Authors : Aruna Kamanda Sesay; Justine Bockarie Saidu; Ibrahim Fofanah

Volume/Issue : Volume 10 - 2025, Issue 9 - September

Google Scholar : https://tinyurl.com/pdwtp8zd

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DOI : https://doi.org/10.38124/ijisrt/25sep702

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Abstract : Practical work is a vital part of effective physics teaching, giving students the chance to test theories, handle equipment, and link abstract ideas to real-world observations. Unfortunately, in many sub-Saharan African countries, including Sierra Leone, the execution of physics practicals is hindered by significant challenges like insufficient resources, overcrowded classrooms, and a focus on exam preparation. This study looks into the state of physics practical work in senior secondary schools in Kenema Town, using constructivist learning theory as a framework, which highlights the importance of students actively creating meaning from their experiences. We used a mixed-methods approach that included surveys with 150 students, interviews and focus groups with 12 physics teachers, classroom observations, and infrastructure assessments across twelve schools. The results showed that over half of the schools didn’t have functional laboratories, and teachers often depended on chalkboard explanations or makeshift demonstrations instead of encouraging student-led experiments. While students were excited about practical work, they expressed frustration over its scarcity and the limited chances for hands-on involvement. Teachers pointed out systemic issues like insufficient funding, a lack of training in practical teaching methods, and the pressure to prepare students for the West African Senior School Certificate Examination (WASSCE). Despite these hurdles, some innovative practices were noted, such as using local materials creatively and fostering collaborative group work. By applying a constructivist approach, the study concludes that allowing students to actively participate in inquiry-based practicals, even with low-cost improvisations, can greatly improve their physics learning experience. This research offers valuable insights for policymakers, educators, and curriculum developers aiming to enhance science education in Sierra Leone and similar settings.

Keywords : Physics Education, Constructivism, Sierra Leone, Secondary Schools, Practical Work, Science Pedagogy.

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