Experimental Physics Teaching in Burundian Grade 9 Classrooms: Challenges and Strategies

Abstract

Background: Experimental physics teaching enables learners to connect theoretical concepts with practical experiences. In Burundi, however, its implementation in Grade 9 classrooms is constrained by limited access to instructional and experimental materials and varying levels of teachers’ subject-specific preparation. Objective: This study examines the challenges faced by Grade 9 physics teachers in implementing experimental physics teaching and the strategies they use to address these challenges. Methods: An exploratory qualitative approach was employed. Data were collected through interviews with 66 Grade 9 physics teachers from public, private, and under-agreement schools in Bujumbura. The study examined teachers’ academic backgrounds, access to instructional materials, practical activities, teaching practices, and challenges encountered during physics instruction. Results: The findings show substantial constraints on experimental physics teaching, with challenges and strategies varying across school types. Notably, 40.8% of teachers had no initial academic background in physics, having trained in mathematics, chemistry, or biology. All teachers from public and private schools reported lacking required instructional materials. Consequently, 100% used diagrams or drawings as alternative resources. Moreover, 74% of private-school teachers reported skipping sections involving practical activities, whereas 19.2% of public-school teachers produced materials themselves or borrowed them from other schools. Language was an additional challenge, with 80% reporting learners’ difficulties with French, the language of instruction. Conclusion: Strengthening subject-specific teacher training, improving access to affordable experimental materials, and providing institutional support for practical activities are essential to enhance experimental physics teaching in Burundi.