Science education policy minimum standards and secondary school students’ performance in O’ level physics in Butaleja district, Uganda

Abstract

The study investigated the relationship between Science Education Policy Minimum Standards and secondary school students' performance in O-level Physics in Butaleja District - Uganda. Explicitly, the relationship between science teachers' qualifications; science laboratories and equipment availability, science reading material availability and secondary school students’ Performance in O- level Physics in Butaleja District was sought by this study. The continuous poor performance of O’ level secondary school students in Physics in UCE exams prompted this study. This study adopted a sequential explanatory research design, drawing on quantitative as well as qualitative research approaches with a sample size of 357 (including 72 teachers,278 students, 5 head teachers, 1 DIS and 1DEO) respondents in Butaleja District, although 357 responses were obtained. The questionnaire reliability and validity were established using the Cronbach Alpha coefficient (α = 0.831) and the CVI (84.3%) respectively. Simple Random Sampling and Census Inquiry techniques were adopted for the study. Instrument for Data collection adopted were the questionnaire and the interview guides. Data were analyzed using SPSS software version 23 with a focus on descriptive statistics, Pearson correlation and Multiple Regression analyses. Qualitative data were analyzed using the verbatim method where direct quotes relevant to study objectives were captured from data set. Pearson's correlation coefficient was applied to measure whether there was a statistically significant relationship between Science Education Policy Minimum Standards and secondary school students' performance in O-level Physics in Butaleja District. Specifically, findings revealed: i) a positive, statistically significant but weak relationship between Science teachers' qualifications and student performance in O'level Physics (r= 0.233** p > 0.05), ii) a statistically significant but strong relationship between science laboratories and equipment availability and student performance in O' level Physics (r=0.566** p < 0.05), and iii) a statistically significant but strong relationship between science reading materials availability and student performance in O’ level Physics (r= 0.514** p < 0.05) in Butaleja District. The researcher concluded that: recruiting qualified science teachers; constructing enough and well-stocked science laboratories with technicians to support practical lessons; availability of science reading materials and conduct of regular science workshops are critical steps to improve secondary school students’ performance in O’ level Physics. The study recommends that MoES should ensure that science teachers have a strong academic background to improve students' learning outcomes in Physics. The Butaleja District Local Government should, among others, encourage science teachers to participate in CPDs to enhance their teaching skills and knowledge.