Role of Learner-Centered Approach Employed by Physics Teachers in Inspiring Students to Pursue Physics Subject in Public Secondary Schools in Hanang District Tanzania

Abstract

The study investigated the role of learner-centered approach employed by Physics teachers in inspiring students to pursue Physics Subject in Public Secondary Schools in Hanang District, Tanzania. The study was anchored in the Expectancy-Value Theory of Motivation and adopted a convergent design within a mixed-methods research approach. The target population consisted of 38 heads of schools, 38 academic teachers, 46 physics teachers and 2,497 students. Stratified random sampling technique was used to select 298 students and criterion purposive sampling technique was used to sample 6 physics teachers, 6 academic teachers and 6 heads of schools. Quantitative data were collected through questionnaires while qualitative data were collected through interview guide and observation guide. Validity of instruments was ensured by 3 MWECAU experts in the field of Educational Planning and Administration. Reliability for Likert type item were established using Cronbach’s alpha technique, whereby Alpha coefficient was 0.745. The trustworthiness for qualitative data collection instruments was ensured through triangulation and peer debriefing. Quantitative data was analyzed by using descriptive and inferential statistics while qualitative data was analyzed thematically. The researcher adhered to ethical issues including informed consent, permission from MWECAU, confidentiality, anonymity and acknowledgement of sources. The study found that learner-centered approach comprising inquiry-based learning, real-world applications, simulation and hands-on experiments employed by physics teachers to a moderate extent enhances students’ engagement and interest towards physics subject, however its role was constrained by limited time for physics practical, inadequate teaching and learning resources, extensive physics content for form three and the existence of two complex topics in form two syllabus. The study concluded that, learner-centered approach to a moderate extent inspires students to pursue physics subject in public secondary schools. The study recommended that, physics teachers should adopt learner-centered approach by integrating hands-on activities and ICT tools as prescribed in the syllabus. Heads of schools and the government should allocate time for practical sessions and ensure the availability of teaching and learning resources. The Ministry of Education, Science and Technology should continue to review and improve the physics curriculum to align with learners’ level of understanding and manipulation.