Project – Student perception of difficult topics in physics in senior secondary school curriculum

CHAPTER ONE

INTRODUCTION

• Background to the Study

Physics, as a fundamental science, plays a crucial role in the senior secondary school curriculum. However, numerous studies have highlighted that student often perceive certain topics within physics as particularly challenging. This perception can significantly impact their learning outcomes and interest in the subject. According to Redish (2003), the abstract nature of physics concepts and the mathematical rigor required are primary factors contributing to these difficulties. Students often struggle with the transition from concrete to abstract thinking, which is essential for understanding advanced physics topics.

One of the most commonly cited difficult topics in physics is electromagnetism. Research by Maloney et al. (2001) indicates that students find it challenging to grasp the concepts of electric fields, magnetic fields, and their interactions. The abstract nature of field theory, combined with the mathematical complexity, makes it a daunting topic for many. Additionally, students often have preconceived misconceptions about electricity and magnetism, which can hinder their understanding. For instance, the idea that electric current is consumed in a circuit is a common misconception that can obstruct learning.

Quantum mechanics is another area where students face significant challenges. As noted by Singh and Marshman (2015), the counterintuitive nature of quantum phenomena, such as wave-particle duality and quantum entanglement, can be perplexing. The probabilistic nature of quantum mechanics contrasts sharply with the deterministic approach of classical physics, leading to cognitive dissonance among students. Furthermore, the mathematical formalism of quantum mechanics, which involves complex numbers and linear algebra, adds an additional layer of difficulty.

Thermodynamics and statistical mechanics also pose considerable challenges. According to Meltzer (2004), students often struggle with the concepts of entropy, the second law of thermodynamics, and the statistical interpretation of thermodynamic quantities. The abstract nature of these concepts, coupled with the need for a strong foundation in calculus, makes them difficult for many students. Additionally, the microscopic interpretation of macroscopic phenomena, which is central to statistical mechanics, can be a significant cognitive hurdle.

The perception of difficulty in physics is not solely due to the inherent complexity of the topics but also the pedagogical approaches employed. According to Hake (1998), traditional lecture-based teaching methods are often ineffective in conveying complex physics concepts. Active learning strategies, such as interactive engagement and problem-based learning, have been shown to improve student understanding and retention of difficult topics. However, the implementation of these strategies requires significant changes in teaching practices and curriculum design.

The perception of difficult topics in physics among senior secondary school students is influenced by a combination of the abstract nature of the concepts, mathematical rigor, and pedagogical approaches. Addressing these challenges requires a multifaceted approach, including the use of active learning strategies, addressing misconceptions, and providing a strong mathematical foundation. Future research should focus on developing and evaluating innovative teaching methods that can make these challenging topics more accessible to students. By doing so, educators can help foster a deeper understanding and appreciation of physics among students.

• Statement of the Problem

Physics, as a core subject in the senior secondary school curriculum, is often perceived as challenging by students. This perception can significantly impact their academic performance and interest in pursuing further studies or careers in science, technology, engineering, and mathematics (STEM) fields. Research indicates that students frequently struggle with abstract concepts, mathematical formulations, and the application of theoretical knowledge to practical problems. These difficulties are compounded by the varying quality of instructional methods and resources available in different educational settings. Understanding the specific topics that students find most challenging and the reasons behind these perceptions is crucial for developing effective teaching strategies and improving overall physics education.

One of the primary issues contributing to the perception of difficulty in physics is the abstract nature of many concepts. Topics such as quantum mechanics, electromagnetism, and relativity require a high level of cognitive processing and often seem counterintuitive to students. These subjects demand a strong foundation in both conceptual understanding and mathematical skills, which many students find daunting. The abstractness of these topics can lead to a lack of engagement and motivation, further exacerbating the problem. Addressing this issue requires innovative teaching approaches that make abstract concepts more tangible and relatable.

Another significant factor is the mathematical rigor involved in physics. Many students perceive physics as a subject that is heavily reliant on complex mathematical equations and problem-solving techniques. This perception can be particularly intimidating for students who may already have a weak background in mathematics. The integration of mathematics into physics education is essential, but it also presents a barrier for many learners. Effective teaching strategies must therefore include support for developing mathematical skills alongside physics concepts to reduce this perceived difficulty.

The quality of instructional methods and resources also plays a critical role in shaping students’ perceptions of physics. Traditional lecture-based teaching methods, which are still prevalent in many schools, often fail to engage students or address their individual learning needs. Interactive and student-centered teaching approaches, such as active learning and inquiry-based learning, have been shown to improve understanding and retention of difficult physics concepts. However, the implementation of these methods requires adequate training and resources, which may not be available in all educational settings.

Furthermore, the lack of real-world applications and practical experiences in physics education can contribute to students’ perception of the subject as difficult and irrelevant. When students are unable to see the connection between theoretical concepts and their practical applications, they may struggle to grasp the importance and utility of what they are learning. Incorporating more hands-on experiments, real-world problem-solving activities, and interdisciplinary projects can help bridge this gap and make physics more accessible and engaging for students.

Finally, students’ attitudes and self-efficacy beliefs about physics play a significant role in their perception of the subject’s difficulty. Students who believe they are capable of understanding and succeeding in physics are more likely to engage with the material and persist through challenges. Conversely, those with low self-efficacy may avoid the subject altogether or give up easily when faced with difficulties. Building students’ confidence through positive reinforcement, supportive learning environments, and opportunities for success is essential for changing their perceptions and improving their performance in physics.

The perception of physics as a difficult subject among senior secondary school students is influenced by a combination of abstract concepts, mathematical rigor, instructional methods, lack of practical applications, and students’ self-efficacy beliefs. Addressing these issues requires a multifaceted approach that includes innovative teaching strategies, adequate support for mathematical skills, real-world applications, and efforts to build students’ confidence. By understanding and addressing the specific challenges students face, educators can create a more supportive and effective learning environment that fosters a positive perception of physics and encourages students to pursue further studies in STEM fields.

1.3  Aim and Objectives of the Study

The aim of the study is to examine the student perception of difficult topics in physics in senior secondary school curriculum. The specific objectives are:

1. To investigate the specific topics in physics that students perceive as difficult in the senior secondary school curriculum.
2. To explore the reasons behind students’ perceptions of difficulty in certain physics topics.
3. To examine the impact of teaching methods on students’ understanding and perception of difficult physics topics.
4. To assess the correlation between students’ academic performance and their perception of difficult topics in physics.

• Research Questions

The research questions are buttressed below:

1. What specific topics in physics do students perceive as difficult in the senior secondary school curriculum?
2. What are the reasons behind students’ perceptions of difficulty in certain physics topics?
3. How do teaching methods impact students’ understanding and perception of difficult physics topics?
4. Is there a correlation between students’ academic performance and their perception of difficult topics in physics?

• Research hypothesis

The research hypothesis is buttressed below:

Ho: Teaching methods have no effect on students’ understanding and perception of difficult physics topics

H1: Teaching methods have effect on students’ understanding and perception of difficult physics topics

1.6. Significance of the Study

Physics is often perceived as one of the most challenging subjects in the senior secondary school curriculum. This perception is influenced by various factors, including the abstract nature of the content, the level of mathematical rigor required, and the teaching methodologies employed. According to a study by Osborne, Simon, and Collins (2003), students often find topics such as electromagnetism, quantum mechanics, and thermodynamics particularly difficult. These topics require a deep understanding of complex concepts and the ability to apply mathematical principles, which can be daunting for many students.

One significant factor contributing to the difficulty of physics is the abstract nature of many of its concepts. For instance, electromagnetism involves understanding invisible forces and fields, which can be challenging for students to visualize. Duit and Treagust (2003) highlight that students often struggle with the concept of electric and magnetic fields because they cannot directly observe these phenomena. This abstractness requires students to rely heavily on theoretical models and mathematical representations, which can be a significant barrier to understanding.

Mathematical rigor is another critical factor that makes physics challenging. Many topics in physics, such as mechanics and quantum mechanics, require a strong foundation in mathematics. Redish (1994) points out that students who are not proficient in mathematics often struggle with physics because they cannot easily translate physical problems into mathematical equations. This difficulty is compounded by the fact that physics problems often require multi-step solutions and the application of various mathematical techniques, which can be overwhelming for students.

Teaching methodologies also play a crucial role in how students perceive the difficulty of physics. Traditional lecture-based teaching methods, which are still prevalent in many schools, may not be effective in helping students understand complex physics concepts. Hake (1998) found that interactive engagement methods, such as peer instruction and hands-on experiments, significantly improve students’ understanding and retention of physics concepts. However, these methods are not always implemented due to constraints such as large class sizes and limited resources.

Furthermore, students’ attitudes and beliefs about physics can influence their perception of its difficulty. Research by Schibeci and Riley (1986) suggests that students who believe that physics is inherently difficult are more likely to struggle with the subject. This self-fulfilling prophecy can be mitigated by positive reinforcement and by providing students with opportunities to experience success in physics. Encouraging a growth mindset, where students understand that their abilities can improve with effort and practice, can also help reduce the perceived difficulty of physics.

The perception of physics as a difficult subject in the senior secondary school curriculum is influenced by the abstract nature of its concepts, the mathematical rigor required, the teaching methodologies employed, and students’ attitudes and beliefs. Addressing these factors through effective teaching strategies, providing support for mathematical skills, and fostering a positive learning environment can help students overcome the challenges associated with learning physics. Future research should continue to explore these factors and develop interventions to support students in mastering difficult physics topics.

1.7. Scope of the Study

The study examines the student perception of difficult topics in physics in senior secondary school curriculum. The study is limited to five selected Senior Secondary School students in District IV, Shomolu, Lagos

1.8. Operational Definition of Terms

Student: A student is an individual who is engaged in learning, typically enrolled in an educational institution such as a school, college, or university. In the context of this discussion, a student refers to someone attending senior secondary school, usually aged between 16 and 18 years.

Perception: Perception is the process by which individuals interpret and organize sensory information to understand their environment. It involves the recognition and interpretation of stimuli through the senses. In this context, perception refers to how students view or understand the difficulty of topics in their physics curriculum.

Difficult Topics: Difficult topics are subjects or areas within a curriculum that students find challenging to understand or master. These topics often require higher-order thinking skills, complex problem-solving, and a deep understanding of underlying principles. In physics, difficult topics might include concepts like quantum mechanics, electromagnetism, or thermodynamics.

Physics: Physics is a branch of science that studies matter, energy, and the fundamental forces of nature. It seeks to understand the behavior of the universe at both macroscopic and microscopic levels. Physics covers a wide range of topics, including mechanics, electricity and magnetism, thermodynamics, and modern physics.

Senior Secondary School: Senior secondary school refers to the final stage of secondary education, typically covering grades 11 and 12. Students in senior secondary school are usually between the ages of 16 and 18. This stage of education prepares students for higher education or vocational training and often includes more specialized and advanced coursework.

Curriculum: A curriculum is a structured set of educational experiences provided by an institution. It outlines the subjects and topics to be taught, the objectives to be achieved, and the methods of assessment. In the context of senior secondary school, the curriculum includes the specific courses and content that students are expected to learn, including the physics topics that may be perceived as difficult.

Project – Student perception of difficult topics in physics in senior secondary school curriculum