Academic Performance In Physics Research Articles

Effect of using multiple representations in teaching mechanics problem-solving on engineering students’ academic performance in Rwanda

In recent years, the use of multiple representations in physics teaching and learning has become more common. This study sought to determine if engineering students’ performance in Rwanda might be improved by the use of numerous representations when solving mechanics problems. Multiple representations improve students’ comprehension and recall of mechanics ideas, supporting efficient teaching methods and critical thinking. This study employed a quasi-experimental research design with pre-and post-test control and experimental groups. A total of 100 students were enrolled in the study, divided into two groups: the experimental group consisted of 52 students who received instruction using multiple representations, and the control group consisted of 48 students who received instruction using traditional methods. In the study, students’ performance was measured before and after intervention using a mechanics test. The mechanics problem-solving pre-test findings indicated a p-value greater than 0.05 between the control and experimental groups, indicating no statistically significant differences between the two groups. A post-test revealed a p-value < 0.001 between the groups, indicating that the experimental group outperformed the control group significantly. According to the findings, engineering student’s academic performance in physics can be improved through the use of multiple representations in teaching and learning mechanics problem-solving. This study will support the development of Rwandan education policies, instructional approaches, and global pedagogy are all supported by this study.

Mathematical Proficiency, Scientific Reasoning, Metacognitive Skills, and Performance of Learners in Physics: A Mathematical Model

This study aims to explore the mathematical proficiency, scientific reasoning, and metacognitive skills that contribute to the student’s academic performance in Physics. Data were gathered quantitatively by administering the Basic Skills Diagnostic Test, Lawson's Classroom Test of Scientific Reasoning, and Metacognitive Awareness Inventory to Grade 10 students in the selected high schools of District II of Ifugao Province from January to June 2023. Using the Raosoft calculator, 369 out of 405 students were randomly selected as participants. Relationships of the variables were analysed using Structural Equation Modelling (SEM) where the direct and indirect effect was shown. Based on the model, mathematics proficiency, scientific reasoning (Formal Operational, Late and Early Transitional reasoners), and metacognitive skills (declarative, debugging, and evaluation) had a direct effect on academic performance in Physics. The scientific reasoning skills – late transitional directly affect the metacognitive skills – procedural, conditional, planning, and information. Further, an indirect effect of mathematics proficiency on scientific reasoning and metacognitive skills, scientific reasoning to mathematics proficiency and metacognitive skills, and metacognitive skills on scientific reasoning and mathematics proficiency, toward academic performance was observed. Conclusively, a strong foundation in mathematical proficiency with the effective use of scientific reasoning and metacognitive skills were found to be key determinants of success in Physics. This suggests that educational institutions craft Physics curricula considering the development of students in mathematical proficiency, scientific reasoning skills, and metacognitive skills, while teachers develop activities that refine the direct and indirect effects of these variables to target a better academic performance in Physics.

Interest and Academic Performance in Physics of Grade 10 Students amidst Pandemic

Students' interest is significant in their academic performance in Physics. However, due to the pandemic, their interest and performance results still need to be higher. Therefore, this study analyzed the interests and academic achievements of 10th-grade physics students and compared them by gender. This study also investigates significant differences in their academic interests and achievements when grouped by gender. This research uses a quantitative design with a descriptive, comparative, and correlational approach. The research subjects were 108 Class 10 Physics students determined using convenience sampling. Data collection methods use questionnaires and tests. The data collection instruments are questionnaire sheets and test questions. The statistical tools used in data analysis are mean, standard deviation, Mann-Whitney U Test, and Spearman Rank Correlation. The research results show that students are generally interested in physics and do not meet expectations in terms of academic achievement. Meanwhile, there is no difference in their academic interests and achievements when grouped by gender. However, there is a significant relationship between their interests and academic performance. Given the results, continuous improvement in content delivery, teaching strategies, and assessments is necessary to ensure student interest and academic performance.

Self-efficacy, Epistemological Beliefs, and Academic Performance in Physics: A Mediation Analysis

Self-efficacy and epistemological beliefs are focal figures in enhancing academic performance in learning Physics. This paper investigates the mediating role of epistemological beliefs about physical science (EBAPS) on the effect of Physics self-efficacy (PSE) on academic performance in Physics (APP) of 456 grade 12 senior high school students enrolled in Science, Technology, Engineering, and Mathematics (STEM) track. A correlational research design was used to analyze, interpret, and propose a statistical model predicting the APP based on the empirical data gathered. The adapted research instruments obtained an excellent reliability index, encoded in a web-based program, and distributed through online platforms. Mediation analysis using PROCESS v3.5 was used to examine the mediating role of EBAPS between PSE and APP. Findings revealed that EBAPS significantly mediated the association between PSE and APP. This indicates that their self-efficacy beliefs can enhance their epistemological beliefs, eventually translating to higher academic performance.

Effects of Senior Secondary School Physics Students’ Self- Concept, on Performance in Jos North L.G.A Plateau State, Nigeria

The study investigated the relationship between Senior Secondary School physics student, self - concept and academic performance in Jos North Local Government Area of Plateau State, three research questions and three hypotheses was formulated for the study. The instrument for data collection was self- concept conduct inventory questionnaires (SSCIQ) and physics achievement test questions (PAT). A correlation research design was used for the study. The correlation coefficient of 0.98 provides an estimate of reliability of a full test were half- test correlation is 0.96. The targeted population of the study comprises of SS II physics students in Jos North Local Government Area of Plateau State, numbering 350 students of these numbers 227 were male and 123 were female students respectively. The sample size used for this study was 200 students. A simple random sampling technique was employed to draw a representative sample for the study. The Pearson's Product Moment Correlation Coefficient ‘r’ was used to determine the relationship between self-concept and students' academic performance. While the t- test for independence samples was used to examine the differences that existed between male and female self-concept and their academic performance in physics. The finding was that there is positive relationship between Senior Secondary school students' self-concept and their performance in physics. It also revealed that there is no significant difference between male and female students' self-concept and academic achievement in physics. The findings further revealed that the male and female students do not differ significantly in their academic performance in physics. The recommendations made among others were that necessary measures be put in place in our educational system to remove inferiority complex in our students and enhance the development of positive self-concept on their academic achievement students.

Effects of Senior Secondary School Physics Students’ Attitude on Performance in Jos North L.G.A Plateau State, Nigeria

The study investigated the relationship between Senior Secondary School Physics students’ attitude and academic performance in Jos North Local Government Area of Plateau State, two research questions and two hypotheses were formulated for the study. The instrument for data collection were students’ attitude questionnaire (SAQ) and Physics achievement test questions (PAT). A correlation research design was used for the study. The correlation coefficient of 0.98 provides an estimate of reliability of a full test where half- test correlation is 0.96. The targeted population of the study comprised of SS II physics students in Jos North Local Government Area of Plateau State, numbering 350 students of these numbers 227 were male and 123 were female students respectively. The sample size used for this study was 200 students. A simple random sampling technique was employed to draw a representative sample for the study. The Pearson's Product Moment Correlation Coefficient ‘r’ was used to determine the relationship between attitude and students' academic performance. While the t- test for independence samples was used to examine the differences that existed between male and female attitude and their academic performance in physics. The finding was that there is positive relationship between Senior Secondary school students’ attitude on their performance in physics. The findings further revealed that the male and female students do not differ significantly in their academic performance in physics. The recommendations made among others were that necessary measures be put in place in our educational system to remove negative behaviour in our students and enhance the development of positive attitude of the students in their academic performance.

Utilization of Student-Created Videos for Laboratory Activities in Physics

The shift from a traditional to an online mode of learning due to COVID-19 pandemic led the researchers to conceptualize and create videos for students who have no access to a laboratory facility. This research assessed the effect of student-created videos to the academic performance of fifty-three (53) Bachelor of Secondary Education (BSEd) students in Physics 1 (Electromagnetism) and 4 (Waves and Optics). The student-created videos served as the intervention of this research. Laboratory worksheets and survey tools were used for data gathering. The paired samples T-Test was utilized to determine the significant difference in the test scores before and after the intervention. Results showed that academic performance in Physics improved when coupled with student-created videos. Laboratory videos helped enhance the quality of the learning process. Therefore, this may be adopted in science subjects with laboratory component.

A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification

This study aims at presenting a literature review on four factors; attitude, instructional methods, students’ misconception, and teachers’ qualification that contribute to low academic performance of students in physics. Physics is one of the most fundamental natural sciences which involves the study of universal laws, and of the behaviors and relationships among a wide range of physical phenomena. Research has shown that both teachers and students’ attitude towards physics is a major reason for low academic performance in subjects across the globe. Naki (2018) argued that attitudes such as procrastination have a greater impact on students’ achievement. The attitudes of students towards physics, the thoughts and beliefs about the course, the habits of studying and constantly postponing tendency are very influential. Boabeng et al. (2014) opine that the quality of the teachers implementing a curriculum has a greater effect on the academic performance of students. Regardless of how well-resourced the school is or how extensive the curriculum is, teaching methods also have a significant impact on students’ academic progress as well as how easier for a misconception is to be dispelled. When the finest teaching strategies are employed, physics teachers can have a significant positive impact on students’ knowledge hence good performance.

Gamified Mobile Apps’ Impact on Academic Performance of Grade 8 in a Mainstream Physics Class

Aim/Purpose: This research project aims to create a gamified instructional material tailored for Grade 8 students that includes a partially deaf student attending mainstream Science classes. The developed gamified mobile application underwent expert review and was used as an intervention tool to enhance academic performance in Physics among these students. Background: In the Philippines, there is a lack of accessible Science Instructional Materials for students with special educational needs, making inclusive education challenging. To address this, teachers need to enhance resources for inclusivity without compromising learning enjoyment. Gamification, a technique that increases student engagement, is critical. However, only some resources combine gamification and inclusion, highlighting the need for Science teachers to develop such materials. Methodology: Using a quantitative descriptive approach, the researchers assessed students’ competencies in Physics 8, identifying strengths and weaknesses. This data guided the creation of targeted interventions. A systematic literature search helped identify game design components from prior research, aiding the development of the Science-Inclusive Gamified Mobile Application (SIGMA). This application integrated various features, leading to a significant improvement in students’ academic performance. Pre-test and post-test analyses showed substantial progress. Contribution: The gamified mobile application positively affected eighth-grade students, including one with hearing impairment, enhancing their educational experience and interest in challenging topics. The research underscores the importance of teachers adopting gamified technologies to foster proactive knowledge acquisition. Findings: The Grade 8 pupils, with one partially deaf student, responded positively to the gamified mobile application, which made the educational experience more enjoyable and increased students’ interest in topics that are often least comprehended. Design elements like leaderboards and feedback were integrated into the Science Gamified Mobile App (SIGMA). Usage resulted in significant academic improvement, supported by pre-test/post-test scores (pre: mean 10.15, post: mean 26.73). The study highlights gamification’s impact on performance with substantial empirical evidence. Recommendations for Practitioners: Teachers in various disciplines should keep adopting and utilizing gamified technologies that encourage and aid their students’ imaginative and proactive knowledge acquisition. Recommendation for Researchers: These research results provide important insight into the impact of gamification on students’ academic performance. However, substantial challenges must be addressed to analyze and interpret these results. Integrating gamification in settings with more participants and longitudinal studies that examine the influence over time would be intriguing because it would allow for an in-depth investigation into the results acquired. Impact on Society: The investigation results suggest that the mobile application with gamification elements had an essential effect on the academic achievement of eighth-grade students, including a student with a partial hearing impairment. The results of the present investigation may contribute significantly to the field of education by offering guidance to teachers who aim to integrate gamification into their Science course material within a classroom environment that promotes inclusivity. The research has identified crucial design elements for developing a practical gamified mobile application. Future Research: It would be intriguing to duplicate the kind of intervention carried out in this study in longitudinal research since it would allow us to know the impacts of gamification over a prolonged time. It is also vital to understand, through studies that are either more experimental or quasi-experimental, the effects of gamified mobile applications on students with various hearing impairments. It is also recommended to conduct a subsequent research phase utilizing the gamified mobile application with participants from other demographic groups.

Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino STEM Learners

Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino STEM Learners. Objectives: This descriptive-correlational study investigated the existing relationship of epistemological beliefs to the academic performance in Physics of Filipino STEM learners. Methods: This study involved a convenient sample of 407 Grade 12 Filipino STEM learners enrollexd in A. Y. 2021-2022. This study used EBAPS to solicit the epistemological views of the students in Physics. Findings: Pearson product-moment coefficient revealed that the four non-orthogonal dimensions of epistemological beliefs about Physics, i.e structure of scientific knowledge, nature of knowing and learning, evolving knowledge, source of ability to learn, established significant association to students’ academic performance except real-life applicability. Multiple regression analysis revealed that among five dimensions of epistemological beliefs, structure of scientific knowledge and nature of knowing and learning are found to be significant determinants of the students’ academic performance in Physics. Conclusions: Physics teachers are emphasized to craft an instructional intervention to enhance the students’ epistemological beliefs in physics, which in turns affect the performance of the students in the class. Keywords: academic performance, epistemological beliefs, STEM learners, physics teacher. Abstrak: Keyakinan epistemologis dan Performa Akademik dalam Fisika bagi Pelajar STEM Kelas 12 di Filipina. Tujuan: Studi deskriptif-korelasi ini menyelidiki hubungan antara keyakinan epistemologis dengan kinerja akademik dalam Fisika bagi pelajar STEM Filipina. Metode: Penelitian ini melibatkan 407 pelajar STEM Kelas 12 di Filipina tahun ajaran 2021-2022. Penelitian ini menggunakan instrumen EBAPS untuk mengumpulkan pandangan epistemologis siswa dalam Fisika. Temuan: Koefisien product-moment Pearson mengungkapkan bahwa empat dimensi non-orthogonal dari keyakinan epistemologis tentang Fisika yaitu struktur pengetahuan ilmiah, sifat pengetahuan dan pembelajaran, pengetahuan yang berkembang, sumber kemampuan untuk belajar, memiliki hubungan yang signifikan dengan kinerja akademik siswa kecuali pada dimensi real-life applicability. Analisis regresi berganda mengungkapkan bahwa di antara lima dimensi keyakinan epistemologis tersebut, struktur pengetahuan ilmiah dan sifat pengetahuan dan pembelajaran ditemukan sebagai faktor paliing signifikan prestasi akademik siswa dalam pelajaran Fisika. Kesimpulan: Guru fisika ditekankan untuk membuat intervensi instruksional guna meningkatkan keyakinan epistemologis siswa pada pelajaran fisika, yang pada gilirannya mempengaruhi performa siswa di dalam kelas. Kata kunci: performa akademik, keyakinan epistimologis, pelajar STEM, guru fisika. DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202302

Analysis of Students’ Self-Esteem and Academic Performance of Physics Students in Senior Secondary Schools in Port-Harcourt Local Government Area

The study critically examined the influence self-esteem on students’ academic performance in physics in senior secondary schools in Port-Harcourt Local Government Area. The purpose of the study was to examine the influence of self-esteem on the academic performance of students with respect to gender. Three research questions and one hypothesis were posed to guide the study to find out the relationship between students’ self-esteem and their academic achievement. The instruments used for the study include a standardized questionnaire developed by Rosenberg (1965), titled “Rosenberg self esteem scale”, and Physics Achievement Test (PAT) developed by the researcher. This test comprised 50 multiple choice questions which cover subjects from SSS1 to SSS3. The PAT was subjected to a validation process and the reliability coefficient obtained was 0.88 through Kuder-Richardson 21. The findings of the study showed that 68 percent of the respondents have low self-esteem while 32 percent are high self-esteemed students. The mean difference (10.04) showed that students with low self-esteem performed poorly compared to students with high self-esteem. The hypothesis revealed that there is a strong positive relationship between the two variables under study, that is students’ self-esteem and their academic performance in physics. The study recommended that physics teachers should recognize the level of each of the students’ self-esteem. Teachers should also allocate time to raise the level of students’ self confidence before teaching difficult topics in Physics.

Motivación académica y desempeño en física en un grupo de estudiantes de un liceo rumano

El presente estudio, cuantitativo y transversal, tuvo como objetivo determinar si las dimensiones de la motivación académica son predictoras significativos de las calificaciones de física de 96 estudiantes de nivel medio superior de una escuela en Rumania, con especialización en matemática e informática. Se utilizaron la Escala de Motivación Académica (AMS HS-28) y registros de calificaciones escolares para medir el desempeño en física. Para el análisis de los datos se utilizó la regresión lineal múltiple. Los resultados mostraron que la motivación intrínseca para el conocimiento es un predictor positivo de las calificaciones de física (β = .476, p = .009), y que la motivación extrínseca es un predictor negativo (β = - .491, p =.001). Se observó también que existe una diferencia significativa entre los dos sexos en la subescala de motivación de inducción extrínseca (t = 2.559, p = .012), pues las niñas tuvieron una media de 19.4 y los niños una de 15.8. Se concluye que la motivación intrínseca tiene una relación positiva con el desempeño académico en física, por lo que es necesario que el docente cultive los recursos de la motivación intrínseca permitiendo al mismo tiempo el desarrollo de la autonomía del alumno.

Effects of Labless Kits On Senior Secondary School Students' Academic Performance in Physics in Osun State

Effects of Labless Kits On Senior Secondary School Students' Academic Performance in Physics in Osun State

Social networks and academic performance in physics: Undergraduate cooperation enhances ill-structured problem elaboration and inhibits well-structured problem solving

For several decades, scholars have studied cooperation and its outcomes in the educational context. Yet, we lack a complete understanding of how different instructional strategies impact the relationship between cooperation and learning. Here we studied how different instructional strategies led to different social configurations and their differences in individual academic performance in an experiment with 82 first-year students from an introductory physics course. Surprisingly, we found that students who actively seek out information on multiple peers are less likely to achieve good performance on well-structured (algebra-based) problems, whereas, for ill-structured (real-world-like) problems, this effect depended on the features of the learning environment. Besides, we observed that good performance on ill and well-structured problems responded to different social network configurations. In a highly clustered network (which contains redundant information), students performed well-structured problems better than ill-structured problems. In contrast, students with access to network structural holes (which enable access to more diverse information) performed ill-structured problems better than well-structured problems. Finally, ill-structured problems could promote creative thinking, provided that instructors guide the solving process and motivate students to engage in the appropriate cognitive demands these problems entail. Our results suggest that teaching and instructional strategies play an important role in cooperative learning; therefore, educators implementing cooperative learning methods have to accompany them with adequate instructional strategy.

Fostering students’ academic performance in physics using cognitive conflict instructional strategy and conceptual change pedagogy

This study investigated how to foster students' academic performance using cognitive conflict instructional strategy and conceptual change pedagogy on Senior Secondary (SS2) two in thermal physics in Kogi East Education Zone of Kogi State. The study adopted a quasi-experimental design, specifically, pretest-posttest non-equivalent-control group type. The study population was all the 7380 senior school two physics students in 153 co-educational secondary schools during the 2018/2019 academic session. The sample consisted of 294 SS two physics students (187 males and 107 females) drawn from six secondary schools using a multi-stage sampling technique. Thermal Physics Performance Test (TPPT) with reliability coefficients of 0.79 was used for data collection. Data collected were analyzed using mean, standard deviation, and bar graphs to answer the eight research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of confidence. The study's findings revealed that there was a significant difference in mean academic performance among students taught thermal physics using cognitive conflict instructional strategy, conceptual change pedagogy, and traditional instructional strategy. The result equally revealed that cognitive conflict instructional strategy enhances students' academic performance more than conceptual change pedagogy. In addition, male and female students taught using cognitive conflict instructional strategy differ significantly in academic performance scores F (1, 99) = 24.409; p = 0.000 < 0.05. Likewise the male and female students taught using conceptual change pedagogy differ significantly in academic performance scores at F(1,95) = 33.974, p = 0.000 < 0.05. Furthermore the finding revealed that there is significant interaction effect of strategy and gender on students’ mean academic performance scores F (2, 293) = 6.307; p = 0.002 < 0.05. It was also found that both cognitive conflict instructional strategy and conceptual change pedagogy foster students' academic performance in Physics more than traditional instructional strategy. Based on the findings, it was recommended that Physics teachers be encouraged to use both cognitive conflict instructional strategy and conceptual change pedagogy to teach Physics in secondary schools to enhance students' academic performance.

Impact of instructional materials on students’ academic performance in Physics, in Sokoto-Nigeria

The importance of understanding the factors that drives academic performance in education and policy making can never be over emphasized. This research studied how instructional materials improve the academic performance of physics in some selected secondary schools in Sokoto state, Nigeria. Senior Secondary students (SS1, SS2 & SS3) from three schools were used for the study; the schools were having a total of 2850 students. Students and teachers were involved in the study. The study used descriptive survey method and percentages were used in analyzing the research questions raised by the study. Further analysis and interpretation of the data revealed that there is inadequate instructional materials and also few physics teachers in Sokoto uses instructional materials in teaching which has impact on the level of performance of the students. Recommendations were suggested to the Policy makers to provide basic instructional materials and monitor the use and maintenance of the materials in various schools.

Factors and Effect of Poor Background on the Students Academic Performance in Physics at Senior Secondary School in Birnin Kebbi Metropolis

Factors and Effect of Poor Background on the Students Academic Performance in Physics at Senior Secondary School in Birnin Kebbi Metropolis

Students’ Background Variables and Academic Performance of Senior Secondary School Physics Student in Ikot Ekpene Local Government Area of Akwa Ibom State

The study examined students’ background variables and academic performance of Physics student amongst public secondary schools in Ikot Ekpene Local Government Area of Akwa Ibom State. The independent variables reviewed were; parental income, family size, parental education background while dependent variable is students’ academic performance in Physics. To achieve the purpose of the study, three research questions and three research hypotheses were posed and formulated respectively to guide the study. The research design was adopted for this study was survey research design. Two hundred (200) SS2 students who offered Physics in public secondary schools were randomly selected for this study. The instrument used for data collection was a 18-item questionnaire named: students’ background and academic performance of Physics students Questionnaire (SBVQ) and Physics Achievement test(BAT) constructed by the researcher. Independent ttest and Pearson Product Moment Correlation Coefficient statistic were used as statistical tool for data analysis. Each of the hypotheses was tested at .05 level of significance. The findings of the study revealed that there was significant influence of parental income, family size on the academic performance of SS 11 students in Physics and there was a significant relationship between parental education background and the academic performance of SS 11 students in Physics in Ikot Ekpene Local Government Area of Akwa Ibom State. Based on the findings of the study, it was recommended among others that Parents of low socioeconomic status should be empowered by government to enable them provide for basic needs for their children. Thus, enhances their academic performance in Physics. Suggestion for further research was also made.

Effect of Blended Learning on Students’ Academic Performance in Physics in Federal Colleges of Education in South East, Nigeria

Effect of Blended Learning on Students’ Academic Performance in Physics in Federal Colleges of Education in South East, Nigeria

Role of Mathematical Competencies in Enhancing Students’ Academic Performance in Physics in Port Harcourt Local Government Area Rivers State

The study investigated ‘‘Role of Mathematical Competencies in Enhancing Students’ academic Performance in Physics in Port Harcourt Local Government Area Rivers State’’. The study specifically sought to determine; the mathematical competencies of Physics students, the mean score of students with high mathematical competencies (HMC), medium mathematical competencies (MMC), and low mathematical competencies (LMC) in Physics, and also the mean difference that exists between the performance of students with HMC, MMC and LMC in Physics. The study adopted correlation design. The total number of S.S.3 science students in these four schools was 76 students but due to certain circumstances during the time of the study, only 62 of the students were present and used in the study. The instrument used in the study was mathematics achievement test and physics achievement test. In MCT, students who scored 40 below were grouped as those who have low mathematical competencies, those who scored 41-69 were grouped as medium mathematical competencies while those who score 70 above were grouped as those with high mathematical competencies. Both tests were score and analyzed using mean and standard deviation. The hypothesis was tested using Pearson Product Moment Correlation Coefficient PPMC at 0.05 level of significance. The study found that 22.58 %of respondents haveHMC, 30.65% has MMC and majority of them has LMC 46.77%. The study also found that students with HMC performed significantly better than those with MMC and LMC in Physics tests. The hypothesis confirmed that there was a strong positive correlation between mathematical competency and performance in physics. The researcher therefore recommends that science students should strive hard to be adequately competent in subjects involving abstract logical reasoning and numeric calculations as this may enhance their overall academic performance.