Factors Affecting the Implementation of Practical Lessons in Physics: A Qualitative Case Study of Community Day Secondary Schools in Lilongwe, Malawi

Abstract

This qualitative multiple case study explored the factors that influence the implementation of practical physics classes in three Community Day Secondary Schools in Lilongwe, Malawi. Semi-structured interviews were conducted with three head teachers and six physics teachers, while focus group discussions were held with 30 physics students. The reflexive thematic analysis of the data, conducted using the Braun and Clarke approach, identified three interrelated themes: the deprivation of systemic resource and capacity, the presence of cognitive dissonance between valued ideals and the reality of systemic constraints, and theoretical dominance with performative compliance. The results of this study confirmed that only one of the six teachers was specialized in science, that there were no operational laboratories in the schools, and that practicals were almost nonexistent despite their recognition as important by all stakeholders. With Fullan’s Educational Change Model and Hofstein & Lunetta’s Laboratory Learning Framework as theoretical perspectives, this study has revealed a self-fulfilling cycle of implementation failure, where resource weaknesses, teacher capacity weaknesses, and organizational barriers combine to maintain theoretically dominated teaching. The study recommends efforts at teacher capacity development and curriculum change to facilitate effective practical physics teaching.