University of Education, Winneba

Relation between the Quadrupole Moments and the Widths of the Giant Resonance of Photonuclear Reaction

Progress of Theoretical Physics Vol. 16 No. 2 (1956) pp. 112–130 On Quantum-Mechanical Nuclear Dipole Vibrations Jun-ichi Fujita

Ion Mobility in Superfluid 3He

Progress of Theoretical Physics Vol. 58 No. 4 (1977) pp. 1096-1101 The Motion and Mobility of Ions in Superfluid 3 He Toshio Soda

Exact Treatment of Bardeen's Theory of Superconductivity in the Strong Coupling Limit

Journal of the Physical Society of Japan 56 (1987) pp. 3421-3424 Estimate of Tc and Precursory Effects of Superfluidity of 3He in Dilute 3He-4He Solutions Toshio Soda Progress of Theoretical Physics Vol. 22 No. 6 (1959) pp. 775-806 On the Theory of Superconductivity Yasushi Wada and Nobuyuki Fukuda Progress of Theoretical Physics Vol. 22 No. 6 (1959) pp. 903-905 Inclusion of Hole Motions in the Brueckner Theory Fumiaki Iwamoto Progress of Theoretical Physics Vol. 23 No. 5 (1960) pp. 871-881 Inclusion of Hole Motions in Brueckner Theory Fumiaki Iwamoto Progress of Theoretical Physics Vol. 25 No. 4 (1961) pp. 653-666 On the Stability of the Hartree-Fock Solution in Many-Body Problem Katuro Sawada and Nobuyuki Fukuda Progress of Theoretical Physics Vol. 26 No. 3 (1961) pp. 321-336 Nuclear Matter at Low Density with Attractive and Singular Interactions Yasushi Wada Progress of Theoretical Physics Vol. 28 No. 5 (1962) pp. 809-819 The Asymptotic Behavior of Perturbation Expansions in Many-Body Problem and Superconducting State Kenji Fukushima and Nobuyuki Fukuda Progress of Theoretical Physics Vol. 29 No. 4 (1963) pp. 605-607 Theory of Many-Boson Systems V. H. Smith, Jr. and H. A. Gersch Progress of Theoretical Physics Vol. 34 No. 5 (1965) pp. 734-753 Spectrum of the BCS Reduced Hamiltonian in the Theory of Superconductivity Yusuke Kato Progress of Theoretical Physics Vol. 36 No. 2 (1966) pp. 296-312 Quasi-Spin Formalism and Matrix Elements in the Shell Model Akito Arima and Munetake Ichimura Progress of Theoretical Physics Vol. 36 No. 4 (1966) pp. 820-841 The Strong Coupling Theory of a Chiral Four Fermion Interaction Munetake Ichimura, Keiji Kikkawa and Koichi Yazaki Progress of Theoretical Physics Vol. 38 No. 4 (1967) pp. 813-831 Friedrichs-Berezin Transformation and Its Application to the Spectral Analysis of the BCS Reduced Hamiltonian Yusuke Kato and Nobumichi Mugibayashi Progress of Theoretical Physics Vol. 49 No. 1 (1973) pp. 181-205 A Microscopic Theory of the So-Called “Two-Phonon” States in Even-Even Nuclei. I Nobuo Kanesaki, Toshio Marumori, Fumihiko Sakata and Kenjiro Takada Progress of Theoretical Physics Vol. 49 No. 2 (1973) pp. 491-506 Theory of Pairing Vibration Mode Haruo Ui and Hiroyuki Sagawa Progress of Theoretical Physics Vol. 62 No. 6 (1979) pp. 1458-1474 Application of the 5-Dimensional Spin to the Theory of Superfluid 3He Yasumasa Hasegawa, Toshiyuki Usagawa and Fumiaki Iwamoto Progress of Theoretical Physics Vol. 93 No. 4 (1995) pp. 671-683 Ground State Energy, Spin Gap and Hole Superconductivity on Square Lattice Heisenberg Antiferromagnet by Majorana Fermion Toshio Soda Progress of Theoretical Physics Supplement No.71 (1981) pp. 48-70 Chapter 2. Outline of the Mode-Mode Coupling Theory Fumihiko Sakata, Toshio Marumori and Kenjiro Takada

Stable and functional solutions of the Klein-Fock-Gordon equation with nonlinear physical phenomena

Abstract The present article uses a modified G ′ G -expansion method and the generalized Kudryashov method on Klein-Fock-Gordon (KFG) equation and receives some stable and functional solutions. The obtained results are checked by putting backwards into the physical model and are very beneficial over various existing processes. The diverse variety of stable and functional outcomes such as kink-type shape, bright and dark lump shape, bright and dark singular kinky shape, periodic bright and dark lump shape, multiple bright and dark lump shape, the lump with rough wave shape, the rough wave shape and the kinky shape are taken. The above procedure could also be employed to get stable and functional solutions for other integral and fractional nonlinear models in physics, mathematics, and engineering.

Case-based tutoring systems for procedural problem solving on the www

Animated demonstrations and training wheels interfaces in a complex learning environment

Learning how to use a new software program can be a difficult and demanding task, especially for novices. There are several types of support for users exploring a software package. Animated demonstrations show how experts use an application, and training wheels interfaces offer a secure environment for exploration. To support different types of learners, external help should be adapted according to learner characteristics. The study presented in this article investigates effects of different support types in combination with the computer self-efficacy of learners. Young students (8th graders) were supported with text manuals, animated demonstrations, or animated demonstrations combined with a training wheels interface. In this context, they had to solve problems in physics and mathematics with a spreadsheet program. Results showed that animated demonstrations outperformed text manuals in many cases. Training wheels interfaces seemed to have disadvantages compared to unmodified user interfaces. In addition, motivational aspects have been investigated. Subjects with high computer self-efficacy scores were more motivated than their counterparts. Statistics (analysis of variance) revealed no interaction effects between the treatment and computer self-efficacy.

Green's Function Theory for the Anderson Model

Journal of the Physical Society of Japan 69 (2000) pp. 1449-1456 Kondo Resonance in a Quantum Dot: Finite-U Anderson Model out of Equilibrium Daichi Matsumoto Progress of Theoretical Physics Vol. 43 No. 6 (1970) pp. 1458-1479 Self-Consistent Treatment of Anderson Model and Magnetic Susceptibility Hiroshi Mamada and Fumihiko Takano Progress of Theoretical Physics Vol. 44 No. 1 (1970) pp. 59-76 Self-Consistent Treatment of the Wolff-Moriya Model Fumiaki Shibata and Hiroshi Mamada Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1028-1049 On the Singularity in Anderson Model. I Hiroshi Mamada and Fumiaki Shibata

Context Effects in Processing of Chinese Academic Words: An Eye-Tracking Investigation

This study investigated context effects of online processing of Chinese academic words during text reading. Undergraduate participants were asked to read Chinese texts that were familiar or unfamiliar (containing physics terminology) to them. Physics texts were selected first, and then we replaced the physics terminology with familiar words; other common words remained the same in both text versions. Our results indicate that readers experienced longer rereading times and total fixation durations for the same common words in the physics texts than for the corresponding texts. Shorter gaze durations were observed for the replaced words than the physics terminology; however, the duration of participants' first fixations on these two word types did not differ from each other. Furthermore, although the participants performed similar reading paths after encountering the target words of the physics terminology and replaced words, their processing duration of the current sentences was very different. They reread the physics terminology more times and spent more reading time on the current sentences containing the physics terminology, searching for more information to aid comprehension. This study showed that adult readers seemed to successfully access each Chinese character's meaning but initially failed to access the meaning of the physics terminology. This could be attributable to the nature of the formation of Chinese words; however, the use of contextual information to comprehend unfamiliar words is a universal phenomenon.

Effect of the Coulomb Interaction between d Electrons and of the d-s Pairing Interaction on Superconductivity in Dilute Alloys

Journal of the Physical Society of Japan 69 (2000) pp. 1812-1823 Numerical Renormalization Group Studies on Single Impurity Anderson Model in Superconductivity: A Unified Treatment of Magnetic, Nonmagnetic Impurities, and Resonance Scattering Tomoki Yoshioka and Yoji Ohashi Progress of Theoretical Physics Vol. 36 No. 6 (1966) pp. 1299-1300 Effects of the d-Electron Correlation on the Transition Temperature of an Anisotropic Impure Superconductor with Resonance Scattering Tomitaro Nagashima and Toshio Soda Progress of Theoretical Physics Vol. 38 No. 2 (1967) pp. 291a-304 Thermodynamic and Electromagnetic Properties of Superconductors with Non-Magnetic Transition Element Impurities Kenji Takanaka and Tomitaro Nagashima Progress of Theoretical Physics Vol. 40 No. 6 (1968) pp. 1273-1286 Magnetic Properties of Superconductors with Resonance Scattering Kenji Takanaka and Fumihiko Takano Progress of Theoretical Physics Vol. 45 No. 2 (1971) pp. 651-652 Effect of Superconductivity on Localized Magnetic States Takashi Kusakabe Progress of Theoretical Physics Vol. 45 No. 5 (1971) pp. 1376-1381 Non-Magnetic Resonance Scattering in Two-Band Superconductors Takashi Kusakabe Progress of Theoretical Physics Vol. 47 No. 3 (1972) pp. 765-773 Effect of Spin Fluctuation in Superconductors Toyoyuki Kitamura Progress of Theoretical Physics Vol. 47 No. 6 (1972) pp. 1817-1823 Bound States Due to Resonance Scattering in Superconductor Kazushige Machida and Fumiaki Shibata Progress of Theoretical Physics Vol. 48 No. 4 (1972) pp. 1080-1089 Effect of Impurities on Superconductivity in Anderson Model Chuya Inoue and Fumihiko Takano Progress of Theoretical Physics Vol. 49 No. 4 (1973) pp. 1077-1095 Application of the Coherent Potential Approximation to Impurity Problems in Superconductor. I Fumihiko Takano, Kazushige Machida and Fumiaki Shibata Progress of Theoretical Physics Vol. 49 No. 4 (1973) pp. 1364-1365 Effect of Spin Fluctuation in Superconductors. II Toyoyuki Kitamura and Chuya Inoue Progress of Theoretical Physics Vol. 50 No. 1 (1973) pp. 50-73 A Hartree-Fock Theory of Transition-Metal Impurities in a Superconductor Hiroyuki Shiba Progress of Theoretical Physics Vol. 51 No. 6 (1974) pp. 1667-1677 Effect of Transition-Metal Impurities in Superconductors Kazushige Machida Progress of Theoretical Physics Vol. 55 No. 1 (1976) pp. 1-9 On Nuclear-Spin Lattice Relaxation Time in a Superconductor Containing Non-Magnetic Transition-Metal Impurities Kazushige Machida and Akira Nakanishi Progress of Theoretical Physics Vol. 57 No. 3 (1977) pp. 713-733 Theory of Kondo Effect in Superconductors. I Tamifusa Matsuura, Shin'ichi Ichinose and Yosuke Nagaoka

Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university

Many students have problems when it comes to describing the shapes of displacement, velocity and acceleration-time graphs (x, v, a-t graphs), conversion of graphs from one form into another, and calculating and getting the meaning of slopes and areas under kinematics graphs. They often describe shapes of graphs as pictures and give interpretation without taking into cognizance of the type of graph being considered. In this study, 37 first year university physics students (Group One: 17 students and Group Two: 20 students) at the University of Education in Winneba (Ghana) in two consecutive years, were introduced to the use of microcomputer based laboratory (MBL) tools; simulations and graph samples to practice and describe the shapes of kinematics graphs; conversion of graphs from one form to the other; calculation of slopes and areas under kinematics graphs, and their meanings, all in an interactive engagement teaching. Students were made to answer the "Test of Understanding Graphs in Kinematics" (TUG-K) before and after the introduction of the use of MBL tools, simulations and graph samples. Students' scores were compiled and converted to mean proportion scores and average normalized gain 〈 g 〉, under the four concepts "Area under the graph (meaning and calculation); Slope (meaning and calculation); Graph description; and Graph transformation". The results indicate that the first year university students in the two groups all did better in describing the shapes of kinematics graphs, transforming kinematics graphs, calculating and getting the meaning of slopes and areas under kinematics graphs when they were tested with the same instrument after instruction in kinematics. This goes to show that MBL tools, simulations and graph samples when used in an interactive engagement manner can improve the teaching and learning of kinematics graphs in physics.

Relations among Total Cross Sections at High Energies

Progress of Theoretical Physics Vol. 28 No. 6 (1962) pp. 1048–1058 The Hypothesis of Regge Poles and High Energy Nucleon-Nucleon Scattering Yasuo Hara Progress of Theoretical Physics Vol. 29 No. 6 (1963) pp. 851–864 Application of Regge Hypothesis to Multiple Meson Production Mahiko Suzuki Progress of Theoretical Physics Supplement No.51 (1972) pp. 96–228 Regge Pole Model and Hadron Physics Yasuo Hara

Veneziano Model and Propertime Formulation

Progress of Theoretical Physics Vol. 43 No. 6 (1970) pp. 1620-1622 Invariance Properties of Propertime Formulation of Dual Resonance Model Yoneji Miyamoto Progress of Theoretical Physics Vol. 44 No. 3 (1970) pp. 825-827 Lagrangian Formulation of Dual Resonance Model Minoru Biyajima and Yoneji Miyamoto Progress of Theoretical Physics Vol. 44 No. 4 (1970) pp. 1100-1101 Proper-Time Formulation in Dual Resonance Model and the Subsidiary Conditions Minoru Biyajima and Masakatsu Kenmoku Progress of Theoretical Physics Vol. 44 No. 5 (1970) pp. 1312-1316 Boson Electromagnetic Vertex Function in the Veneziano Model Mikio Namiki and Ichiro Ohba Progress of Theoretical Physics Vol. 44 No. 6 (1970) pp. 1709-1711 Functional Integral Representation of the Green's Function for the Nambu-Miyamoto Equation Tsunehiro Kobayashi and Ichiro Shibasaki Progress of Theoretical Physics Vol. 45 No. 1 (1971) pp. 314-316 Proper Time Formulation for the General Dual Amplitude Tsunehiro Kobayashi Progress of Theoretical Physics Vol. 45 No. 2 (1971) pp. 471-474 Proper Time Formulation with General Vertices Chiaki Itoh Progress of Theoretical Physics Vol. 45 No. 2 (1971) pp. 501-512 Double Proper-Time Formulation of the Dual-Resonance Model Takeshi Shirafuji Progress of Theoretical Physics Vol. 45 No. 3 (1971) pp. 902-918 Hadronic Scattering Amplitudes in the Quark Model. I Tsunehiro Kobayashi Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1220-1234 Quantized Fields Associated with a Two-Dimensional Medium Masatsugu Minami Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1235-1247 Canonical Formalism for Quantized Fields in a Two-Dimensional Medium Masatsugu Minami Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1248-1257 Proper-Time Formulation of the Dual Resonance Model and Subsidiary Conditions. II Minoru Biyajima and Masakatsu Kenmoku Progress of Theoretical Physics Vol. 45 No. 5 (1971) pp. 1607-1617 Canonical Quantization of the Proper Time Formalism in the Dual Resonance Model Chiaki Itoh, Masakatsu Kenmoku and Toshiyuki Minamikawa Progress of Theoretical Physics Vol. 45 No. 6 (1971) pp. 1967-1978 Infinite Component Wave Function and Scattering Amplitude. II Tetsuo Gotō, Jun Otokozawa and Takashi Obara Progress of Theoretical Physics Vol. 46 No. 2 (1971) pp. 614-633 Dual-Resonance Amplitude as a Generalization of Feynman's Propagator Masatsugu Minami Progress of Theoretical Physics Vol. 46 No. 3 (1971) pp. 968-983 Functional Integral Representation for the Green's Function of the Dual Resonance Model Tsunehiro Kobayashi and Ichiro Shibasaki Progress of Theoretical Physics Vol. 46 No. 5 (1971) pp. 1516-1527 Space-Time Approach to the Lattice Dual Resonance Model Minoru Biyajima Progress of Theoretical Physics Vol. 48 No. 2 (1972) pp. 607-615 The Multi-Reggeon Vertex. II Shoichi Hori Progress of Theoretical Physics Vol. 48 No. 3 (1972) pp. 1005-1023 Deep Inelastic e-p Scattering and Single Particle Distributions Initiated by the Virtual Photon in the Lattice Dual Resonance Model Minoru Biyajima Progress of Theoretical Physics Vol. 48 No. 3 (1972) pp. 1024-1036 Difference Equation and Dual Resonance Model Sigefumi Naka Progress of Theoretical Physics Vol. 48 No. 6 (1972) pp. 2008-2023 Derivation of the Virasoro Conditions in the String Model Gaku Konisi Progress of Theoretical Physics Vol. 49 No. 2 (1973) pp. 594-611 Four-Dimensional Interpretation of the Internal Space Associated with the Dual-Resonance Models Masatsugu Minami

On the Intermediate Resonance Levels in the Nuclear Reactions

Progress of Theoretical Physics Vol. 26 No. 6 (1961) pp. 807–828 Partial Equilibrium Model for Nuclear Reactions Ko Izumo

On the Excited States of Even-even Nuclei

Progress of Theoretical Physics Vol. 15 No. 4 (1956) pp. 416–417:Note on the Nuclear Level of SPin 2+ Mitsuo Sakai Progress of Theoretical Physics Vol. 15 No. 5 (1956) pp. 445–460:Proposal for Experiments for Determination of Beta-Decay Interaction and Theory of Triple Cascade Transition Masato Morita

Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana

This study investigated the effect of practical work on students’ academic achievement, acquisition of scientific process, skills and attitudes towards the study of selected topics in electricity. Fifty (50) Form Two Physics students from a Senior High Technical School in the Kwaebibirem Municipal of the Eastern Region of Ghana participated in the study. Instruments used to collect data included a student learning evaluation form, questionnaire and pre-and-post-intervention tests. Data was analysed using descriptive statistics and Microsoft Excel 2010 Computer Software. The findings indicated that the students’ academic performance were enhanced, they acquired important scientific process skills needed for science practical work and developed positive attitudes towards science practical work. The study recommended that Physics teachers should adopt practical work as a teaching technique and as well be encouraged to teach concepts alongside with practical activities.

Regge Pole Model and Hadron Physics

The Regge pole model of hadron physics is surveyed. Kinematical properties of helicity amplitudes (symmetry properties, crossing relations and analyticity properties), Reggeization of helicity amplitudes, the MacDowell symmetry and the factorization of Regge residues are discussed. We also study the Pomeron, the vector- and tensor-trajectories and the pseudoscalar trajectories. Inclusive reactions in the Regge pole model are briefly discussed.

Modelling and Assessing Experimental Competencies in Physics

A Canonical Transformation for the Sine-Gordon Equation

Progress of Theoretical Physics Vol. 56 No. 6 (1976) pp. 1740-1755 Theory of Canonical Transformations for Nonlinear Evolution Equations. I Yuji Kodama and Miki Wadati Progress of Theoretical Physics Vol. 56 No. 6 (1976) pp. 1970-1971 Soliton Creation-Annihilation Operators as the Canonical Transformation Shogo Aoyama and Yuji Kodama

<i>S</i><i>U</i>(3) Chiral Dynamics

Progress of Theoretical Physics Vol. 39 No. 2 (1968) pp. 405-410 Chiral Dynamics for Photo-Hadron and Weak Interactions Syurei Iwao Progress of Theoretical Physics Vol. 39 No. 6 (1968) pp. 1527-1530 Compton Scattering of Isovector Photons with Nucleons and Algebra of Fields Masaaki Kato and Ken Kawarabayashi Progress of Theoretical Physics Vol. 39 No. 6 (1968) pp. 1605-1606 Symmetry Breaking in the SU(3) Chiral Dynamics Toshiyuki Minamikawa Progress of Theoretical Physics Vol. 40 No. 1 (1968) pp. 183-185 Low Energy Theorems for the Compton Scattering of the Isovector Photon from Spin 0 Systems in Chiral Dynamics Masataka Hosoda and Kazuhiko Ozaki Progress of Theoretical Physics Vol. 40 No. 6 (1968) pp. 1398-1401 Symmetry Breaking of Chiral SU(3) ⊗SU(3) and K-N Scattering Lengths Ken Kawarabayashi and Shinsaku Kitakado Progress of Theoretical Physics Vol. 40 No. 6 (1968) pp. 1402-1413 Nonleptonic Decays of K Mesons in Chiral Dynamics and the Proof of the ΔI=1/2 Rule Toshiyuki Minamikawa Progress of Theoretical Physics Vol. 42 No. 6 (1969) pp. 1372-1393 Chiral Symmetry with the ρ-Photon Analogy Tadayuki Ohta and Takeshi Ebata Progress of Theoretical Physics Vol. 45 No. 1 (1971) pp. 166-185 A Model for Weak Interactions Okiyasu Shito

Improving students’ performance and conceptual understanding of heat transfer using demonstration method

One of the physics topics difficult to understand among students at senior high schools (SHSs) is heat transfer. Various reasons have been advanced in an attempt to rationalize this difficulty. This study through an action research design was conducted to improve students’ performance and conceptual understanding of heat transfer at Oti Boateng Senior High School, Koforidua. The instruments used for the study were questionnaires, pre- and post-test. The study identified rote learning, inadequate understanding of concepts among others as the cause of difficulty in problem solving among students. The study revealed that although there are different methods of teaching, the efficacy of the demonstration method cannot be downplayed considering its role in improving students’ academic performance. The study concluded that for effective teaching and learning of heat transfer at SHS, it is important for teachers to employ the demonstration method in their teaching.

Investigating Concept Mastery of Physics Students During Online Lectures Through Rasch Models on Force and Motion Materials

Conceptual understanding and problem solving is the most crucial part of Physics Lectures. In lectures, mastery of the concept is the primary goal. This research aims to analyze students' mastery of physics concepts in the material of Force and Motion while lectures are conducted online. This study uses a mixed-method approach to explain students' answers that still need clarification. Data analysis was carried out using the Rasch model, and a questionnaire was developed based on the possibility of students' responses to the concepts of force and motion. The results of this study indicate that students' understanding of the concept of force and motion material still needs to improve, namely 64.062%, around 94% of glasses tadris students think that the force and motion material given by lecturers during exams is challenging. More than 60.94% of students believe this is because the ability of the force and motion material they have still needs to improve. These results are interpreted based on analysis through the winstep application Version 3.65.0. and for qualitative data obtained from interviews. It takes a learning model that is appropriate for use in online and offline learning.

Vibrations of Spherical Nuclei

Tarō Tamura, Takeshi Udagawa; Vibrations of Spherical Nuclei, Progress of Theoretical Physics, Volume 25, Issue 6, 1 June 1961, Pages 1051–1053, https://do

Physics students’ conceptual understanding of “&lt;i&gt;gravity and free fall&lt;/i&gt;”

The focus of this study is to ascertain the conceptual understanding students of Bolgatanga Girls Senior High School (BGSHS) have in “&lt;i&gt;gravity and free fall&lt;/i&gt;”. Descriptive research design (cross-sectional survey) was used in this study as a method of collecting information. Out of 183 second and third year students, 43 of them were randomly selected and involved in the study. Students were given 10 conceptual based test items relating to “&lt;i&gt;gravity and free fall&lt;/i&gt;” to respond to. Students were required to respond true/false and provide reasons for their response. It was found that majority of the students had the misconception that gravity is selective and therefore acts more on heavier objects compared to lighter objects. As a result, they are of the opinion that larger object should hit the ground first before a light object dropped from the same height, which is not scientifically accurate. Based on the findings of the study, it was recommended that physics teachers in BGSHS should carefully pay attention to students’ misconceptions and be guided by it when teaching.

Electronic States near Superconductive Transition Temperature

Journal of the Physical Society of Japan 56 (1987) pp. 4503-4509 Novel Aspect of the Critical Temperature of One-Dimensional Charge-Density-Wave Superconductors Yoshikazu Suzumura, Yutaka Okabe and A. D. S. Nagi Progress of Theoretical Physics Vol. 53 No. 5 (1975) pp. 1233-1242 Self-Consistent Theory of Peierls Transition in One-Dimensional Electron-Phonon Systems Yoshikazu Suzumura and Yasunari Kurihara Progress of Theoretical Physics Vol. 58 No. 1 (1977) pp. 28-43 Theory of Fluctuations in Quasi-One-Dimensional Electron-Phonon Systems Eijiro Sakai and Toyoyuki Kitamura

|Δ<i>I</i>| = 1/2 Rule and<i>K</i>→ 2π Decays

Progress of Theoretical Physics Vol. 50 No. 6 (1973) pp. 1973-1980 Violation of the ǀΔIǀ=1/2 Rule in K→3π Decays Kiyoshi Kudo, Katsuhiko Ohya and Takamitsu Oka

Pion Prodution in Nucleon-Nucleon Collisions in Bev Range

Progress of Theoretical Physics Vol. 25 No. 6 (1961) pp. 1017-1027 Dispersion Relations for Virtual Pion-Nucleon Scattering J. Iizuka and A. Klein Progress of Theoretical Physics Vol. 28 No. 6 (1962) pp. 991-1025 One Boson Exchange Model in Proton-Proton Scattering Shoji Sawada, Tamotsu Ueda, Wataro Watari and Minoru Yonezawa Progress of Theoretical Physics Vol. 29 No. 6 (1963) pp. 829-850 The One Boson Exchange Model in the Single Pion Production Process in Proton-Proton Collision Tamotsu Ueda

Comparative Effect of Cooperative Learning on Students’ Performance in Mechanics Concepts: A Case of Two Secondary Schools in Berekum Municipality, Ghana

The study sought to establish differences in the effect of cooperative learning strategy with and without the instructional manual on the Senior High School students’ performance in Mechanics concepts in Physics in the Berekum Municipality, Ghana. The research design employed in this study was the experimental using the pretest and posttest equivalent control group design. A sample of 93 SHS 2 students, drawn from two intact classes was used. An instrument known as Mechanics Concepts Test (MCT) was employed in data gathering. Mean score, standard deviation; t-test, mean gain and effect size analysis were used to answer the research questions, while the independent sample t-test was used to test a hypothesis. The results revealed that students taught using the cooperative learning strategy with the instructional manual performed significantly better in the Mechanics Concepts Test (MCT) than those taught using the cooperative learning strategy only. Therefore, it is recommended that physics teachers should use the cooperative learning strategy along with the instructional manual in order to enhance the performance of students in secondary schools.

Introduction: Progress in Meson Theory in Japan

Tomonaga Sin-itiro; Introduction: Progress in Meson Theory in Japan, Progress of Theoretical Physics Supplement, Volume 1, 1 January 1955, Pages 1–6, https://do

Development of remedial method for teaching electric circuits in secondary schools

Many senior secondary students experience learning difficulties in physics. This study was to reveal the kind of thinking and understanding about electric circuits of 123 senior secondary Year Two physics students in Cape Coast municipality in the Central Region of Ghana. Also it attempted to develop a remedial teaching method that would be used to remedy any identified misconceptions. An electric circuit Remedial Teaching Method was therefore developed, and its impact was assessed using a nonrandomized control pretest/post-test design. The percentages of students who had various misconceptions before and after the treatment were calculated. The findings indicated that the remedial teaching method helped to remedy most of the misconceptions they held. However, a few of the misconceptions were found to be of firm rooting and resisted changes by this teaching method. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 31-44

The Dynamic Renormalization-Group Theory above a Nematic-Smectic A Transition

Progress of Theoretical Physics Vol. 58 No. 1 (1977) pp. 77-91 The Mode-Coupling Theory for the Nematic Mesophase near the Clearing Point Yasuhiro Shiwa

Impurity Problem in the Ising Model

Progress of Theoretical Physics Vol. 49 No. 1 (1973) pp. 83-88 Critical Properties of Ising Models Containing Dilute Impurities Takeo Osawa and Katuro Sawada Progress of Theoretical Physics Vol. 50 No. 4 (1973) pp. 1232-1239 Critical Properties of Ising Models Containing Dilute Impurities. II Katuro Sawada and Takeo Osawa

Equivalence of<i>s</i>-<i>d</i>Exchange, Anderson and Wolff Models

Fumiaki Shibata, Kazushige Machida, Hiroshi Mamada; Equivalence of s-d Exchange, Anderson and Wolff Models, Progress of Theoretical Physics, Volume 45, Iss

High Energy<i>N</i><i>N</i>Scattering with Large Momentum Transfer and Chiral<i>S</i><i>U</i>(2)×<i>S</i><i>U</i>(2) Symmetry

Progress of Theoretical Physics Vol. 50 No. 6 (1973) pp. 1908-1915 Resolution of the Rapid Energy Dependence of pp-Polarization Minoru Biyajima Progress of Theoretical Physics Vol. 52 No. 1 (1974) pp. 249-258 Composite Model and High-Energy Behaviour of the Hadronic Process Kazuo Koike

The Scattering Matrix Method in the Linear Chain

Progress of Theoretical Physics Vol. 55 No. 1 (1976) pp. 10–20 Localized Spin Wave State in a One-Dimensional Heisenberg Ferromagnet with a Boundary and Impurity Spins Yoshihiro Tsuchida

Development and Validation of Questionnaire for Physics Learning Self-Efficacy among Ghanaian Senior High Schools

This study focused on developing an instrument for assessing Senior High School students Physics learning self-efficacy beliefs. An instrument known as PLSE was administered on-site and in-person. The PLSE was tested on 290 final year Senior High School Physics students. Prior to this, the initial scale was administered to 60 Senior High School Physics students after validation by seven experts of Science educators. The PCA extracted four factors with loadings ranging from 0.588 to 0.889. The four factors were Physics Practical, Every Application of concepts, High-Order Thinking Skills and Physics Content. The calculated Average Variance Extracted (AVE), and Composite Reliability of the PLSE items were also found to range from 0.540 to 0.718 and 0.823 to 0.927 respectively. The subsequent reliability results showed excellent internal reliability for each of the sub-scales with Corrected Item-total Correlation (CIC) values, ranging between 0.571 and 0.752. Validity, and reliability assessments revealed accepted threshold cut-off of Average Variance Extracted (AVE), Composite Reliability (CR,) and Cronbach's Alpha coefficient. This paper suggests that the current proposed Physics learning instrument represent a reliable research scale to measure Senior High students Physics learning self-efficacy belief.

Effect of the 5E Instructional Model on Physics Academic Achievement Based on Gender and Students’ Ability: A Case of Berekum Senior High Schools in Ghana

This study examined the effect of the 5E instructional model on Physics students’ academic achievement based on gender and students’ ability. The study employed a quasi-experimental design using the pre-test, post-test and delayed-post administered instruments to the experimental and control groups. The study involved two instructional strategies (5E instructional model and traditional teaching). Instruments known as Physics Students’ Academic Achievement Test (PSAAT) and Delayed Post Test (DPT) were used to gather data for the study. Mean scores, standard deviations and normalized gains were used to analyses data while ANCOVA and independent-sample t-test were used to test the hypothesis at the 0.05 level of significance. A significant difference was found between Physics students instructed with the 5E instructional model and those taught through the traditional classroom. Similarly, a significant difference was found between Physics high-ability student in the 5E instructional group and those in the traditional group. However, a non-significant difference was found between Physics low-ability students in the experimental and the control groups. Similarly, a non-significant different was found among gender concerning pre-test and post-test means scores. However, a significant difference was found among gender in favor for the male students. The study recommended that Physics teachers wanting to improve their students learning outcomes should adopt the 5E instructional model.

ω-<i>N</i>Interaction and $p+\bar{p} \to \omega+\omega$ Reaction

Progress of Theoretical Physics Vol. 29 No. 2 (1963) pp. 235-254 Coupled Partial-Wave-Dispersion-Relation for Nucleon-Nucleon Scattering and ρ- and ω-meson Contributions Susumu Furuichi Progress of Theoretical Physics Vol. 30 No. 3 (1963) pp. 327-342 Contributions of KK Intermediate State to Nucleon Form Factors Ghanshyam Prasad Singh

The Cloudy Crystal Ball Model for 14 Mev Neutron Reactions

Progress of Theoretical Physics Vol. 18 No. 1 (1957) pp. 66–80 Cloudy Crystal Ball Model for Neutron Reactions at Higher Energies Mitsuji Kawai, Masayuki Nagasaki, Michitoshi Soga, Tokuo Terasawa, Haruo Ui and Yasushi Wada

Improving Students’ Performance in Resolution of Vectors Using PhET Interactive Simulations

Purpose of the study: The paper examines the use of Physics Education Technology (PhET) simulations to enhance the academic performance of third-year science students at Kumasi Wesley Girls' High School. Methodology: The research used teacher-made tests, questionnaires, and informal observations to collect data. Ninety candidates (90 students) were selected from the third-year science population using a cluster sampling. The questionnaire, pre-evaluation, and post-evaluation tests on vectors were analyzed using descriptive statistics. Main Findings: The study found that PhET-based teaching significantly improved the performance of third-year science students in vector resolution, with a paired mean difference of 6.30 compared to pre-treatment tests. The questionnaire analysis of 90 students revealed that 85.6% initially found vector applications difficult, and 80% felt the teaching methods were unvaried and boring. After the PhET lab simulation intervention, 89% of students were enthusiastic about using simulations in future activities, and 78% reported an improved understanding of resultant vectors. The study indicates that PhET simulations significantly enhance student engagement and comprehension compared to traditional lecture teaching methods. Novelty/Originality of this study: The study explores using Physics Education Technology (PhET) simulations in Ghanaian high school Kumasi Wesley Girls' High School to improve vector resolution learning. The interactive approach demystifies complex concepts, and the study quantifies its impact on students' academic performance. It also provides insights into students' attitudes towards physics education

Role of Practical Activity Method in Improving Understanding and Problem-Solving Skills of Physics Students

The objective of this study was to use the practical activity method to improve the understanding and problem-solving skills of physics students at School A in the Eastern Region of Ghana. The study used 29 students in the Form 1. Sc. 1 class, of which 27 were boys and two were girls. The instruments used to gather data were achievement tests and observations. Simple statistical methods such as pre-intervention lessons were designed and administered to find the reasons students had problems understanding physics concepts and their inability to solve problems in physics. Several activities were undertaken to enhance students’ understanding and problem-solving skills. This research revealed that the use of practical activity-based methods in the teaching and learning process of physics enhanced students’ performance remarkably. The findings from this research showed that students’ performance was elevated during the series of lessons administered. The students got a better understanding of concepts and were able to make real-life applications of concepts. This subsequently increased their contributions and participation during lessons. Conclusions were drawn and suggestions were made for teachers who are faced with similar problems of improving students’ performance in physics.

Photo-Neutral Vector Meson Couplings in the Relativistic Extended Quark Model

Progress of Theoretical Physics Vol. 49 No. 1 (1973) pp. 282-292 High Energy Photo-Reactions and Generalized Vector Meson Dominance Model in the Relativistically Extended Quark Model Tsunehiro Kobayashi Progress of Theoretical Physics Vol. 52 No. 4 (1974) pp. 1355-1368 Gauge Freedom in Dual Feynman-Like Rules and Its Relation to the Massless Yang-Mills Field Theory Tamiaki Yoneya

Invariance Properties of Propertime Formulation of Dual Resonance Model

Progress of Theoretical Physics Vol. 44 No. 3 (1970) pp. 825-827 Lagrangian Formulation of Dual Resonance Model Minoru Biyajima and Yoneji Miyamoto Progress of Theoretical Physics Vol. 44 No. 4 (1970) pp. 1100-1101 Proper-Time Formulation in Dual Resonance Model and the Subsidiary Conditions Minoru Biyajima and Masakatsu Kenmoku Progress of Theoretical Physics Vol. 44 No. 5 (1970) pp. 1312-1316 Boson Electromagnetic Vertex Function in the Veneziano Model Mikio Namiki and Ichiro Ohba Progress of Theoretical Physics Vol. 44 No. 6 (1970) pp. 1709-1711 Functional Integral Representation of the Green's Function for the Nambu-Miyamoto Equation Tsunehiro Kobayashi and Ichiro Shibasaki Progress of Theoretical Physics Vol. 45 No. 1 (1971) pp. 314-316 Proper Time Formulation for the General Dual Amplitude Tsunehiro Kobayashi Progress of Theoretical Physics Vol. 45 No. 2 (1971) pp. 471-474 Proper Time Formulation with General Vertices Chiaki Itoh Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1220-1234 Quantized Fields Associated with a Two-Dimensional Medium Masatsugu Minami Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1235-1247 Canonical Formalism for Quantized Fields in a Two-Dimensional Medium Masatsugu Minami Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1248-1257 Proper-Time Formulation of the Dual Resonance Model and Subsidiary Conditions. II Minoru Biyajima and Masakatsu Kenmoku Progress of Theoretical Physics Vol. 45 No. 4 (1971) pp. 1258-1280 One-Loop Diagrams of the Dual-Resonance Model in the Proper-Time Formulation Minoru Biyajima and Yoshimasa Takaya Progress of Theoretical Physics Vol. 45 No. 5 (1971) pp. 1607-1617 Canonical Quantization of the Proper Time Formalism in the Dual Resonance Model Chiaki Itoh, Masakatsu Kenmoku and Toshiyuki Minamikawa Progress of Theoretical Physics Vol. 46 No. 3 (1971) pp. 968-983 Functional Integral Representation for the Green's Function of the Dual Resonance Model Tsunehiro Kobayashi and Ichiro Shibasaki Progress of Theoretical Physics Vol. 46 No. 5 (1971) pp. 1528-1548 Detailed Wave Equation and Dual Amplitude* Takehiko Takabayasi Progress of Theoretical Physics Vol. 46 No. 6 (1971) pp. 1924-1936 Detailed Wave Equation and Dual Amplitude* Takehiko Takabayasi Progress of Theoretical Physics Vol. 47 No. 3 (1972) pp. 1026-1046 Detailed Wave Equation for Extended Model Underlying the Dual Amplitude Takehiko Takabayasi Progress of Theoretical Physics Vol. 48 No. 2 (1972) pp. 607-615 The Multi-Reggeon Vertex. II Shoichi Hori Progress of Theoretical Physics Vol. 49 No. 2 (1973) pp. 594-611 Four-Dimensional Interpretation of the Internal Space Associated with the Dual-Resonance Models Masatsugu Minami

The<i>p</i>-<i>n</i>Mass Difference Based on the Reggeized Tadpole Model

Progress of Theoretical Physics Vol. 42 No. 2 (1969) pp. 431-432 Baryon Electromagnetic Mass Differences F. Uchiyama-Campbell and R. R. Silbar Progress of Theoretical Physics Vol. 43 No. 3 (1970) pp. 742-768 On the Application of the Veneziano Amplitude to Electromagnetic Mass Differences of π and K Mesons Toshiyuki Minamikawa, Ichiro Shibasaki and Tsunetoshi Watanabe Progress of Theoretical Physics Vol. 44 No. 4 (1970) pp. 1022-1033 Electromagnetic Mass Difference of Hadrons and the Parton Model Taizo Muta Progress of Theoretical Physics Vol. 48 No. 5 (1972) pp. 1596-1605 Subtraction Piece in the Cottingham Formula for the p-n Mass Difference Taizo Muta Progress of Theoretical Physics Vol. 48 No. 6 (1972) pp. 2391-2398 Electromagnetic Mass Shift of Hadrons Tōsaku Kunimasa

On the Effects of Heavy Unstable Particles to the Anomalous Magnetic Moments of Nucleons

Progress of Theoretical Physics Vol. 18 No. 4 (1957) pp. 375–382 Anomalous Magnetic Moments of Hyperons and Mirror Theorem Hiroshi Katsumori Progress of Theoretical Physics Vol. 20 No. 2 (1958) pp. 149–162 Electromagnetic Properties of Nucleons Akira Kanazawa, Shinya Furui and Tetsuro Sakuma Progress of Theoretical Physics Vol. 22 No. 1 (1959) pp. 62–72 Strong Fermi-Type Interaction and Its Application to the GA/GV Ratio in β-Decay and the Anomalous Magnetic Moment of Nucleon Chikashi Iso Progress of Theoretical Physics Vol. 23 No. 6 (1960) pp. 1035–1054 Pion-Nulceon Interaction, Anomalous Magnetic Moment of Nucleon and Composite Model for Pion Chiaki Ihara Progress of Theoretical Physics Vol. 25 No. 6 (1961) pp. 1006–1016 Interactions in Nucleon Core Shigeo Minami

Exploring the factors influencing undergraduate students’ decision to pursue physics at the University of Education, Winneba

Background Over the years, the number of prospective students intending to study physics at the University of Education, Winneba (UEW) has gradually declined. This has drastically affected the number of trained physics teachers in the country. As a matter of urgency, there is therefore the need to look at the factors that influence the choice of physics at the undergraduate level in UEW in order to encourage more students to enrol in the course.Purpose This study sought to find out the factors motivating the students at UEW, to major in physics, despite the general belief that the course is very difficult.Sample The participants of this study were physics students at the Department of Physics Education, UEW, Ghana. Purposive sampling was used to select 101 respondents.Design and Methods Questionnaire was used in gathering data. Interview and focused group discussion were used to validate the responses of the participants to the questionnaire. The questionnaire was analyzed using R version 4.22. Additionally, Relative Importance Index (RII) was used to rank the Likert form items.Results The findings indicated that students ranked interest (RII = 0.92) as their major motivating factor to read physics in the Department. Students also claimed that their parents had little influence on their decision to study physics. Whiles professional teachers used it as a conduit to secure study leave with pay from GES. Students who had difficulty in the subject also attributed it to their long delay at home after completing senior high school before gaining admission to the University.Conclusions The study recommends that there should be a concerted effort to arouse the interest of physics learners at the lower levels of education in Ghana by the Department of Physics Education, Winneba and other stakeholders in order to increase the enrolment of students in physics.

DIGITAL TRANSFORMATION EDUCATION: CHALLENGES, EFFECTIVENESS, AND PERCEPTIONS OF COMPUTER-ASSISTED INSTRUCTION APPLICATION IN PHYSICS CLASSROOM

Digital Transformation Education has received greater attention in teaching and learning, however, there is a scarcity of studies on the challenges, effectiveness, and perceptions of Computer-Assisted Instruction (CAI), especially in the Colleges of Education (CoE). In addressing these, the study used the mixed method research design using 12 Physics tutors and 254 Physics students from 3 CoE purposively selected from the Sekyere South District and the Mampong Municipality. Interviews and questionnaires were used for data collection and data analysis was done using Statistical Package for Social Sciences ¬(IBM SPSS), version 26.1, employing descriptive statistics and thematic analysis. The results indicated that Physics tutors generally face a high level of challenges, with inadequate technological resources and limited financial support posing the greatest hindrances. In response, tutors employed various strategies including personal investment in internet bundles and advocacy for institutional intervention. It was again found that both quantitative and qualitative findings converged after merging and that the qualitative findings agreed with the quantitative findings. It was concluded that tutors of Physics in the CoE in the Mampong Municipality and the Sekyere South District encounter challenges during their integration of CAI in their Physics lessons. However, since students of Physics in the CoE perceive the use of CAI as very positive to their academic lives, it was recommended that using CAI for teaching and learning Physics in the colleges of education should be fortified.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0757/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Utilizing Physics Education Technology (PhET) for Improving Students' Understanding of Energy Conversion and Conservation in a Senior High Technical School

This study aims to assess the effectiveness of using Physics Education Technology (PhET) interactive simulations in improving students' understanding of energy conversion and conservation at Tuobodom Senior High and Technical School, with a focus on comparing female and male students. A total of 45 students (male = 29, female = 16) were selected using purposive sampling and taught using both traditional methods and PhET simulations, with their understanding evaluated through pre and post-intervention tests. Data was analyzed using descriptive statistics and t-tests. There was a significant pre-intervention score difference between males (15.88) and females (8.25) with a p-value of 0.00, however post-intervention scores were similar for both groups (males 10.88, females 12.62). The study found that PhET simulations effectively promote gender equity by narrowing the performance gap which is likely to improve student’s interest in science, technology, engineering and mathematics (STEM). The findings of the study shows that PhET interactive simulation improves students' conceptual understanding of energy conversion and conservation. Keywords: Physics Education Technology (PhET), Conceptual, Energy conversion, energy conservation and Interactive visualization, Science Technology engineering and mathematics (STEM). DOI: 10.7176/JEP/14-8-06 Publication date: March 31 st 2023

Effect of Practical Activities on Students? Skills, Understanding, and Performance in Physics Measurement

This study investigated the effect of practical activities on students? process skills, conceptual understanding, and academic performance in physics measurement. An action research design was employed involving a purposively selected sample of 49 Form Two students. Data were collected using observation checklists, questionnaires, and achievement tests, with reliability confirmed by a Cronbach?s alpha value of 0.960. The intervention consisted of structured practical activities conducted over three weeks. Quantitative data were analysed using descriptive statistics and paired-sample t-test, while qualitative responses were analysed thematically. Results indicated significant improvement in students? conceptual understanding and performance, with mean scores increasing from 13.6 to 29.7. The paired-sample t-test showed statistically significant differences (p < 0.05). The findings suggest that practical activities enhance students? engagement, process skills, and learning outcomes in physics measurement. The study recommends integrating structured practical activities into early physics instruction.

&lt;p&gt;Physics Teachers’ Attitudes Toward Colleagues and their Relationship with Physics Teaching in Ghanaian Senior High Schools&lt;/p&gt;

The Impact of Junior Secondary Basic Science on Senior Secondary Physics Outcome in Rivers State, Nigeria

The study investigated the impact of Basic Education Certificate Education (BECE), considering Basic Science as a predictor of Senior Secondary Certificate Examination (SSCE) Physics performance in public secondary schools in Port Harcourt metropolis. The study employed both ex-post facto and correlational design. A sample of 593 students was employed for the study and purposive sampling technique was utilized to select the sample. The study was anchored on the Motivational Systems Theory of Academic Achievement. Three research questions and three corresponding hypotheses were tested at 0.05 level of significance. Data used for the study was collected directly from the examining bodies. The data obtained was analyzed using simple linear regression statistics. The findings of the study showed BECE Basic Science performance does not significantly predict SSCE Physics performance (R² = .001; β = 0.028, P &gt; 0.05), accounting for only 0.1% of the variance in students' Physics scores. Gender-based analysis indicated that female students' BECE Basic Science performance had no significant predictive effect on SSCE Physics (R² = .004; β = -0.064, P &gt; 0.05), explaining only 0.4% of the variance, while male students' BECE Basic Science scores also showed no significant prediction (R² = .005; β = 0.069, P &gt; 0.05), explaining 0.5% of the variance. Based on these findings, it was recommended that the Nigerian Educational Research and Development Council (NERDC) review the junior secondary Basic Science curriculum to incorporate more Physics-related content, ensuring early exposure to fundamental Physics concepts.

Factors Affecting Teaching and Learning of Physics in Ghanaian Senior High Schools: Study in the Greater Accra Region

This study aimed to examine the factors affecting the teaching and learning of Physics in Ghanaian Senior High Schools. Purposive and convenient sampling techniques were used to sample the teachers and students. The sample size for this study was 50 teachers and 300 students. Descriptive statistics, such as percentages, means, and standard deviations, were used to analyse the data. The findings revealed that demonstration and discussions to illustrate concepts/ phenomena, emphasising qualitative thinking and presentation of concepts, laying emphasis on mathematical presentation of concepts/students planning and doing their experiment, teacher demonstration of problem-solving on the whiteboard, and teaching and learning being teacher-centred are the main teaching approaches of physics in senior high schools. The main constraining factors of teaching and learning physics in senior high schools were inadequate professional physics teachers, inadequate laboratory equipment, students’ perception of physics, an inadequate number of physics teachers, and students finding physics too mathematical and challenging. With regards to the way forward, it was identified from the teachers’ responses that there should be better salaries and/or incentives for physics teachers, there should be more teacher professional development on physics practicals, and training of more graduate teachers must be encouraged and supported. The responses of the students indicated that appropriate authorities should provide adequate laboratory equipment, and there should be more training for physics teachers. The study concluded that due to the important nature of the subject, it is important for stakeholders in education to come together to find modern ways of teaching the subject and also address critical challenges such as inadequate laboratory equipment and professional development of teachers, among others.

Multiple Representations: An Approach to Teaching Selected Physics Topics

This study investigated the impact of using multiple representations in teaching selected physics topics, specifically sound and waves, to senior high school students in Ghana. An action-research design was employed with an intact class of 30 form two students purposively sampled. Various representational formats including visual, text, graph, diagrammatic, and mathematical representations were incorporated during lessons. The main data collection instruments were achievement tests and classroom observation over five lessons. Findings revealed that students demonstrated improved skills in diagrammatic, graphical, verbal, and mathematical representations, with a notable enhancement in their cognitive achievement on physics concepts relating to sound and waves. The intervention engaged students actively in classroom discourse, promoting higher motivation, interaction, and participation. Quantitative analysis showed significant gains in students' ability to correctly solve physics problems using multiple representations compared to pre-intervention results. The study concluded that employing multiple representations supports conceptual understanding and problem-solving skills, counteracting the limitations of traditional lecture-based teaching that often leads to rote memorization and low engagement. The use of diverse representations facilitated students' development of science process skills such as graph drawing and diagrammatic reasoning. Recommendations include integrating multiple representations consistently in physics curricula, encouraging collaborative learning, and providing teacher training on implementing these strategies. The findings underscore the pedagogical value of multiple representations and provide a basis for adopting similar approaches to improve science education outcomes in Ghana and beyond.

Examining the Impact of Knowledge of Mathematics on Academic Achievement in Physics, Among Students at Mawuli Senior High School, Ghana

Purpose: The aim of this action research is to evaluate the impact of mathematical knowledge on students' academic performance in physics at Mawuli School, Ho. Methodology: A teacher-made test was the instrument used for data collection in this study. The test consisted of questions in both mathematics and physics. The mathematics questions were strategically selected to align with concepts relevant to the physics curriculum. Pre-test and post-test were administered using similar sets of questions. Data analysis employed descriptive statistics, paired t-tests, correlation analysis, and regression analysis. Findings: The study findings indicated a statistically significant positive correlation between students' mathematical knowledge and their performance in physics. Also, there was no significant difference in the performance of males and females students. Unique Contribution to Theory, Practice and Policy: It was therefore recommended that physics teachers prioritize assessing and enhancing students' mathematical proficiency prior to introducing physics topics that require mathematical application.