V3I5P19

Effectiveness of Improvised Physics Apparatus on Students’ Practical Skills and Conceptual Understanding in Senior Secondary Schools in Kailahun District – Sierra Leone 

Aruna Kamanda Sesay^1*, Tamba Kebbie², David Bull³

Abstract

Practical work is essential in physics education because it helps students connect theoretical knowledge with observable phenomena and develops experimental skills. However, many secondary schools in developing countries, including Sierra Leone, face challenges such as inadequate laboratory facilities and limited access to standard equipment. Consequently, the use of improvised physics apparatus made from locally available materials has been promoted as an alternative for practical instruction. This study examined the effectiveness of improvised physics apparatus on students’ practical performance in senior secondary schools in Kailahun District, Sierra Leone. A quasi-experimental design combined with a descriptive survey approach was employed. The study involved 280 Senior Secondary II physics students from 29 schools. Data were collected using a Physics Practical Achievement Test, observation checklists, and teacher questionnaires, and were analyzed using descriptive statistics, independent samples t-tests, and ANCOVA. The findings indicate that students taught using improvised apparatus achieved learning outcomes comparable to those taught with standard laboratory equipment. Teachers also reported increased student engagement and improved conceptual understanding during practical lessons. However, effective implementation depended on factors such as teacher competence, availability of materials, and institutional support. The study concludes that improvised apparatus provides a cost-effective and sustainable approach for enhancing practical physics instruction in resource-constrained schools.

Keywords:

Improvised Apparatus, Physics Practical Work, Laboratory Resources, Science Education, Secondary Schools