw Bekwin (ED/SCI/15/0008)

Candidates’ Signature…………………… Date……………………..…..

Name: Moses Yaovi Ahiable (ED/SCI/15/0010)

Candidates’ Signature…………………… Date……………………..…..

Name: Festus Nongnenuor (ED/SCI/15/0021)

Candidates’ Signature…………………… Date……………………..…..

Name: Agyapong Kyem-Ampomah Yaw (ED/SCI/15/0039)

supervised in accordance with the guidelines on supervision of project work as

laid down by the University of Cape Coast.

Supervisor’s Signature…………………………. Date…………………….

Name: Mr. Deodat Charles Otami

questionnaire was the instrument used to elicit responses from respondents.

for Physics in UCC by respondent’s was career prospects. Respondents

developed interest in other science related courses than in Physics. On this

structure in UCC is theoretical as the real practical backing is not experienced

lessons as is done on the field, procure adequate Physics learning resources

flexible and attractive.

project a success. God richly bless you all.

To all B.Ed. Science 2015-year group.

LIST OF FIGURES viii

Background to the study 1

Statement of the problem 3

Purpose of the study 5

Significance of the study 5

Organization of the study 6

TWO: REVIEW OF RELATED LITERATURE

Concept of Physics and its Importance 7

Factors Influencing the Choice of Physics 8

Students’ Influence on Choice of Physics 9

Teachers’ Influence on Students’ Choice of Physics 13

Effect of the School Environment on Students’ Choice of Physics 16

Sample and Sampling Procedure 22

Data Collection Procedure 24

FOUR: RESULTS AND DISCUSSIONS

Background information of respondents 26

Discussion of main results 29

FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of the research process 49

APPENDIX: Interview questionnaire for respondents 55

1. Academic year and number of graduates in Physics 4

2. Representation of the study sample 22

3. Composition of respondents by gender 26

4. Proportion of respondents and their educational levels 27

5. Proportion of respondents and their program of study 28