##plugins.themes.bootstrap3.article.main##

This study aims at presenting a literature review on four factors; attitude, instructional methods, students’ misconception, and teachers’ qualification that contribute to low academic performance of students in physics. Physics is one of the most fundamental natural sciences which involves the study of universal laws, and of the behaviors and relationships among a wide range of physical phenomena. Research has shown that both teachers and students’ attitude towards physics is a major reason for low academic performance in subjects across the globe. Naki (2018) argued that attitudes such as procrastination have a greater impact on students’ achievement. The attitudes of students towards physics, the thoughts and beliefs about the course, the habits of studying and constantly postponing tendency are very influential. Boabeng et al. (2014) opine that the quality of the teachers implementing a curriculum has a greater effect on the academic performance of students. Regardless of how well-resourced the school is or how extensive the curriculum is, teaching methods also have a significant impact on students’ academic progress as well as how easier for a misconception is to be dispelled. When the finest teaching strategies are employed, physics teachers can have a significant positive impact on students’ knowledge hence good performance.

References

  1. Abaniel, A. (2021). Enhanced conceptual understanding, 21st century skills and learning attitudes through an open inquiry learning model in physics. Journal of Technology and Science Education, 11(1), 30–43. https://doi.org/10.3926/jotse.1004.
     Google Scholar
  2. Adedayo, J. O. and Owolabi, O. T. (2021). Effect of teacher’s qualification on the performance of senior secondary school physics students: implication on technology in Nigeria. Canadian Center of Science and Education. www.ccsenet.org/elt.
     Google Scholar
  3. Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3(1), 60–73. http://www. iejme.com/download/teacher-instructional-methods-and-student-attitudes-towards-mathematics.pdf.
     Google Scholar
  4. Ango, M. (1990). Basic science laboratory with practical suggestions and procedures. Lagos: Hinders.
     Google Scholar
  5. Assem, H. D. (2017). Methods of teaching Science, A study into teaching methods at the basic level. p. 45, Ultimate Press Kumasi-Ghana.
     Google Scholar
  6. Badmus, O. T., & Jita, L. C. (2022). Pedagogical implication of spatial visualization: a correlation of students’ achievements in physics. Journal of Turkish Science Education, 19(1), 97–110.
     Google Scholar
  7. Bayraktar, Şule. (2009). Misconceptions of Turkish pre-service teachers about force and motion. International Journal of Science and Mathematics Education, 7, 273–291. 10.1007/s10763-007-9120-9.
     Google Scholar
  8. Buabeng I, Ossei-Anto TA, Ampiah JG (2014). An investigation into Physics teaching in senior high schools. World Journal of Education, 4(5),40–50.
     Google Scholar
  9. Burrowes, P.A. (2003). A student-centered approach to teaching general biology that really works: Lords constructivist model put to the test. The American Biology Teacher, 65, 491–502.
     Google Scholar
  10. Chin, C., & Chia, L. (2004). Problem-based learning: using students’ questions to drive knowledge construction. Science Education, 88, 707–727.
     Google Scholar
  11. Clement, J. (1982) Students’ preconceptions in introductory mechanics. American Journal of Physics 50, 66. https://doi.org/10.1119/1.12989.
     Google Scholar
  12. Coffie, I. S., Frempong, B. B., & Appiah, E. (2020). Teaching and learning physics in senior high schools in Ghana: the challenges and the way forward. Advances in Research, 21(3), 35–42.
     Google Scholar
  13. Cremin, J.A. & Lawrence, B.A (2013). Enhancing quality assurance through teachers’ effectiveness. Educational Research and Review, 3(2), 61–65.
     Google Scholar
  14. Darling Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8 (1), 1
     Google Scholar
  15. Darling, G. (2012). How does force affect motion? Science and Children, 50(2), 50–53.
     Google Scholar
  16. Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher professional development in the United States and abroad. Texas: National Staff Development Council.
     Google Scholar
  17. Demirci, N. (2005). A study about students’ misconceptions in force and motion concepts by incorporating a web-assisted physics program. Turkish Online Journal of Educational Technology, 4(3), 40–48.
     Google Scholar
  18. Dennis H. (2011). How Attitudes Affect Grades. Adapted from: Congos, Starting Out in Community College. Chicago, Il: McGraw-Hill Division of Student Development and Enrollment Services.
     Google Scholar
  19. Dykstra, D. L., Boyle, C. F., & Monarch, I. A. (1992). Studying conceptual change in learning physics, Science Education, 76, 615–652.
     Google Scholar
  20. Elsbree, B. (2015). Teacher professionalism: a literature review. Johannesburg: JET Education.
     Google Scholar
  21. Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(1), 1001–1015.
     Google Scholar
  22. Gönen, S. (2008). A study on student teachers’ misconceptions and scientifically acceptable conceptions about mass and gravity. Journal of Science Education and Technology, 17(1), 70–81.
     Google Scholar
  23. Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8th ed). Upper Saddle River, NJ: Pearson Education.
     Google Scholar
  24. Harris, Douglas N. & Sass, Tim R., (2011). Teacher training, teacher quality and student achievement, Journal of Public Economics, Elsevier, 95(7–8), 798-812.
     Google Scholar
  25. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158.
     Google Scholar
  26. Jarvis, T., & McKeon, F. (2005). Promoting conceptual change in pre-service primary teachers through intensive small group problem-solving activities. Canadian Journal of Science, Mathematics & Technology Education, 5, 21–39.
     Google Scholar
  27. Joseph, G. (2013). A study on school factors influencing students’ attitude towards learning mathematics in the community secondary schools in tanzania: the case of Bukoba municipal council in Kagera region. [Masters dissertation]. Retrieved from http://repository.out.ac.tz/919/.
     Google Scholar
  28. Jufrida, J., Kurniawan, W., Astalini, A., Darmaji, D., Kurniawan, D. A., & Maya, W. A. (2019). Students’ attitude and motivation in mathematical physics. International Journal of Evaluation and Research in Education, 8(3), 401–408.
     Google Scholar
  29. Kim, E., & Pak, S. J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), 759–765.
     Google Scholar
  30. Korur, F., & Eryılmaz, A. (2012). Teachers’ and students’ perceptions of effective physics teacher characteristics. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 46, 101–120.
     Google Scholar
  31. Lilienfeld, S. O. (2010). Confronting psychological misconceptions in the classroom: Challenges and rewards. APS Observer, 23(7). 36–39.
     Google Scholar
  32. Loverude, M. E. Kautz, Ch. H and Heron, P. L. R. (2002). The structure of knowledge and students’ misconceptions in physics. American Journal of Physics, 70, 1–5.
     Google Scholar
  33. Mata, M. D., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child development research, 2012. https://doi.org/10.1155/2012/876028.
     Google Scholar
  34. Mazur, E. (1996). Concept tests. Englewood Cliffs, N.J.: Prentice-Hall.
     Google Scholar
  35. McDermott, L. C. (1990). A perspective on teacher preparation in physics and other sciences: the need for special science courses for teachers. Am. J Phys. 58(8):734–742.
     Google Scholar
  36. McDermott, L. C. (1991). What we teach and what is learned closes the gap. Am. J. Physics, 59,301–315.
     Google Scholar
  37. McDermott, L. C. (2001). Physics Education Research-The Key to Student Learning. Physics World, 17, 10. 1088/2058-705.
     Google Scholar
  38. Modell, M., Michael, J., Wenderoth, M. (2005). Helping the learner to learn: the role of uncovering misconceptions. The American Biology Teacher, 67, 20–26.
     Google Scholar
  39. Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of humanities and social science, 1(15), 277–281. Retrieved from https://www.researchgate.net/profile/Hussain_Waheed/publication/266009828.
     Google Scholar
  40. Musasia, A. M., Abacha, O. A., & Biyoyo, M. E. (2012). Effect of practical work in physics on girls’ performance, attitude change and skills acquisition in the form two-form three secondary schools’ transition in Kenya. International Journal of Humanities and Social Science, 2(23), 151–166.
     Google Scholar
  41. Mushinzimana, X., & de la Croix Sinaruguliye, J. (2016). Attitude of physics students towards Physics at College of Science and Technology–University of Rwanda. Rwandan Journal of Education, 3(2), 1–10.
     Google Scholar
  42. Mutai, K. J. (2011). Attitudes towards learning and performance in mathematics among students in selected secondary schools in Bureti district, Kenya [Masters Dissertation]. Retrieved from http://irlibrary.ku.ac.ke/bitstream/handle/123456789/609/JACKSON%20KIPRONOH.pdf.
     Google Scholar
  43. NaCCA (2020). Science common core program curriculum (Basic 7–10) Republic of Ghana.
     Google Scholar
  44. Naki, E. (2018) Determining the effect of reducing procrastination tendency on the academic achievement in physics course. International Journal of Educational Administration and Policy Studies, 11(1), 1–11.
     Google Scholar
  45. Ngussa, B. M., & Mbuti, E. E. (2017). The influence of humor on learners’ attitude and mathematics achievement: a case of secondary schools in arusha city, Tanzania. Journal of Educational Research, 2(3), 170–181. Retrieved from https://www.researchgate.net/publication/315776039.
     Google Scholar
  46. Novak, J. D. (2006). Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86, 548–571
     Google Scholar
  47. Ong’ute, R. A. (2009). 9. Teacher quality and student achievement in physics in secondary schools of Rangwe Division, Homa-bay District, Nyanza Province of Kenya.
     Google Scholar
  48. Pablico, J. R. (2010). Misconceptions on force and gravity among high school students. [Louisiana State University Master’s theses] 2462. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/2462/. Physics Misconceptions (newyorkscienceteacher.com).
     Google Scholar
  49. Piburn, M. D., Baker, D. R., & Treagust, D. F. (1988). Misconceptions about gravity held by college students. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Lake of the Ozarks, MO, USA, April 10–13, 1988. Retrieved from https://eric.ed.gov/?id=ED292616.
     Google Scholar
  50. Posner, G. j., Strike, K. A., Hewson, P. w., & Gertzog, W, A, (1982). Accomodation of a scientific conception: toward a theory of conceptual change, Science Education, 66, 211–227.
     Google Scholar
  51. Psacharopolons G & Woodhalla, M (1985) Education for development; an analysis of investment. Choice New York: Oxford University Press.
     Google Scholar
  52. Reif, F., & Allen, S. (1992). Cognition for interpreting scientific concepts: A study of acceleration. Cognition and Instruction, 9(1), 1–44.
     Google Scholar
  53. Sarmah, A., & Puri, P. (2014). Attitude towards mathematics of the students studying in diploma engineering institute (polytechnic) of Sikkim. Journal of Research & Method in Education, 4(6), 1–16 Retrieved from http://www.academia.edu/download/36434404/B04630610.pdf.
     Google Scholar
  54. Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in psychology, 10, 2366.
     Google Scholar
  55. Stein, M T., G. Larrabee, T. G., Ch. R. Barman, Ch. R., (2008). Journal of Elementary Science Education, Vol. 20, No. 2, 3.
     Google Scholar
  56. Stein, M., Larrabee, T. G., & Barman, C. R. (2008). A study of common beliefs and misconceptions in physical science. Journal of Elementary Science Education, 20(2), 1–11.
     Google Scholar
  57. Stephens, A. C., (2006). Equivalence and relational thinking: Preservice elementary teachers' awareness of opportunities and misconception Journal of Mathematics Teacher Education, 9, 249–278.
     Google Scholar
  58. Syyeda, F. (2016). Understanding attitudes towards mathematics (atm) using a multimodal modal model: an exploratory case study with secondary school children in England. Cambridge Open-Review Educational Research e-Journal, 3, 32–62. Retrieved from http://corerj.soc.srcf.net/?page_id=224.
     Google Scholar
  59. Tai, R.H., Sadler, P.M., & Mintzes, J. J. (2006). Factors influencing college science success. Journal of College Science Teaching, 9, 52–56.
     Google Scholar
  60. Tao, P. K., and Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer supported physics instruction. Journal of Research in Science Teaching, 36, 859–882.
     Google Scholar
  61. Thomas, O. O., & Israel, O. O. (2013). Assessing the relative effectiveness of three teaching methods in the measurement of students’ performance in Physics. International Journal of Material, Methods, and Technologies, 1(8), 116–125.
     Google Scholar
  62. Thornton, R. K., Kuhl, D., Cummings, K., & Marx, J. (2009). Comparing the force and motion conceptual evaluation and the force concept inventory. Physical Review Special Topics: Physics Education Research, 5(1), 1–8.
     Google Scholar
  63. Tylor, N. and Robinson, N. (2019). Secondary education in sub-Saharan Africa: teacher preparation and support literature review. JET Education Services; Master Card Foundations.
     Google Scholar
  64. Whalen III, W. V. (2012). Northeastern University Libraries. Retrieved from http://hdl.handle.net/2047/d20002836.
     Google Scholar