ABSTRACT In Ugandan secondary education schools, physics is compulsory to all students from form one to form four (Ordinary Level) but optional at the advanced level where students choose subjects to form combinations that will determine which courses they will take at the higher levels. Majority of students most especially female lack motivation for most activities related to the subject. The conventional teaching method has often been reported as the main cause to this problem. This study investigated whether structured practical work can aid the process of learning the subject. Specifically, the study sought using intensive practical activities and those taught using conventional teaching methods. The findings were analyzed overall and gender wise. It involved two groups from sampled average performing high schools in Rubaga division, Kampala central Uganda. Two groups were formed i.e. the experimental group which was taught by intensive practical activities and control group which has taught theoretically. Both pre-test and post-tests were done on them. The study period covered term two from June to August (three months). The end of term one physics examination scores formed the pre—test. The cumulated results on the chosen topics at the mid of term two formed the post-test results for both groups. The instruments used to collect the data were end of term one exams, performance tests on the chosen topics, questionnaires and interviews. The performance on the pre-test result was comparable for both experimental and control groups. The results of the post-test were analyzed using the Z-test and analysis of variance (ANOVA). Experimental group recorded better performance than the control group. The study helped to determine the importance of experimentation in physics instruction. The performance of the male students was better than that of the female but still, there was an improvement in the performance for female students after experimentation and their interest in physics was also increased. The findings are formed on the basis of dynamic and creative instructional strategies since good learners’ intelligence and skills can be expressed if better instructional methods are put in place
