Abstract:
This study investigated the interactions that occurred as part of the learning from a national survey of high school
physics teachers in New Zealand (NZ) in relation to decile ranking. Specifically, the study investigated how often particular
teaching strategies and practices such as: teaching approaches, teacher feedback and guidance, and ICT usage, occurred during
physics teaching. Data were analyzed using descriptive statistical and inferential statistics – MANOVA. Among other things, the
study revealed that learners were not exposed to the teaching methods that potentially give them the chance to observe, engage
and/or discover expert strategies in context. There was a lack of use of problem-based or inquiry learning models for learning.
However, there was no significant difference between teaching in the various decile rankings. The implications of the findings
are discussed.
