Abstract

• The main purpose of the study is to investigate the analytical study of the difficulties in teaching science at the high school level. By using simple random sampling method, (160) among (248) science teachers in (43) Basic Education High Schools and (11) Basic Education High Schools (Branch) in the Mandalay region were selected as the sample. To be obtained the difficulties in teaching science at the high school level, a questionnaire consists of (56) items and is rated on fivepoint Likert scale with seven dimensions. The data obtained were analyzed by using descriptive statistics and inferential statistics such as the independent samples t-test and one-way ANOVA. Findings showed that 71% of participants had difficulties in teaching science at the high school level because they may have less experience and expertise in science teaching and their schools have not enough school facilities and teaching aids. According to the research findings, science teachers in high schools (branch) faced in the difficulties with science teaching methods and science assessment more than those in high schools in types of school. Moreover, science teachers in (0-5 years) faced in difficulties of science teachers and difficulties with science textbooks more than those in (6-10 years) and (11 years and above) in terms of teaching science experience. Therefore, in order to teach physics with great joy and success, the physics teacher should establish and maintain a respectful, supportive and safe teaching environment that is emotionally and physically conducive to teaching. Thus, it was clearly seen that this research would be a valuable work that produces a remarkable improvement in teaching science at the high school level in Myanmar.