An Evaluation of Student’s Perception Towards Learning Physics at Lower Secondary School
DOI:
https://doi.org/10.37134/jpsmm.vol11.sp.9.2021Keywords:
7th grade education, gifted students, intelligence, pedagogical approach, physicsAbstract
Currently, there are emerging concerns about Physics education due to the deteriorate affection in physics subject among the secondary school students. This study aimed to evaluate student’s perception towards their passion on physics education which concentrated on pedagogical approach, nature of physics subject, difficulty level of physics topic and student’s factor. A survey questionnaire was executed to 146 gifted students in Nilai, Negeri Sembilan, Malaysia which were studied physics starting at lower secondary school. Students were found to have different ways in leaning style in which teachers may use differentiated learning method to separate between different student’s intelligences based on cognitive level and different suitable assessment. In addition, 90% of the students agreed that the nature of physics topics induced the difficulty of physics. Despite the difficulty nature of physics with enclosed by awfully tough topics, however some topics were easily learnt by the students. Interestingly, 49% realized that physics is important subject to be learnt and yet, 48% of the students disagree that they are not doing homework which indicated that most of the students only study while doing their homework. This justified the 68.5% of students spend their time for learning physics in the range of 0-4 h a week just to complete their homework. Ultimately, these finding will give some awareness and advice to the teachers to change teacher’s learning style and boost student’s interest in learning physics. Consequently, their knowledge serves as the backbone for science and technology.
Downloads
References
Agommuoh, P., & Ifeanacho, A. (2012). Secondary school students' assessment of innovative teaching strategies in enhancing achievement in Physics and Mathematics. International Journal of Social Sciences & Education, 2(4), 121-128.
Aina, J. K. (2013). Integration of ICT into physics learning to improve students’ academic achievement: problems and solutions. Open Journal of Education, 1(4), 117–121
Atwa, Z., Din, R. & Hussin, M. (2016). Effectiveness of flipped learning in physics education on palestinian high school students’ achievement. Journal of Personalized Learning, 2. (1), 73–85.
Cohen, L. & Manion, L. (2001). Research methods in education (5th Edition), New York: Rotledge Falmer.
Ekini, E. (2016). Why do I slog through the physics?. Understanding high school student’s difficulties in learning physics. Journal of Education and Practice. 7(7), 95-107
Erinosho, S.Y. (2013). How Do Students Perceive the Difficulty of Physics in Secondary School? An Exploratory Study in Nigeria
Griful-Freixenet, J., Struyven, K., Vantieghem, W. & Gheyssens, E. (2020). Exploring the interrelationship between universal design for learning (UDL) and differentiated instruction (DI): A systematic review. Educational Research Review, 29, 100306
Handa, M.C. (2019). Leading differentiated learning for the gifted. Roeper Review, 41: 102-118.
Hampden-Thompson, G. & Bennett, J. (2011). Science teaching and learning activities and students' engagement in science. International Journal of Science Education, 1-19
Kapucu, S. (2016). Identification of the physics subjects that are liked/disliked and why these subjects are liked/disliked by student teachers. Journal of Theory and Practice in Education, 12(4), 827-843.
Khalid, F.A.M., Rozaimi, N.N.A.A. & Taha, H. (2020). The metacognitive behaviour of form four students at hulu selangor schools in solving mathematics problems. Journal of Science and Mathematics Letters, 8(2), 74-85.
Kurniawan, D.A., Astalini, Sari, D.K. (2019). An evaluation analysis of students’ attitude towards physics learning at senior high school. Jurnal Penelitian dan Evaluasi Pendidikan, 23(1), 26-35
Meng, C.C., Idris, N. & Eu, L.K. (2014). Secondary student’s perceptions of assessments in Science, Technology, Engineering, and Mathematics (STEM). Eurasia Journal of Mathematics, Science, & Technology Education, 10(3), 219-227.
Ministry of Education Malaysia (MOE). (2013). Malaysia Education Blueprint 2013-2025. Putrajaya: MOE
Ministry of Education Malaysia (MOE). (2017). Malaysia Education Blueprint 2013-2025. Putrajaya: MOE
Morgan, H. (2014). Maximizing student success with differentiated learning. Clearing House: A Journal of Educational Strategies, 87(1), 34-38
Prahani, B.K., Limatahu, I. Soegimin W.W., Yuanita, L. & Mohamad Nur. (2016). Effectiveness of physics learning material through guided inquiry model to improve student’s problem-solving skills based on multiple representation. International Journal of Education and Research, 4(12), 231-242.
Price, C. B. (2006). A Crisis in Physics Education: Games to the Rescue. Innovation in Teaching and Learning in Information and Computer Sciences, 5(3), 1–10.
Radzi, N.A.M. & Sulaiman, S. (2018). Measuring students’ interest towards engineering in technical school: A case study. Journal of Technology and Science Education, 8(4), 231-237
Retnawati, H., Arlinwibowo, J., Wulandari, N.F. & Pradani, R.G. (2018). Teachers’ difficulties and strategies in physics teaching and learning that applying mathematics. Journal of Baltic Science Education, 17(1): 120-135.
Rodrigues, A. & M. Oliveira. (2008). The role of critical thinking in physics learning. < http://lsg.ucy.ac.cy/girep2008/papers/THE%20ROLE%20OF%20CRITICAL%20THINKING.pdf>.
Redish, E.F. (2005). Problem solving and the use of math in physics courses. World View on Physics Education in 2005: Focusing on Change, Delhi, August 21-26, 2005.
Sabudin, S., Mansor, A.N., Meerah, S.M. & Muhammad, A. (2018). Teacher-level factors that influence students’ science and technology culture: HLM analysis. International Journal of Academic Research in Business and Social Sciences, 8(5), 977–985.
Shahali, E. H.M., Ismail, I. & Halim, L. (2017). STEM education in Malaysia: Policy, trajectories and initiatives. Science and Technology Trends, Policy Trajectories and Initiatives in STEM Education: 122-133
Shahali E.H.M., Halim, L., Rasul, M.S., Osman, K. & Arsad N.M. (2019). Student’s interest towards STEM: A longitudinal study. Research in Science and Technological Education, 1-19.
Sorge, S., Keller, M.M., Neumann, K., Möller, J. (2019). Investigating the relationship between pre-service physics teachers' professional knowledge, self-concept, and interest. Journal of Research and Science Teaching, 56, 937–955.
Suhendi, H.Y., Ramdhani, M.A. & Irwansyah, F.S. (2018). Verification concept of assessment for physics education student learning outcome. International Journal of Engineering & Technology, 7(3.21), 321-325
Suhendi, H.Y., Rochman, C. & Nasrudin, D. (2016). Profil miskonsepsi mahasiswa pendidikan fisika berdasarkan hasil diagnosis menggunakan instrumen Three-Tier Test. SNIPS 2016; Bandung Indonesia: Institut Teknologi Bandung.
Wajiha M., Alam, S., Hassan, U., Zafar, T., Butt, T., Konain, S. & Rizvi, M. (2018). Difficulty index, discrimination index and distractor efficiency in multiple choice questions. Annals of PIMS, 310-315
Westbroek, H.B., Rens, L. van den Berg, E. & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976
Zainudin, S., Halim, L. & Iksan, Z. (2015). How 60:40 policy affects the development of science curriculum in Malaysia. Educational Community and Curtural Diversity, 3, 1396-1405.