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Perceptions, Learning Difficulties, and Scientific Knowledge in Grade 9-

Physics: A Basis for Proposed Intervention Material

In Partial Fulfillment
of the Requirements in
Ed 503- Research and Scientific Writing

FELIPE C. LUCENA, JR.

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TABLE OF CONTENTS

Chapter 1. The Problem and Its Setting

1.1 Introduction.3-7

1.2 Research Paradigm...7

1.3 Statement of the Problem 7-8

1.4 Scope and Delimitations of the Study .9

1.5 Significance of the Study 9-10

1.6 Definition of Terms..10-11

`
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CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

The word 'physics' comes from the Greek 'knowledge of nature,' and in general,

the field aims to analyze and understand the natural phenomena of the universe

(http://study.com). Hence, it is through knowledge in physics that we can explain and

understand the natures causes and effects. Physics is one of the most important branches

of science; it enables learners to understand what happened around them (Taber, 2002 as

cited by Sirhan, G., 2007).

However, no matter how useful and important physics is, the issue on the low

academic achievement and performance in physics as an academic subject of the learners

has been a main concern for school administrators and educators. What methods and

strategies should be imposed on how to uplift the students performance, deep

understanding and positive connotation towards science has been central to the query of

science education. Hence, even though science has given large information about the

surrounding, some people do not take high value of it. (Movahedzadeh, 2011).

Subsequently, since physics topics are generally related to or based on the

interactions and energy of matter, physics proves a difficult subject for many students.
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Physics curricula commonly include many abstract concepts, which are central to further

learning in both physics and other sciences. These abstract concepts are important

because further science concepts or theories cannot be easily understood if these

underpinning concepts are not sufficiently grasped by the student. The abstract nature of

physics along with other content learning difficulties (e.g. the mathematical nature of

much physics) means that physics classes require a high-level skill set (Taber, 2002 as

cited by Sirhan, G., 2007).

The conceptual framework of the enhanced K to 12 Curriculum is to make

science education a process which aims to develop the scientific literacy among learners

to prepare them to become informed and participative citizens that are able to make good

judgments and decisions regarding the impacts and applications of scientific knowledge

with regard social, health or environmental impacts. Three domains lie within the

curriculum: understanding and applying scientific knowledge both local and international

setting, performing the context of scientific processes and skills, and the development and

demonstration of scientific attitude and values (K to 12 Curriculum Guide, 2013 as cited

by Bete, 2015).

Moreover, as mentioned by Ornek, F., Robinson, W, & Haugan, M. (2007),

having views of students on their learning difficulties with physics can provide valuable

information to educators in preparing the teaching approaches and strategies in a way that

reduce students difficulties of understanding and learning physics. Udousoro, U. (2011)

explained that the way students perceive learning plays an important role in determining
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the outcome of any educational endeavor and it is not in doubt that when difficulties are

experienced in learning, achievement is frustrated. To achieve the goal of any course or

subject, the difficulty level of its contents must match the developmental level of the

students involved. Thus, perceptions of students learning difficulties are essential in

planning a course of action to cater their needs.

In the study of Bernardo, Limjap, Prudente and Loreda (2008), educators should

also consider the students perception in learning science as part of their academic

development. Consequently, it is very essential to ascertain the capability of an individual

with respect to society not only for knowledge but a person responsible to his actions and

decisions through using his skills. Hence, the substantial role of scientific knowledge

should be cultivated (Bete, 2015).

In order to cater the needs of the students regarding the acquisition of scientific

knowledge, improve various content standard achievement test, intervention materials,

and modules were developed and utilized and other programs like enhanced Science

Investigatory Projects, Effective Alternative Secondary Education (Project EASE),

Engineering Science were founded by the Department of Education and Department of

Science and Technology. In connection, the Department of Education had released

modules on various subjects especially in science through a spiral form in order to meet

the standards of the newly enhanced curriculum (Bete, 2015).

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Although various learning-teaching materials were provided by the Department of

Education, some problems were observed such as lack of subject matters in each grade

level, some materials especially for the laboratory activities are not locally found, other

words are hard to understand and some of the activities are time consuming.

Additionally, teaching physics is more productive when there are available,

sufficient, and strategically designed instructional materials suited for the type of students

(Aranes, Espinosa & Salviejo, 2014). This is the reason why teachers are encourage to

produce intervention materials for learners with low performance in order to facilitate

easily the acquisition of knowledge.

The students perceptions, learning difficulties, and scientific knowledge are

identified as aspects in enhancing the students academic performance in science, the

researcher was enlightened to determine the relationship of the above mentioned aspects

among grade 9 students which will likely be the basis in determining what areas in

physics should be improved through proposing an intervention material.

This study sought to determine and investigate the perceptions, learning

difficulties, and scientific knowledge towards physics in areas of perception of students

and physics topics; and learning difficulties in terms of the three factors: (1) nature of the

subject, (2) teaching/teacher factors, (3) curriculum/assessment; and students scientific

knowledge. It also aims to propose intervention materials specifically to the subject or

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topics in physics that are least mastered and should be enhanced based on the variables

affecting students learning process.

The Research Paradigm

Perceptions

Students perception on the

Scientific
subject
Physics topics Knowledge in
Grade-9 Physics
Learning Difficulties

Nature of the subject

Teacher/teaching factor
Curriculum/assessment

Proposed Intervention Material

Figure 1.1 The Research Paradigm of the Study

Figure 1.1 shows the relationship of respondents perception, learning difficulties,

and scientific knowledge in physics which will be the basis in proposing an intervention

material.

Statement of the Problem

This study was conducted to determine the students perception, learning

difficulties, and scientific knowledge among grade 9 students which will be the basis in

proposing intervention materials in physics.

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Specifically, this study seeks to answer the following questions:

1. What is the perception of the respondents in physics in terms of the following

areas:

1.1. Students perception on the subject

1.2. Physics topics

2. What is the learning difficulties of the respondents in physics in terms of the

following factors:

2.1. Nature of the subject

2.2. Teaching/teacher factors

2.3. Curriculum/assessment

3. What is the scientific knowledge of the respondents in physics?

4. Is there a significant relationship between the perceived and learning

difficulties of the respondents in physics?

5. Is there a significant relationship between the respondents scientific

knowledge, perceptions, and learning difficulties in learning physics?

6. What areas in physics needs an intervention material?

Hypotheses of the Study

Null Hypotheses

H1: There is no significant relationship between the students perceived and

learning difficulties in physics.

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H2: There is no significant relationship between the students perceptions,

learning difficulties, and scientific knowledge in learning physics.

Scope and Delimitations of the Study

The aim of this study is to determine the perceptions, learning difficulties, and

scientific knowledge on physics and their relationship with one another and how the

result of this study can be used in proposing possible intervention modules in areas of

physics that needs to be enriched.

The sources of data are the results of the questionnaires on (1) Perception (2)

Learning Difficulties and (3) Scientific Knowledge in Physics.

Significance of the Study

Specifically, this study will likely benefit the following:

School Administrators. The result of this study may guide administrator in engaging

and implementing programs that may help learners in overcoming their learning

difficulties and enrich their scientific knowledge that will enhance their academic

performance in physics.

Science Teachers. The result of this study may guide the teachers to design teaching

methods and techniques that will enable learners to have a positive view towards science

subjects, specifically in physics, which can hone their academic performance.

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Students. The result of this study will give the students insights on their perceptions,

learning difficulties, and scientific knowledge that contribute towards learning physics.

Parents. The outcome of this study will be the parents basis on how to improve their

childs learning and value system of the importance of physics in their daily activities.

Future Researchers. The outcome of this study may deliver wider information about

their future researches related to perceptions, learning difficulties and scientific

knowledge among high school students. The researcher hoped that the result of this

study, may lead to a new gem of thought on how to improve the quality of education by

means of the continuous reassessment of realistic evidences about the relationship

between and among perceptions, learning difficulties, and scientific knowledge of high

school students.

Definition of Terms

The following terms are defined operationally to suit the context of the present

study:

Knowledge As defined by the K-12 program, knowledge should be a meaningful

acquisition of concepts that include memorizing and recalling of facts and procedure.
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Perception The act or faculty of perceiving, or apprehending by means of the senses or

of the mind; cognition; understanding.

Learning Difficulty Any learning or emotional problem that affects, or substantially

affects, a persons ability to learn, get along with others and follow convention.

References:

Aksela, M. and Juntunen, M. (2013). Life-Cycle Thinking in Inquiry-Based Sustainability

Education Effects on Students Attitudes towards Chemistry and Environmental
Literacy. Retrieved February 26, 2017 from
http://www.cepsj.si/pdfs/cepsj_3_2/cepsj_pp157-180_juntunen.pdf

Aranes, F., Espinosa, A. &Salviejo, E. (2014). Strategic Intervention Material-Based

Instruction, Learning Approach and Students Performance in Chemistry.
International Journal of Learning, Teaching and Educational Research 2(1)
Retrieved February 26, 2017 from file:///F:/Downloads/10-142-1-PB%20(7).pdf

Bernardo, A., Limjap, A., Prudente, M., and Loreda, L. (2008). Students perceptions of
science classes in the philippines. Asia Pacific Education Review by Education
Research Institute 2008, 9(3). Retrieved February 26, 2017 from
http://files.eric.ed.gov/fulltext/EJ835201.pdf

Bete, A. O. (2015). Scientific knowledge and skills, attitude and learning environment in
chemistry-grade 8: a basis for a proposed intervention material. (Unpublished
Masters Thesis). Philippine Normal University-North Luzon Campus, Alicia,
Isabela.

Erinosho, S. Y. (2013). How do students perceive the difficulty of physics in secondary

school? International Journal for Cross-Disciplinary Subjects in Education, 2013,
3 (3). Retrieved February 27, 2017 from http://infonomics-society.org/wp-
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content/uploads/ijcdse/published-papers/special-issue-volume-3-2013/How-Do-Students-
Perceive-the-Difficulty-of-Physics-in-Secondary-School.pdf

http://study.com/academy/lesson/what-is-physics-definition-history-branches.html

K to 12 Curriculum Guide and Conceptual Framework, 2013. Department of Education

Movahedzadeh, F. (2011). Improving students attitude toward science through blended

learning. Retrieved February 26, 2017 from
http://d32ogoqmya1dw8.cloudfront.net/files/seceij/summer11/movahedzadeh_.pd
f.v2.pdf

Ornek, F., Robinson, W., & Haugan, M. (2007). What makes physics difficult?
International Council of Associations in Science Education, 2007, 18 (3).
Retrieved February 28, 2017 from
http://www.icaseonline.net/newsletter/icase_06_2012.pdf

Sirhan, G. (2007). Learning difficulties in chemistry: an overview. Journal of Turkish

Science Education, 2007, 4 (2). Retrieved February 28, 2017 from
www.tused.org/internet/tufed/arsiv/v4/i2/metin/tusedv4i2s1.pdf

Taber, K. S., (2002). Alternative conceptions in chemistry: prevention, diagnosis and

cure? London: the royal society of chemistry. Retrieved February 28, 2017 from
https://www.google.com.ph/#q=Alternative+conceptions+in+chemistry:+preventi
on%2C+diagnosis+and+cure%3F+London:+the+royal+society+of+chemistry&

Udousoro, U. J. (2011). Perceived and actual learning difficulties of students in

secondary school mathematics. International Multidisciplinary Journal, Ethiopia,
2011 5 (5). Retrieved February 26, 2017 from
http://dx.doi.org/10.4314/afrrev.v5i5.28
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Students' opinions about their science classes (Cronbach's alpha = 0.89)

To what extent do you agree with the following statements about the science that
you may have had at school?
F02. School science is interesting.
F04. School science has opened my eyes to new and exciting jobs.
F05. I like school science better than most other subjects.
F06. I think everybody should learn science at school.
F07. The things that I learn in science at school will be helpful in my everyday life.
F08. I think that the science I learn at school will improve my career chances.
F09. School science has made me more critical and skeptical.
F10. School science has increased my curiosity about things we cannot yet explain
F11. School science has increased my appreciation of nature.
F12. School science has shown me the importance of science for our way of living
F13. School science has taught me how to take better care of my health.
F14. I would like to become a scientist.
F15. I would like to have as much science as possible at school.

Students' attitude to science and technology (Cronbach's alpha = 0.79)

To what extent do you agree with the following statements?
G01. Science and technology are important for society.
G02. Science and technology will find cures to diseases such as HIV/AIDS, cancer, etc.
G03. Thanks to science and technology, there will be greater opportunities for future generations.
G04. Science and technology make our lives healthier, easier and more comfortable.
G05. New technologies will make work more interesting.
G06. The benefits of science are greater than the harmful effects it could have.
G07. Science and technology will help to eradicate poverty and famine in the world.
G08. Science and technology can solve nearly all problems.
G09. Science and technology are helping the poor.
G10. Science and technology are the cause of the environmental problems.
G11. A country needs science and technology to become developed.
G12. Science and technology benefit mainly the developed countries.
G13. Scientists follow the scientific method that always leads them to correct answers.
G14. We should always trust what scientists have to say.
G15. Scientists are neutral and objective.
G16. Scientific theories develop and change all the time.
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Table 4.1: Student questionnaire on science

Science interests

We would like your help in planning the science teaching and learning in the school. This
questionnaire asks what topics you find interesting in your science lessons. We would
also like to know how well you think you are doing in your science learning. The
questionnaire is confidential. We do not need to know your name. Most of the questions
ask you to circle a number to show what your opinion is. Remember: it is your opinions
we are interested in and your opinions matter, so please try to answer all of the
questions.

1. Please complete the following:

female q male q

science group: ...

7. These are some statements that students say about physics. Please circle how much you agree
or disagree with them.

strongly not sure strongly

agree disagree
Physics is very relevant to the work I want to do 1 2 3 4 5
I find physics very practical but it is boring 1 2 3 4 5
Physics is important to study as it helps me understand the world 1 2 3 4 5
The laws and all the maths makes physics difficult to learn and 1 2 3 4 5
remember
Physics is interesting but not enjoyable 1 2 3 4 5
Physics is too difficult for me 1 2 3 4 5
Physics is remote compared with other subjects 1 2 3 4 5
I want to study physics its a good subject to have, it means you 1 2 3 4 5
are clever
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Im not really sure what physics The
is National Center for Teacher Education
1 2 3 4 5
Physics is fascinating but I wont continue with it. Whats the 1 2 3 4 5
point?

8. How would you describe your experience of physics?

9. How would you rate your experience of physics?

strongly not sure strongly

agree disagree
Physics is interesting 1 2 3 4 5
I dont really know what physics is 1 2 3 4 5
Physics is enjoyable 1 2 3 4 5
Physics is difficult 1 2 3 4 5
Physics is very relevant to my learning 1 2 3 4 5
Physics is relevant to my career 1 2 3 4 5
Physics is a boys subject 1 2 3 4 5

Table 4.2: Pupils perceptions of physics teachers

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We are interested in what youThe
think makes Center
National a good for
physics teacher.
Teacher Education

1. The statements below are things that other students have said.

Look at them and underline those that you agree with:

A good physics teacher:

Knows lots about physics

Allows us to talk through our ideas

Keeps good control of the class

Makes physics interesting

Gives us regular tests

Gives us time to think about ideas before moving on

Keeps the pressure up so we will do well in exams

Has a good sense of humour

Doesnt allow talking

Helps us understand the importance of physics

Doesnt allow people to muck about

Expects us to know the right answers quickly

Lets us work in groups we choose

Doesnt shout

Helps you when you dont understand

Lets us do practical work

Is fair and gives us all a chance to answer

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2. What in you view is the most
Theimportant
National thing
Centera for
teacher needs
Teacher to be like to help you
Education
learn physics?

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Table 4.3: Teachers perspectives of girls and boys behaviour in

physics

Behaviour Girls Boys

Which students: very not very not at
at all all
Answer questions in whole class 1 2 3 4 5 1 2 3 4 5
sessions?
Find physics interesting? 1 2 3 4 5 1 2 3 4 5
Do the best coursework? 1 2 3 4 5 1 2 3 4 5
Are most confident in discussion? 1 2 3 4 5 1 2 3 4 5
Are the most diligent in doing 1 2 3 4 5 1 2 3 4 5
homework?
Enjoy physics? 1 2 3 4 5 1 2 3 4 5
Tend to do the writing up 1 2 3 4 5 1 2 3 4 5
carefully?
Find physics easy? 1 2 3 4 5 1 2 3 4 5
Ask for help in practical work? 1 2 3 4 5 1 2 3 4 5
Are likely to want to continue with 1 2 3 4 5 1 2 3 4 5
physics?

References:

Aksela, M. and Juntunen, M. (2013). Life-Cycle Thinking in Inquiry-Based Sustainability

Education Effects on Students Attitudes towards Chemistry and Environmental
Literacy. Retrieved April 30, 2014 from
http://www.cepsj.si/pdfs/cepsj_3_2/cepsj_pp157-180_juntunen.pdf

Aranes, F., Espinosa, A. &Salviejo, E. (2014). Strategic Intervention Material-Based

Instruction, Learning Approach and Students Performance in Chemistry.

International Journal of Learning, Teaching and Educational Research 2(1)
Retrieved April 25, 2014 from file:///F:/Downloads/10-142-1-PB%20(7).pdf
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The National Center for Teacher Education

Bernardo, A., Limjap, A., Prudente, M., and Loreda, L. (2008). Students perceptions of
science classes in the philippines. Asia Pacific Education Review by Education
Research Institute 2008, 9(3). Retrieved April 23. 2014 from
http://files.eric.ed.gov/fulltext/EJ835201.pdf

Udousoro, U. J. - Department of Science Education, University of Uyo,

Uyo, Nigeria . E-mail: maudousoro@yahoo.com (Perceived and Actual Learning Difficulties of Students

in

Secondary School Mathematics). International Multidisciplinary Journal, Ethiopia

Vol. 5 (5), Serial No. 22, October, 2011 http://dx.doi.org/10.4314/afrrev.v5i5.28. Copyright IAARR 2011:

www.afrrevjo.com 366

Indexed African Journals Online: www.ajol.info

How Do Students Perceive the Difficulty of Physics in Secondary School?

An Exploratory Study in Nigeria Stella Y. Erinosho

Olabisi Onabanjo University

Nigeria

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 3 Issue 3, 2013

Taber, K. S., (2002). Alternative Conceptions In Chemistry: Prevention, Diagnosis

And Cure? London: The Royal Society of Chemistry.
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Learning Difficulties in Chemistry: An Overview
Ghassan Sirhan1
1 Dr.Department of Education and Psychology, Al-Quds University, Jerusalem, Palestine, PO Box 20002
Received: 12.12.2006 Revised: 06.06.2007 Accepted: 25.06.2007
The original language of article is English (v.4, n.2, September 2007, pp.2-20)
Journal of
TURKISH SCIENCE EDUCATION
Volume 4, Issue 2, September 2007

Movahedzadeh, F. (2011). Improving students attitude toward science through blended

learning. Retrieved April 28, 2014 from
http://d32ogoqmya1dw8.cloudfront.net/files/seceij/summer11/movahedzadeh_.pd
f.v2.pdf

K to 12 Curriculum Guide and Conceptual Framework, 2013. Department of

Education

http://study.com/academy/lesson/what-is-physics-definition-history-branches.html
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Conceptual Framework

Intervention Material

Factors affecting the teaching-learning processes have been determined and the

demand of solving those issues were being located, then, identifying the scientific

knowledge, perception, and learning difficulties and the association of those aspects can
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also be a key foundations inThe
developing
Nationalan intervention
Center material
for Teacher in order to satisfy the
Education

needs of students and to make the lessons more meaningful not only for the development

of knowledge aspect but also for the integration of life experiences and positive attitude

towards learning science specifically in physics.

Scope and Delimitations of the Study

The aim of this study is to determine the perceptions, learning difficulties, and

scientific knowledge on physics and their relationship with one another and how the

result of this study can be used in proposing possible intervention modules in areas of

physics that needs to be enriched.

This study was conducted in the first sections of grade nine students through

cluster sampling from different schools. The researcher made and adopted instruments

that measures the perceptions, learning difficulties and scientific knowledge of the

respondents in physics. The study contains the perceptions of the which include

perceptions on the subject and on Physics topics; and learning difficulties which

comprises factors such as the nature of the subject, teaching/teacher factors and

curriculum/assessment towards learning physics among grade 9 students of selected high

schools in the Division of Isabela.

The sources of data are the results of the questionnaires on (1) Perception (2)

Learning Difficulties and (3) Scientific Knowledge in Physics.

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