Aim: Considering the technological age that we find ourselves in this 21st century, it would be expected that, the number of students willing to study physics will increase exponentially. However, reports indicate a sharp reduction of students in physics classrooms. This study therefore sought to identify the challenges and way forward for improving physics teaching and learning in Senior High Schools in Ghana. Study Design: Descriptive cross-sectional survey was used for the study. Methodology: The main instrument used for the study was questionnaire. The sample size for the study comprised both physics teachers and students. The sample size for the teachers was made up of 38 teachers which comprised 34 males and 4 females who were selected using the convenient sampling approach. The sample size for the students consisted of 750 students selected by stratified sampling of which 520 were males and 230 were females. Results: While the teachers perceived the most important factor affecting the teaching and learning of physics to be students-related problem, the students on the other hand perceived the major challenge affecting the teaching and learning of physics to be teacher-related. For both teachers and students, provision of adequate resources like well-equipped laboratories for teaching and learning is an assured way of improving the teaching and learning of physics in senior high schools in Ghana. Conclusions: The challenges in teaching physics as perceived by both teachers and students are teacher related, student-related and resource-constraints It was recommended that the government must make conscious effort to provide the schools with adequate science resources to facilitate the practical approach to teaching and learning of physics.

IntroductionThe use of technology has influenced our way of life in this 21st century. Technology dictates the pace in commerce, communication, finance, education and even sports (soccer with the introduction of video assisted referee and goal line technology). In education, technology has the potential to change the way teaching and learning is done. The rapid change requires a corresponding response from educators to use technology in order to develop the proficiency and skills for students, and to bring innovation in teaching and learning, which can lead to a robust educational system (State Educational Directors Association, 2007). There is therefore a growing interest on how teachers use technology in the classroom (Albion, Jamieson-Proctor & Finger, 2010). The challenges for education in this ever changing 21st century are how to find out and use technological tools that add efficiency and value to both teaching and learning. Technology has profound and lasting influence in classroom as being a powerful tool that can change the way lessons are taught by facilitating both teachers' instructional practices and students' learning processes. Effective learning and teaching requires that both teachers and students are able to use new technologies to access, organize and evaluate information to solve problems and innovate practical ideas in real-world settings (Jimoyiannis, 2010).Technology can enhance the teaching and learning of science if it is use in line with researched based effective teaching practices (Bryan, 2006). In science education in general and physics in particular, there is a wide range of efficient technological tools and applications available for teaching and learning. Rios and Madhavan (2000) classified technologies that are appropriate for physics instruction into four categories. These categorizations are (1) computer interfacing equipment to collect and process data, (2) experimental or theoretical modelling, (3) computer simulations requiring graphics, and (4) research/reference/presentation programs for gathering, reporting, and/or displaying information.The use of technology in science education is advocated for because technology provides opportunities for active learning, enable students to perform at higher cognitive levels, supports constructive learning, promotes scientific inquiry and conceptual change and promotes active and participatory learning as well (Jimoyiannis, 2010). Technology enhances both investigative and practical aspect of science teaching; expedites and enhances production of school work; improves motivation and engagement; supports exploration and experimentation as well as fosters self-regulated and collaborative learning (Osborn & Hennessy, 2003). Abstract:Technology has profound and lasting influence in classroom as being a powerful tool that can change the way lessons are taught by facilitating both teachers' instruction practices and students' learning processes. The purpose of this study was to explore the use of technology in teaching physics within the C...

Professional development takes place within a context (school, district, regional and national) which has strong influence on the content, process and outcome. The colleges of education in Ghana have been involved in a continuous professional development for the past four years with support of Transforming Teacher Education and Learning (T-TEL). The purpose of this study was to determine the factors affecting the implementation of the professional development ideas by the physics tutors in the colleges. The study employed qualitative case study using four physics tutors who were purposively selected from four different colleges of education. Using typological analysis for interview data collected, it was identified that the factors that affect the implementation of the professional ideas can be put into two themes; positive and negative factors. It came out that the commitment of school leadership and support of the professional development team help in the implementation of the professional development ideas. Unwillingness of tutors to change, tutors' perception, lack of resources, lack of time and the long period of the professional development are factors thwarting the implementation process. It was recommended among others that assessment practices especially end of semester examination must be aligned with ideas tutors learn in the professional development programme. Also, there should be an explanation by the T-TEL team to tutors as to why the programme has extended so long and if possible a time that the professional development session will end.

The purpose of this study was to determine school and teacher-related factors affecting low academic performance of senior high school students in integrated science in some selected districts in western region of Ghana. The research design used in this study is descriptive cross-sectional survey. The population of the study was made up of students and science teachers in selected senior high schools in the study area which comprises three districts; Ellembele District, Jomoro District and Nzema-East Municipal. A Sample of 342 students and 18 teachers were used for this study. In carrying out the study, a questionnaire was used as the main instrument for the data collected which were analyzed using descriptive statistics. From the results, it was seen that school-related factors causing poor performance in Integrated Science among students include; the inadequacy of facilities, poor state of existing facilities, general disturbances in class and the ineffective supervision of teaching. Moreover, inadequate number of science teachers, inability to complete syllabi, poor teaching style and little time spent in teaching were among the teacher-related factors which caused low academic performance in Science.

Ghana is currently running a new teacher education program for the training of teachers at the pre-tertiary level. At the heart of the new national teacher education program is Supported Teaching in School (STS), the practical school-based component of the teacher education program embedded throughout the whole 4-years. The purpose of this study was to assess the impact of STS in pre-service teacher preparation and identify any possible challenges associated with the program. The study adopted qualitative a case study design, with the main instruments for data collection being interviews and documentary analysis. Data collection was done through individual and focus group interviews, and documentary analysis of Student Reflective Journals. Individual interviews were conducted for six pre-service science teachers and the focus group interview was made up of four pre-service teachers using the Ishikawa or fishbone tool. From the analysis of data done using “topological analysis,” it was revealed that supported teaching in school is impacting on the pre-service preparation in; real classroom exposure giving them firsthand experience of the classroom situation; lesson planning and delivery; teacher professionalism as the pre-service teachers now exposed to traits of the teaching profession and qualities of a good teacher; and classroom management for effective lesson delivery. Particular challenges such as mentor-mentee relationship, lack of proper planning, and insufficient time for observation were identified to militate against the program. It is recommended that, appropriate training and incentives should be given to the mentors to prepare them adequately for the program.