Misconceptions in Physics among High School Teachers: A Case Study in Dire Dawa City, Ethiopia
Main Article Content
Abstract
Ensuring high-quality education depends heavily on teacher competency. Diagnostic exams can assess teachers' topic knowledge and identify areas where they need to improve their preparation. Nonetheless, gender and education level-based performance gaps underscore the need for a more thorough comprehension of these variables in the Ethiopian educational setting. The purpose was to assess teachers' performance on a diagnostic exam given by standards established by the Ethiopian Ministry of Education and investigate performance differences by gender and educational attainment. Existing studies on teacher competency in Ethiopia have rarely explored the influence of demographic variables, leaving a critical gap in understanding how gender and education level impact performance.
Methodology: A cross-sectional analysis was conducted using diagnostic test scores of teachers. The relationships between education level, gender, and performance were assessed using statistical techniques such as correlation analysis, t-tests, and chi-square testing. Teachers with an MSc outperformed those with a BSc, with average scores of 75 and 62, respectively. Female teachers passing rate was (62.1%) and the male teachers (68.9%), but the chi-square test indicated no statistically significant association between gender and performance (χ² = 0.05, p = 0.824). Significant disparities in diagnostic test performance highlight gaps in teacher preparedness. Tailored training programs, equitable resource allocation, and gender-sensitive strategies are recommended to improve teacher performance and bridge identified gaps.
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How to Cite
Belay Sitotaw Goshu, Melaku Masresha Woldeamanueal, & Muhammad Ridwan. (2024). Misconceptions in Physics among High School Teachers: A Case Study in Dire Dawa City, Ethiopia . Matondang Journal, 4(1), 1-14. https://doi.org/10.33258/matondang.v4i1.1120
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References
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Goshu, B. S., E. Abas, Tewodros Misganaw, T., M. Woldeamanuel, (2024), Problems and Challenges of Quality Education in Ethiopian Higher Education Entrance Exams: A Case Study in Dire Dawa, Advances in Social Sciences and Management, 2024, 2(3), 48-75
Goshu, B.S. and M. Ridwan, (2024), A Receptor-Oriented Approach to Overcoming Universal Challenges in Science Education, Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 7(4), 187-204
Goshu, B.S., Misganu, T., Abas, E. Woldeamanueal, M.M., (2024), Common Science Misconceptions among Junior, Secondary School, and College Freshmen: A Case Study in Dire Dawa City, Ethiopia, Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 7, No 3, August 2024, Page: 144-156
Hake, R. R. (1998). Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Halloun, I. A., & Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53(11), 1056–1065.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158.
Hofstein, A. & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54.
Kassa, H., & Habtamu, S. (2020). Gender-sensitive teaching practices in Ethiopian secondary schools. Journal of Education and Practice, 11(5), 45-54.
Kifle, S., Tesfaye, G., & Alemu, D. (2020). Teacher competency assessments in Ethiopian schools: trends and implications. International Journal of Teacher Development, 25(4), 342-356.
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Kvale, S. & Brinkmann, S. (2009). Interviews: Learning the Craft of Qualitative Research Interviewing (2nd ed.). SAGE Publications.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. Nuffield Foundation.
Redish, E. F. (2003). Teaching physics with the Physics Suite. John Wiley & Sons.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Singh, C. & Schunn, C. D. (2016). Connecting three pivotal concepts in physics education research: assessment, cognition, and instruction. Physical Review Physics Education Research, 12(2), 020104.
Tesfaye, G., & Alemu, D. (2021). Factors influencing teacher performance in Ethiopia: A gender perspective. African Journal of Education Studies, 15(3), 89-105.
Teshome, S., Mekonnen, T., & Alemu, B. (2020). Challenges of science education in Ethiopian high schools. Ethiopian Journal of Education and Sciences, 16(1), 45-60.
Treagust, D. F. & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological, and practical challenges for science education. Cultural Studies of Science Education, 3(2), 297-328.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students' misconceptions in science. International Journal of Science Education, 10(2), 159–169.
UNESCO. (2021). Teacher training and gender equity in sub-Saharan Africa: Progress and prospects. Paris, France: UNESCO Publishing.
Yigzaw, M., Demissie, W., & Berhanu, A. (2021). Assessment of science teaching practices in Ethiopian secondary schools. International Journal of Science Education, 43(4), 612-634.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Alemu, T. (2019). Integrating technology in Ethiopian classrooms: challenges and prospects. Addis Ababa University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66–71.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
Derebssa, D. (2006). Quality of teaching and learning in Ethiopian primary schools: tension between traditional and innovative approaches. Nordic Journal of African Studies, 15(2), 117–138.
Docktor, J. L. & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics-Physics Education Research, 10(2), 020119.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: research into children's ideas. Routledge.
Fisseha, H., & Mekonen, A. (2021). Gender disparity in teacher professional development: A case study in Ethiopian secondary schools. Educational Research and Reviews, 16(7), 456-469.
Fisseha, H., & Mulugeta, A. (2021). The role of professional development in improving science teaching: Evidence from Ethiopia. International Journal of Science Education, 43(2), 233-251.
Gebre, M., & Taye, A. (2022). The role of gender parity in educational outcomes: Evidence from Ethiopian schools. Journal of Educational Policy and Practice, 13(2), 178-192.
Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731–767.
Getachew, D. (2019). Challenges and opportunities for gender equity in teacher education. African Educational Review, 12(2), 78-95.
Goshu, B. S., & Woldeamanuel, M. M. (2019), Education Quality Challenges in Ethiopian Secondary Schools. Journal of Education, Society, and Behavioral Science, 31(2), 1–15. https://doi.org/10.9734/jesbs/2019/v31i230147
Goshu, B. S., E. Abas, Tewodros Misganaw, T., M. Woldeamanuel, (2024), Problems and Challenges of Quality Education in Ethiopian Higher Education Entrance Exams: A Case Study in Dire Dawa, Advances in Social Sciences and Management, 2024, 2(3), 48-75
Goshu, B.S. and M. Ridwan, (2024), A Receptor-Oriented Approach to Overcoming Universal Challenges in Science Education, Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 7(4), 187-204
Goshu, B.S., Misganu, T., Abas, E. Woldeamanueal, M.M., (2024), Common Science Misconceptions among Junior, Secondary School, and College Freshmen: A Case Study in Dire Dawa City, Ethiopia, Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 7, No 3, August 2024, Page: 144-156
Hake, R. R. (1998). Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Halloun, I. A., & Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53(11), 1056–1065.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158.
Hofstein, A. & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54.
Kassa, H., & Habtamu, S. (2020). Gender-sensitive teaching practices in Ethiopian secondary schools. Journal of Education and Practice, 11(5), 45-54.
Kifle, S., Tesfaye, G., & Alemu, D. (2020). Teacher competency assessments in Ethiopian schools: trends and implications. International Journal of Teacher Development, 25(4), 342-356.
Knight, R. D. (2016). Physics for scientists and engineers: A strategic approach. Pearson.
Kvale, S. & Brinkmann, S. (2009). Interviews: Learning the Craft of Qualitative Research Interviewing (2nd ed.). SAGE Publications.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. Nuffield Foundation.
Redish, E. F. (2003). Teaching physics with the Physics Suite. John Wiley & Sons.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Singh, C. & Schunn, C. D. (2016). Connecting three pivotal concepts in physics education research: assessment, cognition, and instruction. Physical Review Physics Education Research, 12(2), 020104.
Tesfaye, G., & Alemu, D. (2021). Factors influencing teacher performance in Ethiopia: A gender perspective. African Journal of Education Studies, 15(3), 89-105.
Teshome, S., Mekonnen, T., & Alemu, B. (2020). Challenges of science education in Ethiopian high schools. Ethiopian Journal of Education and Sciences, 16(1), 45-60.
Treagust, D. F. & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological, and practical challenges for science education. Cultural Studies of Science Education, 3(2), 297-328.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students' misconceptions in science. International Journal of Science Education, 10(2), 159–169.
UNESCO. (2021). Teacher training and gender equity in sub-Saharan Africa: Progress and prospects. Paris, France: UNESCO Publishing.
Yigzaw, M., Demissie, W., & Berhanu, A. (2021). Assessment of science teaching practices in Ethiopian secondary schools. International Journal of Science Education, 43(4), 612-634.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.