Abstract
One of the aims of the Secondary Education Certificate (SEC) Physics syllabus is “to provide the basis for further study of the subject”. This research determined the extent to which the syllabus is fulfilling this aim. In this study, seven post-secondary Physics teachers participated in semi-structured interviews and 200 students provided feedback to a questionnaire. Areas in which the SEC Physics syllabus is not preparing students well enough to further their studies in the subject were identified and suggestions were given to help improve the situation. This study confirmed that there is an academic disparity between SEC and Advanced Matriculation (AM) Physics. This disparity is highlighted in the problem-solving skills necessary for success at both levels, mathematical physics, language and in concepts which are highly abstract. The study also confirmed that there is a large amount of rote learning involved in SEC level Physics. As a result, students learn superficially and struggle to grasp the complex concepts taught in A-level Physics. In order to prepare students better for post-secondary education, SEC Physics students should be asked to answer questions which involve higher levels of thinking and to solve more complex mathematical problems. Furthermore, more frequent practical sessions, a greater degree of student involvement and a greater emphasis on the link between theoretical ideas and practical work is also recommended. A shift of emphasis is required from teaching content to teaching higher order thinking skills.
Highlights
At the end of compulsory schooling, students in Malta sit for the Secondary Education Certificate (SEC) examinations
Three teachers believe that exam questions asked in SEC Physics should push students to use algebra and solve challenging problems which involve multiple steps in order for students to be better prepared mathematically for further studies in the subject. These teachers remarked that this lack of experience in dealing with challenging mathematical situations leads to students struggling in topics which involve a greater deal of mathematical calculations such as ‘Mechanics’ and ‘Electricity. In response to this, a teacher suggested splitting up the SEC Physics syllabus so that students who wish to further their studies in Physics can study higher levels of Mathematics at SEC level
Post-secondary Physics teachers were asked whether they would like SEC Physics to teach some of the easier concepts which are currently taught at A-level so that students can have a better background
Summary
At the end of compulsory schooling, students in Malta sit for the Secondary Education Certificate (SEC) examinations. Students can choose to study two Advanced level and three Intermediate level Matriculation subjects for two more years at post-secondary institutions. These institutions include what are known as sixth forms and pre-university colleges. The material at these levels would build upon that which was taught at SEC level After studying these subjects for two years, students sit for the Advanced and Intermediate. Students who do not choose to further their studies in the subject need to have a grounding in scientific literacy This spectrum of needs must be addressed if the students’ experience of learning SEC Physics is to be a fruitful one. The material present at both SEC and AM Physics should be appropriately challenging for students
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