Perceptions of a – level physics students and teachers on the effectiveness of online physics teaching and learning

Abstract

Compelling evidence why physics should be effectively taught at secondary school level, include its use in the universe to find solutions to daily life challenges. Physics education prepares secondary school graduates to proceed with the study and application of science to explore the universe, as well as being productive members of diverse socio – economic sectors of any nation. Understanding Physics and developing skills that allow students to be responsible citizens in promoting sustainable development depends on how physics education is taught. While interaction between classmates, and students and teachers is important, but with the advent of the COVID – 19 outbreak the learn from home policy which many countries adopted, suspended face – to – face learning, giving way to physics online learning as a combination of synchronous and asynchronous distance learning. This study sought to explore A – Level physics learners' and teachers’ perceptions on the effectiveness of online physics teaching and learning. Semi – structured interviews with purposive sampled A – Level physics learners (PLs) and physics teachers (PTs) were used to collect data. Findings from the study show that if online physics learning is to be successfully, then it should be implemented blended with face – to – face learning. However, ways to support those learners disadvantaged financially to afford data to remain internet connected, should be put into place so that every learners benefits. The study has shown that not all physics concepts can be taught effectively through online strategy, therefore physics syllabi should clearly spell out areas which can be taught online and those which are mandatory to be taught face – to – face.