Abstract

The study aimded to identify the degree of contribution of (content, teacher, student, the teaching aids and activities) factors in the difficulty of teaching physics for the first secondary grade for the eayer 2022. The study also aimed to know the significant differences between the opinions of the study sample according to the variables of types and year of experience. The study used the analytical descriptive method, and questionnaire was used for data collection. It was applied on a random sample of (107) of the secondary school physics teachers in Khartoum state. The study concluded that student factor, teaching aids and activities represent a very great difficulty in teaching physics for the first secondary school grade while the teacher factor represents grade difficulty, and the content factor represent medium difficulty there are also significant differences between perspectives of the study sample related to content factor to the type variable. The study recommend the necessary of training teachers during the service, and the adhering ot teaching quorum weth the need to provide the required teaching aids, and equipping physics laboratories with all that’s required.