PERCEIVED DIFFICULT CONCEPTS IN PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN SOME SELECTED SECONDARY SCHOOLS IN TARAUNI LOCAL GOVERNMENT AREA OF KANO STATE

ABSTRACT This study examined the perceived difficult concepts in Physics among senior secondary school students in selected secondary schools in Tarauni Local Government Area of Kano State. The research involved 20 Physics teachers and 100 students from five public senior secondary schools, ensuring a broad representation of perspectives. Data analysis revealed that teachers' academic qualifications and teaching experience significantly influenced their proficiency and instructional practices. Notably, 62.50% of teachers rated their teaching proficiency as excellent or very good, while 70.83% regularly participated in professional development programs. From the students' viewpoint, 70% acknowledged their teachers' knowledge of Physics as excellent or very good, and 83.34% affirmed that teacher competence positively influenced their academic performance. Additionally, 79.16% of students reported moderate to significant improvements in their grades due to effective teaching methods, while 75.00% stated that their teachers' competence enhanced their exam preparation. These findings highlight the crucial role of qualified and experienced teachers in addressing students' challenges in Physics. The study recommends continuous professional development programs and innovative instructional strategies to enhance students’ comprehension of difficult Physics concepts and improve learning outcomes.