In countries with a long tradition of laboratory based teaching, practical work is seen by many teachers as an essential aspect of their practice. It is widely accepted that practical work not only enables skills acquisition but also leads to greater conceptual understanding. However, whilst there has been much research into the factors that affect teaching and learning of practical science across the economically developed countries, there has been little research into the existing conditions and the factors which affect teaching and learning of practical physics in African schools. This study provide the description of the present position and an analysis of possible beneficial interventions to the teaching and learning of practical physics in African secondary schools. The issues are relevant to all educational sectors. Qualitative and quantitative data were collected from four countries in Africa. Surveys were carried out with 550 final year secondary school students and 44 secondary school physics teachers. Qualitative data were gathered from focus group discussions with the students and semi-structured interviews with; physics teachers, heads of science departments, school principals and ministry officials. Other key stakeholders including physics curriculum planners, physics educationalists from the tertiary institutions and voluntary Institute of Physics coordinators were also interviewed. The survey data were analysed numerically to produce descriptive statistics while qualitative data were transcribed and coded to provide easy retrieval of the themes that emerged. The findings from the study reveal that there is a wide gap between practice in developed countries and the countries studied. This gap is attributable to many factors, some of which are predictable, e.g. various resource constraints. Other factors include ambivalent or negative teacher and pupil attitudes with prioritisation of ‘theory’ and a limited interest in or awareness of the importance of inquiry. These factors underlie the lack of practical physics assessment in some countries in Africa which is a further disincentive to practical physics engagement. Based on the findings of this study, nine recommendations were made. Countries wishing to improve practice should undertake a broadly based audit of existing practice taking into account the full range of barriers and drivers. The physics curriculum should be reviewed to explore reduction of content to allow teachers spend time on practical activities. Initial training and continuous professional development of physics teachers should prioritise teaching of practical physics. Assessment of practical skills should be required for qualification and used formatively. Government funding should be allocated to build, equip and maintain adequate school laboratories. Physics teachers should be encourage to adopt the use of learning technologies and open source software in the teaching and learning of practical physics. Physics teachers across Africa should be encouraged to use social media to develop a closer association that will spread effective practice. Teacher motivation should be enhanced by recognition of success in the delivery of practical physics. Students should be encouraged and motivated to learn practical physics by placing employability and relevant inquiry in the foreground. This single study could only provide limited data on teaching across the continent. Further investigation is required before the conclusions could be generalised with complete confidence.

This study addresses the question what school-based factors influence enrolment and attainment in physics in the senior school certificate examinations in Rivers State, Nigeria? In Nigeria, low enrolment in physics is coupled with concerns about levels of attainment. One outcome of this situation is interest in effective teaching and learning in the subject in Nigeria. Purposive sampling was utilized to select 8 schools in high and low performing local government areas of Rivers State to ensure boys’, girls’ and co-educational schools were represented. All 14 physics teachers in the schools participated in the study, together with 248 physics students and 116 non-physics students. A mixed methods research design was adopted for the study. The research instruments comprised questionnaires for teachers and students, interviews, classroom observations and a Physics Attainment Test developed specifically for the study. Descriptive statistics and correlations were utilised for quantitative data analysis alongside qualitative data coding and analysis. The study found that teachers’ qualifications, resource availability and utilization and the teaching strategies that teachers adopt all significantly influence students’ physics enrolment and attainment. However, particularly for attainment, teachers’ years of teaching do not significantly influence student attainment. Also, there was no significant difference in the correlations of teacher and resource factors with attainment and enrolment by gender. The study proposes a number of recommendations. To boost students’ interest in physics, teachers need to present content in ways that connect physics ideas to the everyday experiences of students. Policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of ‘science for arts’ for the non-science oriented students. Of particular importance is the need for a consistent and conscientious government policy to provide schools with qualified physics teachers and science laboratory facilities.

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Problem solving plays a pivotal role in the physics curriculum at all levels, as a summative assessment tool or a pedagogic barometer to gauge transfer of acquired physics knowledge and skills. However, evidence shows that students’ performance in problem solving remains limited to basic routine problems, with evidence of poor performance in solving problems that go beyond basic equation retrieval and substitution. Research into physics problem solving, with very little literature existent for the UK, has advocated for explicit teaching of problem-solving strategies but with little impact of these studies on the actual learning-teaching process of physics. In heeding the call by most researchers to extend research on physics problem to real classrooms situations, an action research methodology, consisting of two cycles, was adopted. This action research study attempted to bridge the `research-practical divide´ by explicitly teaching physics problem-solving strategies through collaborative group problem-solving sessions embedded within the curriculum. The target group was a GCE-A level cohort in the AS course, the only course cohort at this inner London academy. The objective was to trigger the generative mechanisms identified within the information processing, sociocultural theory and social cognitive theories. These mechanisms were viewed as possessing causal powers to enable an improvement in physics problem-solving competence. Data were collected using external assessments and video recordings of individual and collaborative group problem-solving sessions. The data analysis revealed a general positive shift in the students’ problem-solving patterns, both at group and individual level. All four students demonstrated a deliberate, well-planned deployment of the taught strategies. The marked positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy are positively correlated with attainment in problem solving in physics. However, this shift proved to be due to different mechanisms triggered in the different students.

Language, for various reasons, tends to be a neglected area in the school physics curriculum. Discussion of "literacy" in the context of science teaching is limited, and many teachers are unclear about the issues involved. However, so-called "active reading" exercises have had an impact on the science curriculum up to GCSE level as part of a broader campaign for enhancing reading for learning. This has helped to highlight reading in science but without necessarily clarifying the issues or attempting to integrate results with what might be called "standard measures of progress". This study uses reading exercises constructed around topics in the Advanced level physics course, to investigate reading among physics students. Evidence of student progress and achievement such as homework marks and the A level grade, are related to students' responses on the exercises, to obtain an objective assessment of the value of language-related activities. Reasons for the choice of texts and methodologies are two-fold: From the point of view of the physics teacher, to allow an investigation into the range of skills and abilities which students demonstrate on language-based material. For the students involved, to make participating in the exercises useful and relevant to their studies. Analyses are directed at looking at the text, task and responses individually from a linguistic as well as a pedagogic perspective, and more particularly at the relationships between the areas. Connections between reading competence and achievement in physics are shown and suggestions are made on how teachers could encourage reading, monitor the reading competence of students and identify students with problems. Implications for future research into language in physics are also discussed.