Students' Lack of Interest in Pursuing Physics at The Tertiary Level: A Case of The University of Cape Coast
Students' Lack of Interest in Pursuing Physics at The Tertiary Level: A Case of The University of Cape Coast
Students' Lack of Interest in Pursuing Physics at The Tertiary Level: A Case of The University of Cape Coast
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STUDENTS’ LACK OF INTEREST IN PURSUING PHYSICS AT THE TERTIARY LEVEL: A CASE OF THE UNIVERSITY OF CAPE COAST View project
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FESTUS NONGNENUOR
MAY 2019
UNIVERSITY OF CAPE COAST
BY
FESTUS NONGNENUOR
(Science) Degree
MAY 2019
DECLARATION
Candidates’ Declaration
We hereby declare that this project work is the result of our own original
research and that no part of it has been presented for another degree in this
university or elsewhere.
Supervisor’s Declaration
I hereby declare that the preparation and presentation of this project work was
ii
ABSTRACT
The main purpose of the study was to find out the causes of students’
lack of interest in pursuing B.Sc. Physics in the university of Cape Coast. The
descriptive survey design was employed for the study. Semi-structure interview
The study revealed that the main cause of the lack of interest in opting
reason, respondents argue that there exist limited jobs for people who read B.Sc.
Physics since it is a raw course without a solid practical backing in UCC. The
study also discovered that students find Physics as a difficult subject as a result
of poor foundation and lack of practical lessons in Physics at the SHS level.
This reason was attributed to the methodology and approaches to the Physics by
Physics teachers at the senior high schools. The study further showed that
respondents lack interest in reading B.Sc. Physics in UCC because the course
by the students. Another reason for which students do not opt for Physics in
UCC is that they do not meet the cut-off grade of the university for reading
Physics. It was recommended that university should employ field engineers and
renowned practitioners on part time basis to help take students through practical
including resourcing the laboratories in the Physics department, reduce the cut-
off required grade for offering B.Sc. Physics and make Physics courses more
iii
ACKNOWLEDGEMENTS
We wish to express our gratitude to God who has seen us through this
time, and our supervisor Mr. Charles Deodat Otami, who guided us patiently
throughout this project. May the good Lord show lot of blessings. We also say
thank you to anyone who through diverse ways has contributed in making this
iv
DEDICATIONS
v
TABLE OF CONTENTS
PAGE
DECLARATION ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
LIST OF TABLES vi
CHAPTER
ONE: INTRODUCTION
Research question 5
Delimitation 5
Limitation 6
Introduction 7
vi
Summary 19
THREE: METHODOLOGY
Introduction 21
Research Design 21
Population 21
Research Instrument 23
Validity of Instrument 23
Reliability of Instrument 24
Data Analysis 25
Introduction 26
Introduction 49
Key findings 49
Conclusion 50
Recommendations 50
REFERENCE 52
vii
LIST OF TABLES
29
30
regularly 32
34
UCC 36
15. Reasons respondents would have loved to read Physics or not in UCC
37
16. Number of respondents who met the required grade for reading Physics
in UCC 39
viii
18. Number of respondents who were guided before application 41
UCC 44
24. Number of respondents who will advise others to read Physics in UCC
47
25. Respondents reasons for advising others to read Physics or not in UCC
47
ix
LIST OF FIGURES
Figure 2: Proportion of respondents who were guided and those not guided
41
x
CHAPTER ONE
INTRODUCTION
intellectual adventure that inspires young people and expands the frontiers of
the future technological advances that will continue to drive the economic
1
that no area of science, technology and business enterprise in this world
history, the development of new technology has been absolutely vital for both
human survival and progress. One of the main tools with which human beings
human beings such as world hunger, poverty, lack of access to education and
sciences has also been recognized as the foundation of our society (Pravica,
2005). Even if perhaps the society does not realise it, many of the advances in
science and technology that we know and enjoy today have been the result of
Salam (Ford & Wilde, 1999, p.215), a Nobel Prize winner in Physics in 1979,
wrote in a book: ‘‘If a nation wants to become wealthy, it must acquire a high
2
degree of expertise in Physics, both pure and applied’’. To gain perspective into
how much Physics has contributed to our livelihoods, Pravica (2005) considers
world web among many others. There is a deep symbiosis between discovery in
Physics and new technology. We all benefit from the priceless contributions of
Physics. Contributions from Physics generate many trillions of dollars for the
world economy and aid our existence immeasurably. Only science with Physics
as its foundation can solve many of the impending crises facing our society,
Unfortunately, over the years, there has been a sharp decline in the
Less and less students are studying Physics, which is causing the general
public to mitigate their understanding about scientific concepts and this has
of physicists.
3
endlessly. Omosewo (1999) adds that the rate of development of any nation is
Stokking (2000) states that knowledge of Physics and Physics related sciences
Cape Coast on the number of students who graduated in the university with
B.Sc. Degree honours show a decline in the number of students who pursue
Physics in the university within a space of 2005 to 2017. This is shown in the
table 1.
Graduates in Graduates in
Physics Physics
2005 60 2012 37
2006 47 2013 36
2007 55 2014 35
2008 63 2015 24
2009 78 2016 11
2010 24 2017 8
2011 26
4
Purpose of the Study
The purpose of the study was to find out the causes of students’ lack of
Cape Coast.
Research Question
The findings of the study may be useful to the policy makers of the
University of Cape Coast to help put in place measures to increase the number
of students who apply and are admitted to read B.Sc. Physics in the university.
The findings of the study may also be useful to the policy makers and
stakeholders in the education sector to help put policies in place which may
increase the number of students who choose Physics. The study may in addition
Further the results of the study may be a point of reference by Quality Assurance
The researcher in this study assumed that the respondents would co-
operate and give correct information. The researcher further assumed that the
respondents would not influence each other on the responses they give
5
Limitations of the Study
the researcher to cover the whole college. Further, the researcher has a limited
time frame and so would not be in the position to cover the whole college,
therefore few students were sampled to represent the college. Since the students
in the departments of the college are many, the research will not be balanced
departmentally.
The study was limited to the University of Cape Coast and not any
This study was divided into five chapters. Chapter one was devoted to
delimitation of the study and organisation of the study. Chapter two dealt with
the review of related literature. Chapter three dealt with methodology of the
study. Chapter four dealt with the results and discussion of the data collected.
Finally, chapter five dealt with the summary of the study as well as conclusion
and recommendations.
6
CHAPTER TWO
LITERATURE REVIEW
Introduction
its importance and the current situation of the choice of Physics. Further, the
chapter reviews literature related to the factors which affect the choice of
students’, teachers’ and school environment related factors. The chapter also
knowledge which include humanities, natural science and social sciences. The
geology. These disciplines serve all other disciplines. From these basic divisions
material world. Nature provides all the material resources that human beings
need to live and manage their living. The human beings-material resources
how they behave and the laws that they are subjected to. Physics is one of the
some vital roles which help in the achievement of some national goals.
preparation for the lifetime of rapid technological and social change that our
7
young people must expect to face”. The G.E.S (2010) syllabus presents Physics
Further, the syllabus presents project work and this approach provides the
the deterioration of the ecosystem and greater use of chemicals and technologies
that affect our health systems, Salleh (2004). We therefore need the relevant
knowledge of his needs, he must also be able to weigh one need against another
Following the low enrolment rates in Physics at the university level there
must be factors hindering students from pursuing the subject and its related
courses at the tertiary colleges and universities. The researcher will explore
8
Students’ Influence on Choice of Physics
Perceived and actual level of difficulty of the subject by the students has
been shown to influence the choice of Physics. According to Nicholls and Miller
(1984) students’ judgment about the difficulty level of school tasks clearly
difficulty (in to his/her skill level) engender lower expectations for success,
learners admit that they consider mathematics and science a difficult subject. A
study by Jones and Mooney (1981) revealed that students felt that sciences have
difficult and was equated to failure. Musyoka (2000) found that a majority of
students who were not taking Physics for instance were scared of its quantitative
nature and the conception that Physics is too abstract especially when taught
theoretically.
and there is a relationship between them. Sharp, Hutchison and Keys (1996) in
their survey, teachers perceived difficulty as the highest factor that discouraged
given an option and this especially applies to girls. That is given a choice, a
student would rather drop Physics in favour of other science subjects. For a long
time, Physics has been mystified as difficult and hence some schools do not
9
offer it. Cheng, Payne and Witherspoon (1996) as cited by Smyth and Hannan
Further, Smyth and Hannan (2006) found out that students are more
likely to take science subjects if they find them interesting and useful and if
they do well in science, and are less likely to take the subjects if they find
science difficult. Polard et al. (2003), Wikeley and Stable (1999) as cited by
Owoyele and Toyobo (2008) found that performance of students in junior high
has with object, subject or person. Although attitudes can change gradually,
people constantly form new attitudes and modify old ones when they are
found that twenty five percent (25%) of the variance in achievement could be
10
attributed to students’ attitude towards science. Kempa and Dude (1974)
in science. Olatonye (2002) agrees with the two that students’ attitudes towards
enjoyment and liking for the subject are reported to be very significant factors
in course choice by students and teachers alike. Reid and Skryabina (2002)
noted that in Scotland in contrast with the rest of the UK and other countries,
Physics is the fourth most popular subject at higher grade students take at age
18. Literature shows that career goals influence the students’ choice of Physics.
student course choice. Students report that they choose Biology for interest but
tend not to choose the physical sciences for this reason. Tinto (1993) as cited by
Ogunkola and Fayombo (2009) asserted that well defined career plans or goals
Blanks et. al (2005) found that students with a well-defined job-related career
goal were more likely to decide to persist in college than students without such
a career goal. Further, Ting (1997) found that setting long term career goals
Physics achievement. Studies like Okpala and Onocha (1988) and Olatonye and
habits (e.g. lacks concentration, feels bored, tired and sleepy while studying
11
Physics, spends little time on Physics and does not map out immediate goals to
attain), it is likely that the student may lack the impetus to engage adequately in
productive Physics learning during allocated school time and during his or her
personal study time. Nouhi, Shakoori and Nakhei (2008) added that mastering
skills by students makes study more enjoyable and effective which in turn
strengthen the students’ interest so that he/she spends more time studying.
academic ability but it is influenced more by peer pressure and parental will
than their academic ability. A study by Tella et.al (2007) as cited by Owoyele
and Toyobo (2008) indicated that peer pressure has a positive effect on students’
(1997) reported that adolescents enjoy peer support on choice of school subjects
and vocational aspirations. Owoyele (2007) found out that peer support has also
Hannan (2006) peer groups have also been found to be influential, with boys‟
and girls‟ choices correlating with the choices of their same sex classmates, but
Gender differences emerge when other factors come into play which can
(1985) showed that more boys than girls tend to opt for all the basic sciences at
school certificate level examination because boys are more generally disposed
to science and mathematics than girls. Parents have great influence on their
children especially when they are young. A study by Labudde et. al (2000) as
12
cited by Tuaundu (2009) revealed that there should be a strong bond between
Physics contents and students’ everyday experiences. This implies that students
who are exposed to technological toys and games (which in most cases are boys)
will have greater interest in mathematics and science because of the existing
knowledge that they have. This knowledge plays an important role in the
by Tuaundu (2009) found out that most young women do not see themselves as
that the attitudes adopted by girls from parents, teachers, friends, and society
have a significant influence on the girls’ choice and performance in science and
mathematics.
Hargreaves (1989) says that what the teacher believes, what the teacher
thinks, what the teacher assumes, all these things have powerful implications
for the change process. According to Hewson and Hewson (1989) as cited by
Freitas, Jimenex and Mellado (2004) science teachers are considered as having
conceptions about the nature of science, about scientific concepts and about how
to learn and teach them. These are usually deeply rooted conceptions and a
their conceptions easily, however and even less so their teaching practices. In
13
some cases, this is because their conceptions are the fruits of the many years,
pedagogical methods that are similar to those they preferred in their own
teachers when they were students or simply teach in the same way they
themselves were taught. Further Bell and Gilbert (1994) as cited by Freitas,
Jimenez and Mellado (2004) say that teachers feel satisfied with certain teaching
do not have any teaching strategies readily available that they find better for real
daily work of teaching their specific subjects and for the students learning. The
teacher is the mediator who transforms content into depictions that are
much on the material being taught, and their classroom practice and activities
affected by the way the teacher presents the subject. For example, the use of
examination papers, which most teachers find as useful strategies, may make
Simpson and Oliver (1990) as cited by Kiboss (2002) this eventually makes
them lose interest in the subjects. Risala (1985) recommended that science
14
knowledge and understanding of effective ways of teaching science. The video-
based science methods enabled teachers to plan and teach science with
training needed to rise from challenges of school reforms geared for improved
performance.
teachers even go ahead to use very difficult terms that students could not easily
achievement, 1988) stated that elementary and secondary schools were not
and this was due to poor preparation in mathematics and science. The way in
which the Physics aspect of the integrated science is taught within the junior
high level also influences students’ attitudes and orientations to the subject and
teacher influence are related to cognitive outcomes. The higher a teacher was
perceived on the influence dimension, the higher the outcomes of students were
on a Physics test.
15
Effect of the School Environment on Students’ Choice of Physics
policy for that particular school. School organization may facilitate or constrain
the choice of Physics. According to Okakes, Selvin, Karoly and Guiton (1992)
as cited by Smyth and Hannan (2006), schools are found to make assumptions
about the abilities and needs of their student intake, assumptions which guide
their decisions about which courses to offer. Roger and Duffield (2000) found
that schools can influence course up-take indirectly through subject packaging
for optional subjects and more subtle encouragement of the take-up of particular
types of subjects. Aduda (2003) asserts that despite the fact that Physics is an
schools have made it optional in form three and four and others do not offer it
at all.
which scientific subjects are made available within the school; they may allow
certain ability groups to take particular subjects or they may set prerequisite for
taking certain subjects (e.g., a student may need to achieve a certain grade in
in the way in which scientific subjects are made available within the school and
the way they are time tabled against each other are factors which affect the take-
up of Physics. Kitchen (1999) in Smyth and Hannan (2006) highlighted the way
and Hannan (2006) single sex schools have a positive effect on attitudes to, and
16
take-up of mathematics and science especially for girls. However, Daly and
Shuttle worth (1997) found that coeducation has no significant effect on take-
are more fully appreciated if the student investigates and verifies them at the
effective learning in the school. School with less provisions, fewer teachers,
poor school buildings and inadequate facilities will have a negative influence
and the suggested method for teaching it is guided discovery method and is
resource based. This suggests that the mastery of Physics concept cannot be
fully achieved without the use of instructional learning materials. The teaching
17
of Physics without learning materials will certainly result to poor performance.
students to learn and for effective teaching by the teachers. On the other hand,
Olubor (1998) says that lack of adequate facilities such as textbooks, ill-
Doran (1996) as cited by Smyth and Hannan (2006) found that teachers
experience and instructional facilities have also been found to shape Physics
take up.
Further, Smyth and Hannan (2000) indicate that science take up tends to
are needed to guide students on how to choose subjects based on their academic
ability, interest and relevance of such subjects to their future career aspirations.
before such students are asked to select subjects. Subject choices are considered
the structure and content of the science subjects they want to study. This will
help influence their choice of the subject. Research by Igun (2007) and Obayan
(2007) in Oriahi, Uhumuavbi and Aguele (2010) showed that students need
18
According to Peel (1998) in Oriahi, Uhumuavbi and Aguele (2010),
students often receive conflicting advice from parents, teachers, friends and
career advisors, and upon entering senior secondary school there can be a
may have in obtaining informed advice can influence their choice of science
subjects. According to Millican, Richards and Mann (2005) one of the major
source of information, their teachers, are usually not much better informed than
Summary
The literature review has shown that there are several factors which
influence the choice of Physics. The factors reviewed are related to students,
teachers and the school environment. Different studies reviewed have shown
that students’ attitudes, career goals, study habits, previous achievement, peer
Owoyele and Toyobo (2008) and Dryler (1999) found that the choice of Physics
is shaped by the above factors though the studies have not gone further to show
how these factors affect Physics enrolment in the university of Cape Coast.
Further literature review has shown that teachers’ attitudes, teaching methods
Finally, studies on school policies have also been found to influence the
choice of Physics. A study by Roger and Duffied (2000) found that schools can
influence course up-take indirectly through packaging for optional subjects but
the study did not show the effect of this on students’ choice of Physics. Also,
19
studies on facilities have shown that they affect the performance of Physics. A
study by Olubor (1998) found that lack of adequate facilities are probable causes
of poor performance in examinations but did not go further to show the effect
various studies play a significant role in the choice of Physics. A study by Peel
(1998) found that the difficulty students have in obtaining informed advice can
influence their choice of science subjects but the study did not go further to
show the effect of this on choice of Physics in the University of Cape Coast.
From the studies reviewed it is evident that there are factors which influence the
choice of Physics. However, none of these studies has looked at the factors
influencing the choice of B.Sc. Physics in the University of Cape Coast. The
20
CHAPTER THREE
METHODOLOGY
Introduction
The main rationale for the study was examining the declining interest in
the pursuance of Physics in the tertiary level at the University of Cape Coast.
This chapter discusses the methodology that was adopted in carrying out the
study. The methods and approaches that are described in this chapter are under
eight sub-sections. These include, the Research Design, Population, Sample and
Research Design
which they gather data and can be conducted using any mode of data collection.
This enabled the researchers to collect data to make inferences on the current
Population
features in common that are of interest to the researcher. In this study, the target
21
Sciences and Chemistry Major students of the University of Cape Coast. For
the purpose of the study, the accessible population will consist of prospective
science students of the university of Cape Coast who are not reading B.Sc.
Physics though they offered Physics as an elective subject in the senior high
level.
The sampling method used in this study was the probability sampling
which every unit in the population has a chance (0<x<1) of being selected in the
sample which can be accurately determined. The sampling technique used was
purposive sampling in that all the participants did not apply for B.Sc. Physics.
The targeted population of our study was some randomly selected level 100,
of the University of Cape Coast. The sample indicating the level and frequency
Level Frequency
100 5
200 15
300 12
400 18
Total 50
22
Research Instrument
The data used for this research was collected by means of interview. The
choice of interview was based on the fact that interview is a flexible tool for
spoken and heard. For our study, semi-structured interview approach was used
respond to. The order of the interview may be controlled while still giving space
for spontaneity, and the interviewer can press not only for complete answers but
also for responses about complex and deep issues. Oppenheim (1992), suggests
develop hypotheses rather than to collect facts and numbers. He notes that these
frequently cover emotionally loaded topics and, hence, require skill on the part
freely and emotionally and to have candour, richness, depth, authenticity and
honesty about their experiences. The interview type used was the standardized
determined in advance. All interviewees were asked the same basic questions
Validity of Instrument
which a test measures what is intended to measure. In this study, validity was
examined through the ability of the test instruments to measure what they are
supposed to measure. During the pre-test the responses of the participants were
23
Interviews are a qualitative method of research often used to obtain the
interviewees’ perceptions and attitudes to the issues. The content validity of the
supervisor for his scrutiny and critique. Suggestions that were made addressed
the weaknesses that were identified and thereby improved the content validity
of the interview.
Reliability of Instrument
yields consistent results after repeated trials (Mugenda & Mugenda, 2003). The
reliability of this instrument is premised on the fact that interview is one of the
most popular and frequently used methods of gathering information from people
about anything. It is also the most popular method used within the social
from Bachelor of Science, Physics major students on the reasons for the
from other prospective science related programme of different levels for the
research. 50 students of the University of Cape Coast were interviewed and the
results were analysed. The interview was done individually by the researchers
24
these randomly sampled students. The data collection process started on the day
and setting proposed by the supervisor for accurate and effective data collection.
Data Analysis
employed. The data collected from the interview were serially numbered for
easy identification. The data collected were edited to ensure that responses were
which were found to be invalid from the interview. All responses for each item
statistical product for service solutions (SPSS 25.0) for windows. Data gathered
tabular forms under the main research questions. Descriptive results from SPSS
direction of responses.
25
CHAPTER FOUR
Introduction
research questions were presented and analysed. This was followed by the
followed by the findings as per the objectives of the study, and secondly, the
Coast. The sample included some randomly selected level 100, 200, 300 and
Male 35 70.0
Female 15 30.0
Total 50 100.0
26
Table 3 shows that 35(70%) of respondents are male while 15(30%) of
respondents are females. These findings could be attributed to the fact that more
These findings confirm those from a study by Gilbert and Calvert (2003) who
found that most young women do not see themselves as being capable of
studying and succeeding in Mathematics and science, therefore they are not
interested in it. The findings also agree with those from a study by Aduda (2003)
who found that students especially girls shun Physics when given an option.
100 5 10.0
200 15 30.0
300 12 24.0
400 18 36.0
Total 50 100.0
level 300 students and 18(36%) of respondents were level 400 students, all of
the University of Cape Coast. This implies that more level 400 students were
involved in this study, followed by level 200, 300 and 100 respectively.
27
Table 5: Proportion of respondents and their program of study
Science
Studies
Total 50 100.0
Yes 50 100.0
28
Table 4 shows 50(100%) that is all respondents offered Physics as a
subject in SHS. This therefore validates the results of this study in that all
SHS
Yes 38 76.0
No 12 24.0
Total 50 100.0
at SHS whilst 12(24%) of respondents did not perform well in Physics at SHS.
Research question one sought to find out from the respondents whether or not
they are scared of the subject Physics. The results are presented in Table 8.
Frequency
Yes 13
No 37
Total 50
Table 8 sought to find out the proportion of respondents who are scared of
Physics. The results indicated that 13 respondents are scared of Physics whiles
29
37 are not scared of Physics. The percentages of the findings of the study were
presented in Figure 1.
Scared of
Physics
26%
Not scared of
Physics
74%
From the findings of the study, it can be said that majority of the respondents
37(74%) are not scared of Physics. On the other hand, 13(26%) representing
Research question two sought to find out from the respondents the factors that
them
teaching approach
calculations involved
30
Frequency Percentage (%)
available
available
Nothing 8 16.0
Total 50 100.0
Table 9 sought to find out from the respondents what made Physics
interesting to them. The results indicated that practical lessons made Physics
his approach in teaching Physics made Physics interesting to the second highest
science resources available also made Physics interesting to 1(2%) whiles the
respondents. The findings of this study confirm the significant role of practical
lessons in Physics to the student, not withholding the significance of the Physics
regularly?
Research question three sought to find out from the respondents if they were
taken through practical lessons regularly. The results are presented in Table 10.
31
Table 10: Proportion of respondents who were taken through practical
lessons regularly
Yes 32 64.0
No 18 36.0
Total 50 100.0
taken through practical lessons regularly and those not taken through practical
lessons regularly. The result shows that the greater proportion of respondents
32(64%) were taken through Physics practical lessons regularly at SHS whiles
the lesser proportion 18(36%) of respondents were not taken through Physics
Research question four sought to find out from the respondents how often they
were taken through practical lessons in the term. This was measured in terms of
weekly, monthly, bimonthly monthly, termly or it was done a few weeks to the
final exam. The frequency and percentages are presented in Table 11.
Weekly 28 56.0
Bimonthly 4 8.0
Monthly 5 10.0
Termly 4 8.0
32
Frequency Percentage (%)
exams
Total 50 100.0
regular they were taken through practical lessons. The result shows that
28(56%) of the respondents were taken through Physics practical weekly, 4(8%)
of the respondents were taken through Physics practical once every two months,
5(10%) of the respondents were taken through Physics practical once a month,
4(8%) of the respondents were taken through Physics practical once a term,
6(12%) of the respondents were taken through Physics practical a few week to
exams, 3(6%) of the respondents were not taken through Physics practical.
Research question five sought to find out from the respondents the influence of
their SHS Physics teacher’s methodology on their like for Physics. The results
33
Table 12: Proportion of respondents and the influence of teacher’s
methodology
Physics
Increased my 23 46.0
for Physics
to understand
in Physics
anything
Total 50 100.0
34
Research Question Six: Would you have loved to read Physics in the
university?
Research question six sought to find out if respondents would have loved to
read Physics in the university should it not have been their reasons for not
reading it at the tertiary level. The results are presented in Table 13.
Physics
Yes 22 44.0
No 28 56.0
Total 50 100.0
to read Physics at the tertiary level. The result shows that 22(44%) of
respondents would have loved to read Physics at the university whilst 28(56%)
of respondents would not have loved to read Physics at the university. The
significantly high figure though respondents who would not have loved to read
Physics are the majority. The study further went on to find why these
respondents are not reading Physics though they would have loved to.
Research Question Seven: Would you have loved to read Physics in UCC?
Research question seven sought to find from respondents if they would have
loved to read Physics in University of Cape Coast or not. The results are
35
Table 14: Proportion of respondents who would have loved to read
Physics in UCC
Yes 14 28.0
No 36 72.0
Total 50 100.0
to read Physics in UCC or not. The result indicates that 14(28%) of respondents
would have loved to read Physics at UCC whilst 36(72%) would not love to
read Physics at UCC. Comparing the 14(28%) of respondents who would have
who would have loved to read Physics, there was a decline of 8(36%) of
Research question eight sought to find out the reasons for the responses given
36
Table 15: Reasons respondents would have loved to read Physics or not in
UCC
opportunities
Physics
Physics
Physics
learning Physics
practical based
Total 50 100.0
would have loved to read Physics in UCC. The result shows 9(18%) of
respondents would have loved to read Physics in UCC because Physics offers
37
UCC because of the harsh conditions in learning and teaching in UCC, 6(12%)
in UCC because they do not have interest in Physics, 1(2%) of respondent would
UCC, 5(10%) of respondents would have loved to read Physics at UCC, but did
not meet the required grade, 1(2%) of respondent would not love to read Physics
in UCC because of the Physics practical and 1(2%) of respondent would have
loved to read Physics at ucc because Physics is based on practical. From the
findings of the study, it can be said that the major reason for the choice of
Physics in UCC was because Physics offers a lot of opportunities. This could
representing the majority lost interest in Physics after SHS based on the
Research Question Nine: Did you meet the required grade for reading
Physics in UCC?
Research question nine sought to find out from respondents if they met the cut-
off grade for reading Physics in UCC. The results are presented in Table 16.
Table 16: Number of respondents who met the required grade for reading
Physics in UCC
Yes 43 86.0
No 7 14.0
38
Frequency Percentage (%)
Total 50 100.0
Table 16 represents the proportion of respondents who had met the cut-
off grade for reading B.Sc. Physics in UCC. The result shows that 41(82%) of
respondents met the required grade for reading Physics in UCC whiles 9(18%)
of respondents did not meet the required grade for reading Physics in UCC. For
the 9(18%) of respondents, the major factor for their not reading Physics in UCC
if the fact that they had not met the cut-off grade.
Research question ten sought to find out from respondents the reasons that
prevented them from reading B.SC. Physics in UCC. The results are presented
in Table 17.
required grade
Total 50 100.0
39
Source: Field Data, 2019
Table 17 indicated the reasons respondents did not read B.SC. Physics
in UCC. The result shows that 7(14%) of respondents did not meet the required
grade for reading Physics in UCC, 7(14%) of respondents did not opt for
Physics in UCC because Physics is difficult, 1(2%) of respondents did not opt
for Physics in UCC because of lack employment after reading Physics, 1(2%)
of respondents did not opt for Physics in UCC because of parental influence,
22(44%) of respondents did not opt for Physics in UCC because of career
reasons and 12(24%) of respondents did not opt for Physics in UCC because of
no particular reason. From the study it can be concluded that the choice of job
after reading Physics and parental influence were the least reasons given by
respondents for not opting for B.Sc. Physics in UCC. Also, it is worth noting
that some respondents 12(24%) had no particular reasons for not reading B.Sc.
Physics in UCC.
Research question eleven sought to find out from respondents if they were
given guidance before applying to the university. The results are presented in
Table 18.
Frequency
Yes 30
No 20
40
Frequency
Total 50
applying to the university and 20(40%) were not guided before applying to the
university.
40%
60%, Guided
Not guided
Figure 2: Proportion of respondents who were guided and those not guided
Research question twelve sought to find out from respondents who guided them
before applying to the university. The results are presented in Table 19.
Frequency Percent
Parents 8 16.0
Teacher 11 22.0
Professional 2 4.0
Counsellor
Friends 1 2.0
Relative 2 4.0
41
Frequency Percent
Sibling 4 8.0
Nobody 20 40.0
A book 2 4.0
Total 50 100.0
Research Question Thirteen: How did this guidance influence your choice
Research question thirteen sought to find out from respondents the influence of
the guidance they received on their choice of program to the university. The
No guidance 19 38.0
career I want
42
Frequency Percentage (%)
choice of program
program which I
preferred
Total 50 100.0
guidance they received had on their choice of program to the university. The
programme based on the career they want, 3(6%) of respondents were not
was helped to choose his programme based on what he preferred and 19(38%)
not guided by anyone. From the study, it observed that the guidance that
respondence had were mainly to help them choose their programs based on
Research Question fourteen: Have you had any advice from anyone who
Research question fourteen sought to find out from respondents if they had
had any advice from anyone who had offered Physics in UCC. The results are
43
Table 21: Number of respondents who were advised by a Physics
graduate of UCC
Yes 15 30.0
No 35 70.0
Total 50 100.0
graduate of UCC whiles 35(70%) were not advised by any UCC Physics
graduate.
Research question fifteen sought to find out from respondents the advice they
were given by UCC Physics graduates if any. The results are presented in
Table 22.
No advise 35 70.0
ucc depends on
work
range of opportunities
44
Frequency Percentage (%)
is difficult
theoretical
Total 50 100.0
is difficult and 2(4%) of respondents were advised that reading Physics in UCC
is theoretical.
Research Question sixteen: How did this advice influence your choice of
Research question sixteen sought to find out from respondents the influence of
the advices they received on their choice of program to the university. The
No advice 35 70.0
45
Frequency Percentage (%)
choice of program
ucc
Total 50 100.0
because of the advice, 10(20%) of respondents were not influence by the advice
in UCC?
Research question fourteen sought to find out from respondents if they had any
advice from someone who had read Physics in UCC. The results are presented
in Table 24.
Table 24: Number of respondents who will advise others to read Physics
in UCC
Yes 35 70.0
No 6 12.0
Total 50 100.0
46
Table 24 shows that 35(70%) of respondents would love advice
someone to read Physics in UCC and 9(18%) of respondents are not sure they
Research question eighteen sought to find out from respondents the reasons
they will or not advise others to read Physics in UCC. The results are
Table 25: Respondents reasons for advising others to read Physics or not
in UCC
individual's interest
issues
opportunities
Total 50 100.0
47
would love to advice someone to read Physics because Physics helps in solving
everyday life issues, 3(6%) of respondents would not love to advice anyone to
Physics offers a lot of opportunities and 1(2%) of respondent would not love to
48
CHAPTER FIVE
Introduction
This chapter dealt with a summary of the findings of the study on the
declining interest in Physics at the tertiary level, a case of the University of Cape
Coast. This was followed by conclusion of the study. Also, the theoretical,
The aim of the research was to find the causes of students’ lack of
interest in pursuing Physics in the tertiary level, a case of the University of Cape
Coast. The population of the study was 50 students of the University of Cape
Coast. This included some randomly selected level 100, 200, 300 and 400
were used to collect data from the students. The administration of the instrument
was done by the researchers and the data collected were analysed and presented
Key findings
The following were the key findings drawn from the study.
1. It was found out from the study that the major cause of students lack of
choice of career in other science related fields rather than B.Sc. Physics.
49
2. The study revealed that the methods teachers use in teaching Physics in
the SHS made Physics difficult to students and therefore killed their
3. The study also showed that student’s lack of interest in Physics was as
a result of them not meeting the required grade for opting for Physics at
the University of Cape Coast is as a result of the fear that reading Physics
Conclusion
From the findings of the study, it can be concluded that majority of students do
not opt for B.Sc. Physics in UCC because of students’ career goals, poor attitude
Physics at the SHS, past poor performance in SHS which led them to not
meeting the required cut-off grade in reading B.Sc. Physics, and the fear of lack
learning in UCC, lack of resources for practical work and the accession that
Recommendations
From the findings, the study recommends the following in order to increase
50
lessons as is done on the field. This will help prevent the theoretical
discoveries in Physics.
3. The university should reduce the cut-off required grade for offering
B.Sc. Physics. This will encourage and make provision for many
attractive. This will reduce rout learning among students and therefore
51
REFERENCES
George, L. & Taylor, P.C. (2001). Increasing physics enrolment in year 11.
Teachers Association.
705.
20, 92-99).
27, 335-350.
52
Inexperienced teacher. Research in science Education 34:113-133.
Technology, vol 1. No 2.
53
Nanjundiah, S. (1993). Physics Education in Connecticut High schools. Journal
563.
Angell, C., Guttersrud, O., Henriksen, E., & Isnes, A. (2004). Physics:
215.
Barnes, G., McInerney, D.M., & Marsh, H.W. (2005). Exploring sex
about their choice to study physics at university: what was key to their
153-167
case study at +2 and undergraduate level, Current. Science, Vol. 84, No.
9.
54
APPENDIX
This interview is being carried out to gather information on the factors that
influence the declining interest in Physics at the tertiary level, a case of the
university of Cape Coast. The study is carried out for a partial fulfilment of the
first degree at University of Cape Coast. The information in this interview will
be treated with confidentiality and in no instance will your name be mentioned
in this research. Also, the information will not be used for any other purpose
other than this research. We appreciate your assistance in facilitating this
research.
Thank you for your cooperation.
Instructions
Please provide the necessary answers as it applies to you.
SECTION A
SECTION B
55
7. How did your SHS teacher’s methodology in teaching Physics
influence your like for Physics?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
8. Would you have loved to read Physics in the university?
Yes [ ] No [ ]
9. Would you have loved to read Physics in UCC? Yes [ ] No [ ]
10. Justify your answer in question 9 above
………………………………………………….………………………
…………………………………………………………………………
….………………………………………………………………………
………………………………..…………………………………………
…………………………………………………………………………..
11. Did you meet the required grade for reading Physics in UCC?
Yes [ ] No [ ]
12. What reason(s) prevented you from opting(applying) for Physics in
UCC?
…………………………………………………………………………
………………………...........…….……………………………………
………………………………………………………….....……………
…………………………………………………………………………
…………………………………………………………………………
13. Were you given career guidance before applying to the university?
Yes [ ] No [ ]
14. If yes, who guided you? ______________________
15. How did this guidance influence your choice of programme to the
university?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………….
16. Have you had any advice from anyone who has done Physics in UCC
before applying to the university? Yes [ ] No [ ]
56
17. What was this advice?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………….
18. How did this advice influence your choice of programme to the
university?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
19. Would you advise someone to read Physics in UCC?
Yes [ ] No [ ]
20. Justify your answer in question 19 above
………………………………………………….………………………
………………………………………………………………………….
……………………………….…………………………………………
…………………………………………………………….……………
………………………………………………………………………….
57