An appraisal of physics instruction in the public secondary schools of Tondo and Binondo Districts of Manila for the school year 1974-1975

This study investigates the state of physics instruction in the public secondary schools of Tondo and Binondo districts of Manila during the school year 1974-1975. The researcher employed the descriptive survey method consisting of documentary analysis, questionnaire inquiry, direct observations and informal interviews. Questionnaires were given out to a randomly selected group of students and teachers of physics in the schools under consideration. The following are the conclusions of the study : 1. The educational aim of the 1973 Constitution provides emphasis on the development of scientific, technological and vocational efficiency. 2. The public secondary schools of Manila, promote physics instruction by providing opportunities and activities for its teachers to update and upgrade their teaching competencies in addition to course guides enriched with desirable values and new teaching strategies and for students to develop scientific attitude and awareness of the relevance of the course in life. 3. The conceptual approach of teaching physics provides opportunities and experiences to students to develop scientific attitudes, good habits of work and other Filipino values worth preserving. 4. Thirty-four or 60.71% of the teachers considered are educationally qualified to teach physics according to the standard set by the Department of Education and Culture. 5. All of the teachers involved have taken means to update and upgrade their teaching competencies through participation in varied professional growth activities like seminars, workshops and in-service trainings. 6. Majority (87.50%) of the teachers considered strongly felt that laboratory work and experiments are indispensable to make a high school physics course successful. 7. Majority of the schools (77.78%) have inadequate laboratory equipment, facilities and supplies. 8. The students have favorable attitude towards the physics course. 9. A degree in education is not a factor to reckon with in the teaching efficiency. 10. Length of teaching experience aff