This study aimed to find out how secondary school teachers perceived successful science instruction and learning. A descriptive survey design was therefore employed in the study. The sample size for the study included 14 secondary-level science teachers who worked in five public schools in the districts of Kathmandu, Lalitpur, and Bhaktapur. A structured questionnaire of the 5-point Likert type designed by the researcher was the tool used to collect data. After the instrument was validated, the reliability coefficient, which was calculated using Cronbach alpha, was found to be 0.84. The questionnaires were distributed by the researcher using Google Forms, and to ensure 100% return, they were then collected. The frequency distribution analysis and the percentage of responses provided by the teachers to each item were used to analyze the data. The results were also tallied up and collected in order to provide answers to the research question.
This research investigates how secondary school learners as well as teachers perceived effective physics learning and instruction. Consequently, a quantitative survey methodology was adopted for the investigation. Fifty-five students enrolled in grade twelve of two institutional secondary schools in Kathmandu and Lalitpur districts formed the sample size of the study. Seven teachers were enrolled in the study to collect data from two schools. The study was directed by two research questions. Researchers created a questionnaire with a four-point Likert scale as a tool for data collection. Cronbach’s alpha was used to determine the reliability coefficient, which was found to be 0.84 after the instrument had undergone validation. In order to guarantee a 100 percent return, the researcher circulated the surveys via a Google Form and collected them. After the data were analyzed using mean and frequency distribution analysis to answer the research questions, the percentage of students’ and teachers’ responses to each item was calculated and tabulated. Some of the conclusions that were reached include the fact that most students’ comprehension of physics has a weak foundation.
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