Content Analysis of Undergraduate Physics Laboratory Manuals

Practical work complements theoretical studies in physics. In higher learning institutions the nature of most practicals is only to serve the purpose of verification, illustration, or demonstration. The emphasis is on the acquisition of observational manipulative skills, training in the use of laboratory apparatus, and relating theory to practice. The term practical work is used in the context of laboratory atmosphere. Klopfer’s scheme for categorizing the aims of practical work and a combination of aims from the manuals and literature are used as a standard criteria to analyse the aims of practical work at Addis Abeba University. The content analysis method is used to analyse the five undergraduate manuals for practical work. Hansen, et al.(1998) six steps of content analysis were used. Coder’s reliability in re- coding same data in the same way at different times( in a time interval of one month) is calculated for each of the manuals using Cohen’s kappa(e). The reliability for Phys.210 manual(N=74) is 0.76; for Phys.211 manual(N=83) is 0.82; for Phys.212 manual(N=89) is 0.85; for Phys.311 manual(N=98) is 0.74; and for Phys.312 manual(N=75) is 0.79. No objectives are stated for problem solving skills development, hypothesis testing and for the development of scientific attitude. Most of the experiments provide exercises, experiences, and demonstrations which are about confirmation of existing laws/theories and providing manual skills. Testing hypotheses and problem solving experiments which may allow students to develop skills of scientific investigations were not present in the manuals. In 48.84% of the cases practical activities follow theoretical courses. In 39.53% of the cases practical activities are integrated with theoretical courses. But in 11.63% of the cases practical activities precede theoretical courses on which they depend, which is not a good arrangement. Five experiments are repeated at different levels, which show lack of vertical coordination of experiments. The experimental activities are mostly at levels 0 and 1 of inquiry and lack levels 2 and3 of inquiry. Therefore I can conclude that the practical part of undergraduate physics curriculum has to be upgraded to include higher order inquiry skills or investigations, testing of hypotheses, problem solving skills, and also include affective attributes of scientists such as emphasis to the development of scientific attitude.