Attitude in Learning Physics among Form Four Students

Abstract

Physics is considered as the most challenging area of learning within the field of science, and it usually magnetises fewer students compared to other science related subjects from secondary school to university. Generally, students tend to have a negative attitude towards physics presumably because they lack interest in the subject and the syllabus itself. This research is carried out to study the learning attitude in physics and challenges towards learning force and motion among Form Four students in Klang. A total of 200 secondary schools students who are taking physics subject from six schools participated in the study. A descriptive research design was employed using survey method to analyse the students’ attitude towards learning physics. The findings on the learning attitudes test showed majority of the students have favourable attitudes in learning physics. However, majority of students hold poor score in physics test, probably due to low science grade obtained by students in ‘Penilaian Pentaksiran Tingkatan 3’ (PT3). Another finding from the data revealed that the nature of topic was found to be the most predominance challenge in learning force and motion among the participants. The findings are beneficial as they can serve as a stepping stone in overcoming the underlying sources of difficulty that impede quality learning of physics. More in depth study is needed to look into this matter with more number of participants including teachers who are teaching physics.

The Impact of Pogil-Based Instruction versus Teacher versus Lecturning-Based Instruction on Grade 12 Performance in Circular Motion Unit

“…More recently, Balfakih's conclusions were supported by Ibrahim et al (2019) whose arguments were quoted above and who contend that, in the UAE, negative attitudes towards physics are contributing directly to students' "dislike" of physics.…”

“…It has been acknowledged so far the students are not doing well in physics due to traditional instructional methods as stated by Balfakih (2010) and Ibrahim, Zakiang and Damio (2019) whose results revealed that in physics, students are not where they should be and do not meet the expectations.…”

“…Also, the strategies could be unresponsive to the developmental needs of the learners due to outdated content in the curriculum and the lack of support mechanisms to promote learning (Bunce, Havanki & Vanden, 2008). Furthermore, as Ibrahim et al (2019) have argued, "most students tend to have a negative attitude towards physics presumably because they dislike the subject, do not obtain high marks in examination even though they have tried their best" (p. 21).Other researchers suggest that, for students, physics is considered as the most challenging area of learning within the field of science, and it usually magnetizes fewer students compared to other sciencerelated subjects from secondary school to university (Ibrahim et al, 2019). Generally, according to these authors, students tend to have a negative attitude towards physics presumably because they lack interest in the subject and the syllabus itself.…”

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

“…Mata pelajaran fizik menerangkan konsep yang tidak dapat dilihat melalui pemerhatian dengan mata kasar mengenai perkara yang berlaku dalam kehidupan harian (Mufit et al, 2020;Saprudin et al, 2019) seperti graf yang digunakan sebagai perwakilan bagi menggambarkan pergerakan sesuatu jasad. Hal ini menyebabkan pelajar mengalami kesukaran untuk menguasai mata pelajaran fizik (Mazlena Murshed, 2020;Norbaizura Nordin & Rozidawati Awang, 2021;Norezan Ibrahim et al, 2019). Salah satu kesukaran yang dihadapi oleh pelajar adalah mentafsir graf yang mewakili maklumat yang kompleks dalam mata pelajaran fizik (Amin et al, 2020;Antwi et al, 2018;Norbaizura Nordin, 2019;Norbaizura Nordin & Rozidawati Awang, 2021;Phage, 2018).…”

Physics Teachers’ Perceptions on Sustainable Physics Education

“…The 2019 MCE examination data reveals a consistent run over several years in terms of percentage of students (Ministry of Education, 2019) who have achieved excellent results in physics paper. Such level of achievement may be explained by the students' lack of interest towards learning physics (Ibrahim et al, 2019). Additionally, students ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ usually describe physics as a complex and dull subject (Archer et al, 2020).…”