Teaching Physics Through a Culturally Responsive Approach

Physics education in culturally diverse settings demands pedagogical strategies that connect abstract scientific concepts to students' lived experiences. This study evaluates the impact of a culturally responsive teaching approach that integrates local cultural contexts into physics instruction. A mixed-methods research design was employed, involving 120 secondary school students and 20 physics teachers. The methodology now specifies the intervals at which the multiple-choice questionnaire (MCQ) was administered: pre-test, mid-test, and post-test. Statistical analyses using the student’s t-test confirm a significant improvement in student performance, with results clearly documented in newly added tables. The qualitative analysis of teacher interviews, previously presented in a quantitative manner, now adopts a thematic approach, avoiding numerical summaries. Findings reveal that culturally adapted instruction enhances comprehension, particularly in challenging topics like thermodynamics and electricity, leading to a 30.4% increase in student performance. Additionally, engagement levels improved, with students expressing greater motivation and confidence in their learning. However, challenges persist, including the need for specialized teacher training and the development of inclusive instructional materials. This study aligns with prior research, reinforcing the benefits of integrating cultural references into science education. It underscores the necessity of designing pedagogical approaches that not only accommodate diverse learning styles but also validate students’ cultural identities within the scientific discourse. Recommendations include targeted teacher support, resource development, and further investigation into optimizing inclusive physics education.