Students’ Motivation To Learn Physics in Secondary Schools. Case of Ubungo District-Tanzania.

Abstract

This study investigates the factors influencing secondary school students’ motivation to learn Physics in Ubungo District, Tanzania. Despite Physics being a core science subject with significant relevance to technological and industrial development, it continues to record low student enrolment and performance in national examinations. The research adopted a mixed-methods approach, combining quantitative data from structured questionnaires administered to students and teachers with qualitative insights from interviews and focus group discussions. A total of 116 respondents comprising of 97 students, 13 physics teachers, 5 heads of schools and 1 district education officer were involved in this study. Key factors explored include students’ attitudes towards Physics, the availability of teaching and learning resources, teacher competence and teaching methods, parental support, and the perceived relevance of Physics to future careers. The findings reveal that a combination of internal (student-related) and external (environmental and institutional) factors substantially impact students’ motivation. Among these, teacher enthusiasm, practical-oriented teaching methods, and clear career linkages emerged as critical motivators. Finally the study recommended targeted interventions such as teacher training, improved laboratory facilities, and career guidance programs to enhance student motivation in Physics. These findings provide valuable insights for policymakers, educators, and curriculum developers aiming to improve Physics education in Tanzanian secondary schools.