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Chapter I ............................................................................................................................................... 1
Introduction ..................................................................................................................................... 1
Background of the study.......................................................................................................... 1
Statement of the problem ........................................................................................................ 3
Significance of the Study ......................................................................................................... 5
Definition of the Terms ............................................................................................................. 6
Chapter 2 .............................................................................................................................................. 8
Review Related Literature ............................................................................................................ 8
The Contribution of the History of Physics in Physics Education: A Review ........... 8
What makes Physics Difficult?............................................................................................... 9
Instructional Materials and Improvisation in Physics Class Implication for
Teaching and Learning ........................................................................................................... 11
Study Tips in Physics ............................................................................................................. 12
Chapter 3 ............................................................................................................................................ 14
Route And Process Undertaken............................................................................................... 14
Nature of the Study .................................................................................................................. 14
Sources of the Experience .................................................................................................... 15
Phases of the Exploration...................................................................................................... 16
Role as Researchers ............................................................................................................... 17
Illuminating the Experience ................................................................................................... 17
Trustworthiness ....................................................................................................................... 20
Credibility ................................................................................................................................... 20
Transferability ........................................................................................................................... 20
Dependability ............................................................................................................................ 21
Confirmability ............................................................................................................................ 22
Ethical Consideration.............................................................................................................. 22
Results And Discussion ............................................................................................................. 24
Table 1 ......................................................................................................................................... 24
Themes and Core Ideas on Understanding Physics ...................................................... 24
Table 2 ......................................................................................................................................... 27
Themes and Core Ideas on Struggles cause by Teaching Techniques .................... 27
Table 3 ......................................................................................................................................... 31
Themes and Core Ideas on Relationship between Learning Physics and Building
Interest ........................................................................................................................................ 31
Interest in Learning Physics ................................................................................................. 33
Chapter 5 ............................................................................................................................................ 35
Implication ..................................................................................................................................... 35
The Experiences of Senior High School Students in Learning Physics
Members:
Dizon, Jj Allind L.
Partoza, Jorgery F.II
Abucayon, Graciella O.
Senoron, Isadora
Tero, Khrisgen R.
March 7, 2019
Abstract
Many says that Physics is really difficult so we came up with this idea to learn
more about why there are a lot of people who fear physics. The purpose of this study
is to explore and know the different kind of situation that each participant face in
dealing with this kind of dilemma and how they response to it. The participants of this
study were grade 12 stem students from University of Mindanao who commonly
interview and a focus group discussion. After a thorough analysis of the data using
thematic analysis and triangulation, it was found out that difficulties in physics depends
on the following factors; nature of the subject leaning environment and teacher’s
quality of teaching. On the coping strategies stated by them, it needs a lot of effort
understanding and patience in learning this subject because without these it greatly
affects the grade. Moreover, dealing physics with desire to pass this subject would
help a lot and can be their strengths to overcome this problem. Finally, we set out
some implications of the research work, and propose some future research directions.
Chapter I
Introduction
phenomena of an event on which occurs in our everyday life. It is the foundation of the
students to connect themselves with the modern industry as it is being applied through
the technology. Physics is really important in our society however, there are a lot of
students who really want to learn physics but afraid to pursue because of its difficulties
which it can lead to lose of interest in this subject. This problem of students losing
interest in physics has worsened. Many countries have reported a downward trend in
great freedom of choice, so this decline has been particularly observed in many
According to Gutulo and Tekillo (2015) globally, learning physics may cause to
a student to face struggles and difficulties because they encounter problems in dealing
physics. Some of the teachers observed that many of the students cannot easily cope
up this subject and they were struggling to meet up the objectives and the different
topics that are under to physics. Majority of students in High schools, does not show
any interest to physics so this may lead to not participating in class in science
specifically in physics. In addition to this, the students may have interest to any other
subject or topics in science except physics. Most of the students choose natural
science expecting that it is much easier than physics and it can help them to pass the
subject and proceed to a higher institution that they want. Furthermore, statistics
2
shows many of the students got low scores in physics subject specially when they do
entrance exams and scored very poor. As a result, teachers lose their motivation to
teach physics and this can cause for a student to struggle more in dealing physics
As stated by Lumoljo (2017), In Lanao Del Sur, there are students who struggle
to face and deal physics because it needs to sacrifice time and effort to perform an
experiment with an expensive materials needed and learn how it process to the
physics, can be difficult to a student. Some students do the activities in this subject in
exhaustive review, to meet the goals and objectives in doing science specifically in
physics. This difficulty is also one of the causes why students do shifting or choose
another course because of the struggles they have in dealing with this subject. There
are students in secondary education still passed this subject but some of them do not
have the real knowledge of physics and the importance of it. Oftentimes, students face
conflicts in learning physics than any other subject. This may result for losing an
interest to understand physics and its different topics. Some students who lose their
interest in physics also lose their excitement in earning science. Some schools are
giving scholarships or special programs to get the attention of the students to take
physics courses. Many introduce the good facilities and quality teaching to attract
them. Unfortunately, only few are interested and willing to take this. Then it comes up
an issue that the students lose their interest in physics (Lomoljo, 2017).
from their group mates as a method for understanding the issue proclamation what is
3
more, checking the material science ideas connected when discovering conditions to
state, helpful portrayal, and material science approach were usually utilized. As
appeared and showed on the discoveries, the investigation recommends the need to
utilize distinctive helpful gaining systems beside jigsaw started for accomplishing
significant critical thinking abilities in material science in light of the fact that
understudies whether in charge and trial aggregate had little enhancement in scientific
methods. This is upheld by the announcement of Redish and Kou (2015) that Math in
Science is diverse on the grounds that material science speaks to implications about
G., 2018)
The researchers will conduct this study to explore the significant experiences
of Senior High School students who have difficulties in Physics and how they cope up
this kind of challenges. It seeks the factors of why the students having trouble in
learning Physics. Lastly, the researchers will properly conduct this study to recognize
the set of the possibilities of the hardship Senior High School students. Specifically, it
1. What are the factors that can affects a student in learning Physics?
3. How can these struggles affect the Senior High School students in their near
future?
4
Theoretical Lens
(2013) determines the areas of physics which appears to be a posing difficulty for
students and what account for this difficulty. A number of 830 (306 females and 524
males) final year students in science class and 52 physics teachers intendedly drawn
from secondary schools in Ogun and Lagos States, Nigeria have taken a
questionnaire. The findings show three major sources of difficulty in learning physics
calculations and constructing meanings of the taught concepts. Moreover, the problem
is also found out that difficulties occur in individual problem solving as they were given
a task and they passively engaged during class discussions. These findings have been
implied for designing interventions and identifying teaching strategies that help
students overcome the underlying sources of difficulty that impede quality learning.
understandings, problem solving, belief and attitudes towards physics. However, the
wide variety evaluation instruments are inadequate with respect to problem solving in
physics. The inability to understand the basic subject matter content, principles of
physics in formulas is a major cause of high failure rate in physics. Moreover, students
with poor mathematical skills serve as an obstacle for them to do problem solving in
physics. Each student should be given an adequate time and opportunity to solve the
5
practices firmly.
school students in external examinations has been a major conflict in the teaching and
scholars in the field of curricular development and possibly differ from one another in
accordance with the core emphasis and the views from the experts concerned.
the topics in a visualizing manner. The research findings show that there are
and students encounter major problem in scale choosing while interpreting data
graphically. The study therefore suggested that the physics laboratories in the
and reporting physics practical should be included in the physics curriculum so that
This study distinguishes the factors that made the Senior High School students
think Physics is difficult. This study would draw more light into the causal relationship
among the Senior High School students’ perspective about the Physics and the
6
subject itself. The outcome of this study is therefore expected to assist stakeholders
Department of Education. This study would help the department improve the
teaching strategies of the teachers that could possibly affect student’s critical thinking
about Physics.
Students. The result of this study could assist the students (who have
difficulties in Physics) to enhance their lore and alter their perspective on Physics.
Future researchers. The future researchers may use the findings of this
research as basis for further investigation about the struggles of the Senior High
School in Physics.
related to learning. One of the features of a specific learning disability is that the
difficulty continues to
physicist attempts to describe the interaction with the most fundamental and general
law or principle possible, with these relations one can understand such diverse
phenomena. Hence, it needs time and effort to deal physics and finally understand the
Senior High School students – High School students that undergoes SHS
work in the industry or be an entrepreneur. The SHS curriculum is the last level in all
basic education programs of the country reviewed. Some SHS students experienced
difficulties in this curriculum because they need to adjust to deal the subjects that are
Chapter 2
In this part of the study, the researchers mean to dissects the related reading
about phenomenon under the scrutiny so as to recognize the holes in learning and
different proclamations inside the writing that cannot be both solid in the meantime.
The study of Seroglou F. and Koumaras P. (2001) are centered on the choice,
order and relative introduction of the different proposition concerning the commitment
of the historical backdrop of material science in physical science instruction that have
modules in improvement amid the only remaining century. The structure of the
learning of material science, as they have been displayed since 1960s, combined with
the current slants in science training, incorporating disclosure learning during the
the formation of new sub-classes of the underlying structure. While trying to have a
graph so that the different recommendations revealed could be watched and remarked
graph, while time from 1893, the year of the most punctual reference accessible, till
of the instructing and learning of material science, as they have been displayed since
the 1960s, combined with the present patterns in science training including revelation
learning during the 1960s and constructivism these days. The different patterns
point, with regards to constructivism, understudies’ thoughts turn into a vital factor
affecting the points of the educating and learning of material science. By a large, there
is a thin line between what we call a point and what we characterize as a factor. That
decade, after the affirmation of its commitment to instructing and learning and
while now, during the 1990s the metacognitive points of material science.
Ornek, Robinson, & Haugan (2008) investigated a phenomenon, why does the
students, faculty members and teaching assistants find physics as a difficult subject.
Most of the students says “Physics is Difficult” and it was the same as the perceptions
of teaching assistants and faculty members. They categorize the factors of why this
issue occurs into 6, and the first factor is that students need to conduct various
representations that needs to sacrifice their time and effort. For example, experiments,
difficult to handle by the students and teaching staffs. The second factor is that,
10
Physics is cumulative. Teaching assistants and faculty members has the same opinion
to the students that physics is increasing some successive additions, and that makes
physics hard to deal with. Moreover, the third factor is Physics is difficult and it is
abstract. Although some students say that it is not that abstract but most of them say
it is. As a result, most of them has difficulties in facing and learning physics. The Fourth
factor is Physics has a lot of things to discuss, learn and understand. Hence it causes
to produce a lot of materials, effort and time to learn this subject. Also, physics has a
lot of formulas, laws, rules and conditions to think and memorize that can be a struggle
to a student. Even teacher assistants say this subject has too many formulas, laws,
rules and conditions. In addition to this physics also has theory like theories, just like
the theory of relativity that is difficult to handle. However, Faculty members said the
theory, formula, laws, rules and conditions is not that difficult because they have
enough knowledge to these things than the students and teaching assistants. The fifth
factor is that physics is not interesting for students and teaching assistants to learn it.
Thus, faculty members indicate that students do not have an interest to this subject
and that was the reason why students find it difficult. The last factor of this issue is that
cannot understand the subject physics if we did not learn mathematics. Many of the
students did not aim to have a good learnings of math so when they deal physics, they
find it difficult and they struggle to understand it. Some are not mathematically inclined
and find mathematics as a difficult subject, this may affect in learning and studying
physics.
Hence, this study concluded that students and teaching assistants has the
same opinion and interpretation of learning physics. Both of the group states that
physics is difficult to deal and hard to learn. They associate the factors of why they
11
find physics as a difficult subject. This may say that the experiences they had was the
same and that they could see physics is somehow difficult in terms of education. Some
of the students that has physics subject can think to quit or shift another course
because of the difficulties they have in physics. This may also be a cause why students
lose their motivation and desires in physics and when this happen, it can also lose
their appreciation in science subject. There are many factors of facing physics and
In this study conducted by Kola (2013) showed that the instructional and
improvised materials is very significant in the teaching and learning process of physics.
Improvised materials such as audio tapes, models, radio, computer, video, LCD
projector, speakers and overhead projector are used to support teachers in their
lectures inside the classroom. For example, computer and projector helps teachers to
students will lower their interest in physics, there will a decrease in population of
students offering physics related courses in higher institutions that could cause an
ailing technology advancement in the country and it would be dangerous for students
to have interest in improvised materials rather than the original standard material
insufficient and inadequately use of instructional and improvised materials. First, the
12
depend on the government to finance the education alone; they should also corporate
with the government to finance science education. Internet facility must be provided
by every school to ensure students have open access to the internet by giving tasks
such as assignments. Excursions or outdoor school activities such as field trips should
be taken part of the school program in school especially for physics to help students
unless can be relied upon for any measurement, improvised materials should only be
According to the Study Tips: Physics of The University of Rhode Island (n.d.),
Physics is undoubtedly a subject full of laws, formulas, rules and equations. Most of
the students prefer memorizing equations before taking a physics test. However, it is
considered as a poor practice of learning. Best physics students do not choose this
kind of practice. Instead, they comprehend. After a student understands the equation,
he/she will not have any difficulties in memorizing it. If you have the ability to master
an equation, you tend to have a better problem-solving skills to use during exams.
These are the ten (10) tips for success in Physics stated in Study Tips: Physics
of The University of Rhode Island: Go to every class. Since physics is a crucial subject,
skipping one class could make you left behind for the whole semester. Take good
notes. Jot down everything that is important. Notes give you a lighter way to learn the
13
lessons which your professor finds the most important. After, try to test yourself by
rewriting everything in your own words without looking the solutions. Remember,
watching does not help you learn, doing does. Read ahead. It is better to learn in
advance so that you will not have any difficulties for the upcoming lessons. Give
physics priority. Set a schedule for physics, or give importance on it. Practice. Try to
answer all the problems in your book and homework without looking the answer keys.
Quiz yourself regularly. Use a piece of paper to study the terminologies and formulas.
Work with classmates. You will get some information from your classmates which you
do not know. Seek help. If you have a hard time answering the problems, try to ask for
help from your classmates, teachers or tutors. Partial credit. Even though physics
usually have right or wrong answers, you can have credit if you will let others see your
work. Healthy body, healthy mind. Have a proper nutrition and sleep well.
14
Chapter 3
In this segment of our study, we will include and discuss the nature of this study,
ensuring the reliability, our role as researchers, and the valid and reliable data
collection process.
out, give an account, and describe the experiences of our study participants. As
Creswell (2014) noted that phenomenological method gives the opportunity to enquire
everyday life imaginations are created by us, and while we are imagining we involved
by Clarke (2007). We profoundly agree with Clarke about this method, as it will help
approaches for acquiring, accessing, and generating data. These approaches are
pledge to abide and observe these approaches to ensure the consistency and artistry
of this study.
The chosen study participants are those Grade 12 STEM students of University
of Mindanao. We will choose six students who are currently STEM students in
information that will be gathered from the shared experiences from the study
participants will be analyzed properly through the use of one on one interview.
The study participants (Grade 12 STEM students) were those who are
experiencing difficulties in learning Physics. They are those who have a per diem
interview the Grade 12 STEM Students in order to immediately follow to their claims
We will purposively choose at least six people to interview. The six respondents
will really give attention to these Grade 12 STEM students who are having learning
16
difficulties with Physics. It means that we will select our sources of data through the
sampling is a non-probability type. It is applicable and useful when the study is into a
specific cultural area with someone truly informed, familiar, and knowledgeable of the
experiences extracted and documented. Tongco (2007) asserted that best sampling
purposely and intentionally examined and observed for the reliability and competence.
For the nature of the data that we want to collect, generate, analyze, and
convey, our individual study participants will be personally visited and meet by us. We
will inform them with the fine points of our study and asked of their participation. Lastly,
we will guarantee the compliance of the informed consent which is one of the main
requirements of a qualitative study. We will observe and follow the selection process
and likewise include the richness of their experiences about the subject that will be
The gathering of the information from the experience of the study participants
methodically rest on in-depth interviews and focuses group discussion. We will spend
enough time to listen with the study participants in sharing their experiences. We will
use our prepared guide questions to guarantee the accurate flow of the sharing of
information and the emphasis that are comprehensively pointed out and undertaken.
17
We will conduct six interviews in different place with different study participants.
We will make certain that the interviews will be done in the preferred places of the
interviewees which has atmosphere and setting abetted the participants to feel free
and at home. Also, we will allow the participants to express their answers in the most
Role as Researchers
We, as the researchers of this study, assumed the roles of participants at the
same time observers and listeners to the shared experiences of our study participants.
We will likewise assume the job of being the interpreter of the narrated experiences
by the study participants, while advocating their struggles and aspirations. It means
that we will become the participant in a way that we will actively internalize their shared
experiences while being as researcher too. Being the participant is distinct from the
real participants of our study, because the real study participants are the sources of
information and we, researchers is the interpreter and raconteur of the information
gathered
in several ways which are the following: advocacy statement writing, story-telling
writing, reflection writing, and everyday life experience describing writing. As for this
study, we will choose advocacy statement writing for we will come to understand that
18
the experiences of the grade 12 students’ that having difficulties in learning Physics
results of the study is to present precisely either the inside (emic) or outside (etic) of
an observer, or both. That means that in presenting the story using the chosen method
of writing, the writer assumes as either someone who has seen the respondents’ world
from afar or someone who has delved right into the world of the respondents’ story.
With that, in narrating shared experiences, thoughts and insights of these study
On the other hand, in writing the whole situation as a result of the cross
analyses process, we will use the emic approach. This means that we will recount the
expression involving the axiological and ontological aspects of their stories. We will
account the hearts and minds of the grade 12 students with great passion and
dedication. Thus, we will be aware of the requisite that we entered into the realm of
the experiences’ owner the Grade 12 STEM students. To fulfill this requirement, we
have a forthright dialogical process with the respondents. We will not just listen to their
accounts, but will carefully heed to the sentiments. Meaning, the researcher’s beings
is gone as the story will be narrated. The researcher will account “not as researcher”
In analyzing the data laid by the participants, will observe Colton and Covert
(2007) in sorting out and categorizing through the use of coding system of the recurring
themes, compare and contrast responses, and link up information to unverified criteria.
(2014) in analyzing the experiences that we got from the participants. The a priori
19
the meaning of the experiences of the survivors. The categories we have to come up
with will be grounded upon the principle that interpreting and theorizing will only
happen after the meaningful experience of the study participants. Creswell (2014),
We will also use emergent technique in making the latter concern of this study
which, in particular, is the implication part. Several issues and concerns then will be
given in the process out of the shared experiences and pieces of information provided
In presenting the whole discourse, we will anchor heavily on the rhetorical and
texts and arguments. Having that knowledge, it will lead us to giving emphasis and
focus on the process as well as its process, language, and tone. Since research in
itself is an art, we will make our utmost effort to provide an alluring literature observing
through the employment of personal voice and qualitative terms with clear simple and
exact definitions. We will apply carefully our knowledge about qualitative research
within the context of the life of the study participants, with that we employed inductive
logic.
The mode of writing the story is etic. We will be amenable with Patton (2002) in
his description of etic saying at it is a method of expressing the texts where the
researchers delve in actual experience as stated in the experiential texts. With that,
Trustworthiness
premises which are asserted by Fenton and Mazuwelics (2008). Such assertions
Credibility
the respondents interviewed. We will further verify the information by checking the
credibility by immersion.
and aspirations, analysis of documents that contain facts and figures about student’s
situation, in-depth interview and focus group discussion with the grade 12 students
who are having difficulties on learning Physics. The data and information using each
of these methods will be triangulated. For instance, our experience during immersion
will be confirmed in our observation and interview and further confirmed with the
Transferability
To ensure the transferability of our study, first we will ensure that we have a full
manuscript of the interviews conducted. The exact and complicated expressions of the
21
study participants will be narrated in a most detailed means utilizing accurate and
appropriate words to enunciate in a precise and clear manner. Second, we will intend
to present back the result of the study to the study participants then to the general
public especially to those grade 12 students and the stakeholders of the school.
In presenting the gathered results of this study, we will use pennames to secure
the identity of every participant. Moreover, our main purpose is to share the results of
this study and then encourage individuals and groups to undertake studies which could
uphold our dissertations. We will present our data in a manner that will be useful and
interest and comprehensible reading is employed. We will write my texts in a way that
enables the readers hear our encounters and conversations with the study participants
Dependability
experiential learning of Johnson and Christensen (2008), Kolb, et. al., (1999), and
Birion, et al., (2008). Johnson and Christensen explain that knowledge is gained from
the experiences, for instance of the participants where they had a direct interaction
For us, researchers, dependability is taken well and carried out by believing in
the integrity, sincerity, and transparency of the study participants in relaying significant
and relevant pieces of information. And we deeply believe that the study participants
have the sufficient experiences in giving descriptions of their accounts that would be
We will remove our biases while doing the study. And we will enter into the
world of grade 12 students’ immersion. As Rex Linao (2004) describes that, people
who are emerged to other culture learn to adapt the culture authentically.
Confirmability
citing audit trails all throughout the study. In coding for the audit trail, we will establish
our own way of checking with the original transcripts. We will categorize emerging data
from narrations and experiences; then will use such categorization as the source of
Ethical Consideration
Since this study is qualitative we will make sure to live up with the strict scientific
standards. We will also employ touch of artistry by the use of figures of speech such
communities, we will purposely communicate with individuals who are the most
accurate persons to come into contact with for they were the ones managing
indigenous schools themselves. Likewise, we will merge ourselves with the grade 12
students.
fact that we greatly observe the suggestions of experts in the field of qualitative
research in the process of analyses and arriving at an interpretation sufficed our claim
23
that we followed the rigid logical process. The logicality in the narratives written will be
made better by its representation in the forms of stories, reports, and descriptions of
the instances.
To promote authenticity of the study, we will allow the participants to relay their
answers in the language they would want to. We will ask series of follow-up questions
to clarify ambiguous information which may possess several meanings. All methods
used in the study will be done with appropriate documentations including the ethics
about the anonymity and secrecy. In connection to that, even the age and gender of
the participants will be kept anonymous: thus, we will use coding system to execute
this purpose. We will keep the confidentiality of the informants by coding their names
or not mentioning their names at all. We chose not to mention the names of the study
participants to promote reliance to the credibility of the respondents and the reliability
protocols of informed consent that Creswell (2014) had outlined. We will make sure
that the study participants know their right to withdraw from the study any time; the
sole purpose of the study as well as the methods used in the gathering of data;
protection the confidentiality of the respondents; statements about the cautions linked
in the participation of the study; the expected benefits that can be gotten by the
participants; and a place for them to sign with date were all included in the draft, and
Chapter 4
This chapter presents the discussion based from the themes developed during
data analysis. We finally generated four (4) major themes from Focus Group
Discussion (FGD) and Individual Interview for the research questions as enumerated
in table below.
Table 1
time on physics.
__________________________________
subject.
subject.
given to us.
difficult.
Difficulty in Physics
This is the major theme in the first research question pointed by all informants,
which means difficulty in Physics is showed in many of the students. The reasons of
of this subject, such as experiments, formulas and calculations, graphs and conceptual
Mathematical representations (Omek et. Al., 2007). This is supported by the article in
relationships and Physics is used to uncover these concepts through observations and
Based in this study shows that not only the core concepts of Physics depend
on the learning achievement, but also include the students’ perception, interest, and
attitude towards this subject with the influence by the factors among educators in the
part of their curriculum. Thus, showing poor attitude and perception towards this
subject will cause an adverse effect to their academic performance. It is also proven
that teachers have influence the poor academic performance of the students such as
their teaching techniques did not work properly for the students and their poor
encouraged, to build their interest in the subject and to develop their positive attitudes
(Wachira, 2007).
27
Table 2
Can Affect Greatly the Grades physics. I only understand a few on how to solve
______________________________________
unhealthy environment.
situation.
teachers.
is already done.
teacher
29
______________________________________
- In a friendly way.
This theme explains how struggles in Physics can greatly affect the grade of
every student who suffers this kind of dilemma. According to the responses of our
participants the following are considered to be the reason why difficulties in Physics
leave a very deep impact to their grades such as subject, quizzes, written works, and
problem solving. Passing a Physics subject means mastering the required problem
solving techniques and solving problems of the subject (Wright & Williams, 1986).
30
topics that even if you pass the first topic and fail the second one still it can pull your
complicated. Many students think and say “Physics is difficult”. Angell, Guttersud,
Henriksen and Isnes (2004) probed the views of high school students and Physics
teachers about Physics. Physics is not a straightforward subject and there are bound
of the students that we had interviewed were struggling in dealing physics subject.
Hence, they also stated that one of the factors that could affect their difficulties in
learning physics is the learning techniques of a teacher. The Teachers should always
distinguish the student’s difficulties in understanding the subject and they need to
check the students thinking. The Teachers must help the students to generate,
analyze, test and perform well in the subject. In teaching, they must include
framework. It is very essential to emphasize that we can have a good and organize
physics instructions when the teacher is good and organize as well. It is based to the
is not enough for a teacher that they only have understanding to this subject, they
must also have knowledge of how to deliver the information about this subject that
Based on this study, the Teachers should understand the situation and
capability of the students. They must be open minded or considerate so that it would
be easy for a student to adjust and catch up the information and objectives that is
presented by the subject. The Teachers should also use materials that would help
them teach easily and effectively the subject such as laboratories for experiments,
clear visual aids for formulas and calculations, and external visualizations. Thus,
External visualizations has a big help in learning physics because it can highlight the
elements that are essential in underlying physics concepts, explaining some abstract
information and it could present vivid context in experiments and solving problems
Table 3
Building Interest
interest on it
astronaut.
everyday living.
experience it on my own.
33
friends.
This theme is considered as the factor that made the respondents feel that there
is something more about Physics that they do not know yet. According to the
responses of our participants, because of the positivity and curiosity in their minds,
they could build interest in learning Physics. These thoughts could help them learn
Physics without hesitation. This finding is supported by several studies, which stated
that curiosity is a useful way to scaffold learners’ understanding of key concepts- which
situations for which learners draw on the earlier learning to construct their response.
Greaves (2015).
However, the students could possibly lose their interest in learning in Physics if
they could not handle the difficulty that they might encounter. Also, losing interest in a
34
subject field could affect their performance in other subjects that could lead to failure.
Hence, if the students continually think that Physics is difficult and lose their interest,
they will not maintain their excellence. According to Garg et.al (2003) it is better to let
all young people feel interested in doing experiments and learning about science.
35
Chapter 5
Implication
in different ways. The significance of the subject in the academe could impel some
students who does not fascinate the subject. Even those Einstein students still go
through the rigors in learning Physics. Students undergo these difficulties because of
students who are experiencing difficulties in Physics. One of them is this kind of
student who experiments and other tricky stuffs about the subject. Consequently, they
tend to lose their interest which might lead them to failing grades.
Furthermore, the teaching techniques of the Physics teacher are also significant
in the study. It is describes by our respondents that the teaching methods of the
teacher affects students learning Physics on a way they are gaining the knowledge
while participating in the class. Teachers who unable to simplify the complicated
not effectively comprehensive for students to Physics with regards to their capabilities.
In addition, there are needs of response and consideration towards of the concerns of
students according to the areas of their difficulty in the subject such as quizzes,
At the end of our research, we have concluded that there are many areas in the
field of Physics which make the subject difficult for among the students. But, the
obstacles of Physics can possibly strive by students depending on how they build upon
36
their interest and with the guidance of their teachers by teaching effectively. We
encourage students to be determine in studying Physics and make them easily applied
in real life. Lastly, the school should also facilitate the provision of instructional
materials for it help students to better understand the complicated concepts of Physics.
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