Teachers' Attitudes and the use of Instructional Materials in teaching Physics at O level in Secondary Schools in Isingiro District. A cross-sectional study.

Abstract

Background Even if a teacher has a positive attitude and experiences social pressure to use instructional materials, they may still face challenges such as a lack of resources, inadequate training, or time constraints. The study aims to assess the attitudes of Physics teachers at “O” level towards the use of instructional materials in teaching Physics in secondary schools in Isingiro District.  Methodology A descriptive cross-sectional survey investigating the impact of teachers’ attitudes on the use of instructional materials in teaching Physics in secondary schools in Isingiro District. The study population consisted of O Level Physics teachers, school administrators, and students from selected secondary schools in Isingiro District. The study used a self-administered questionnaire, observation checklist, and interview guide as the main data collection instruments.  Results Physics teachers demonstrated a highly positive attitude towards instructional materials, with an overall mean score of 4.27. Most strongly agreed that materials improve lesson effectiveness (57.7%; M=4.49) and increase students’ interest (52.6%; M=4.45). Confidence in using materials was also high (46.2% strongly agreed; M=4.35), as was willingness to use them when available (62.8%; M=4.54). Administrative support was favourable (48.7%; M=4.29), while preparation time was a moderate challenge (37.2% agreed; M=3.49). Interviews identified inadequate digital skills, limited preparation time, heavy workloads, and administrative responsibilities as barriers, while supportive administration enhanced teachers’ motivation to utilize available materials. The majority of Physics teachers were male (65.4%), and female teachers constituted 34.6%.  Conclusion Physics teachers in Isingiro District have a highly positive attitude towards using instructional materials, although inadequate digital skills, limited preparation time, and heavy workloads constrain their effective utilization.  Recommendation The Ministry of Education and Sports, together with relevant education authorities, should strengthen policies and programmes that promote the availability and effective utilization of instructional materials in Physics teaching.