Table of Contents

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

A Senior High School Research

Presented to the Senior High Faculty
University of Mindanao, Davao City

In Partial Fulfillment of the Requirements

Res 1 (Qualitative Research)
2nd Semester, SY 2018-2019

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

suffered this kind of problem. Furthermore, the participants undergo an individual

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.

Keywords: difficulties in Physics; coping strategies

 1

Chapter I

Introduction

Background of the study

Physics is a branch of science which scientifically explains the natural

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

physics enrolments particularly where the educational system is characterized by a

great freedom of choice, so this decline has been particularly observed in many

western countries as study of Jorgen (1998) as cited by Ben (2010).

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

subject. (Gutulo & Tekello, 2015)

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

analysis. Also, producing conclusions and interpretations of the experiments we do in

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).

The review 12 (STEM) Senior Secondary School Understudies of the College

of Mindanao demonstrated a capable execution as they learn material science through

critical thinking in jigsaw strategy. Further, understudies got a productive investigation

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

the physical frameworks instead of communicating conceptual connections. (Pelobillo,

G., 2018)

Statement of the problem

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

sought to answer the following questions:

1. What are the factors that can affects a student in learning Physics?

2. Does this difficulty can manipulate their interest in learning Physics?

3. How can these struggles affect the Senior High School students in their near

future?
 4

Theoretical Lens

Our study is anchored to the following in this study conducted by Erinosho

(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

as related: nature of subject, teaching/teacher factors and curriculum/assessment.

The difficulties of understanding specific topics in the curriculum are usually

characterized as lacking concrete examples and requiring a lot pp44lof mathematical

manipulations or visualization. For instance, they encounter struggles on doing

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.

According to Reddy and Panacharoensawad (2017), that in the 21 st century

abundant innovative tools was recognized by the researchers to evaluate conceptual

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

physics problems during the process of learning physics. Mathematical concepts

should be incorporate and emphasize by science educators and curriculum

developers whereas it is significant to the understanding physics and its new

dimensions. Eventually, stakeholders should take initiative steps to make educational

practices firmly.

According to Adolphus (2013) that the poor performance of senior secondary

school students in external examinations has been a major conflict in the teaching and

learning of physics. There are various interpretations in the curriculum formulated by

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.

Therefore, students undergo experiments during science class to easily comprehend

the topics in a visualizing manner. The research findings show that there are

secondary schools that have insufficient physics apparatus, students’ lack of

understanding instructions during physics practical activities, students’ incapable of

tabulating the obtained value appropriately during their observations on experiment

and students encounter major problem in scale choosing while interpreting data

graphically. The study therefore suggested that the physics laboratories in the

secondary school be equipped because it is an essential aspect of practical physics

and reporting physics practical should be included in the physics curriculum so that

students can possess the knowledge in carrying out such activities.

Significance of the Study

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

in address the looming problem of Senior High Students:

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.

Definition of the Terms

Learning Disability – have difficulties in specific areas of academic

achievement as a result of impairment in one or more of the cognitive processes

related to learning. One of the features of a specific learning disability is that the

difficulty continues to

Physics – it is the study of interactions between physical systems. The

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

essence of it, sometimes this may be difficult to others.

 7

Senior High School students – High School students that undergoes SHS

curriculum and it is intended to prepare students to enter into college/university or to

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

under to its corresponding strand.

 8

Chapter 2

Review Related Literature

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 Contribution of the History of Physics in Physics Education: A Review

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

been structured as well as completed as a feature of either research or educational

modules in improvement amid the only remaining century. The structure of the

characterization is the consequence of the investigation of the points of the instructing

learning of material science, as they have been displayed since 1960s, combined with

the current slants in science training, incorporating disclosure learning during the

1960s and constructivism these days. The investigation of the different

recommendations concerning the commitment of the historical backdrop of material

science in material science instruction uncovered diverse perspectives and prompted

the formation of new sub-classes of the underlying structure. While trying to have a

superior by and large perspective of the arrangement, the researcher structured a

graph so that the different recommendations revealed could be watched and remarked

on similarly. The structure of the characterization is exhibited on the vertical pivot of a

graph, while time from 1893, the year of the most punctual reference accessible, till

today is displayed on the flat pivot.

 9

The structured of the order is a consequence of the investigation of the points

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

present a number of variables that ought to be considered so as to achieve a specific

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

is a consequence of the way that a parameter of the instructing and learning

methodology might be characterized as a factor in multi decade and in the following

decade, after the affirmation of its commitment to instructing and learning and

communicating the ongoing examination and educational programs improvements, it

might be characterized as a point. For instance, during the 1980s understudies

metacognitive abilities were viewed as an essential factor which affected learning,

while now, during the 1990s the metacognitive points of material science.

What makes Physics Difficult?

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,

calculations, graphs, as well as giving interpretations and conclusions that may be

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

when we learn physics we must have a good background of mathematics because we

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

stating it as a difficult subject.

Instructional Materials and Improvisation in Physics Class Implication for

Teaching and Learning

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

teach complicated concepts effectively to their students.

In the contrary, insufficient and inadequately use of instructional and improvised

materials by teachers would adversely affect the students’ academic performance,

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

because of precision and accuracy of measurement.

These recommendations are suggested to resolve the problems regarding to

insufficient and inadequately use of instructional and improvised materials. First, the
 12

government should give financial support to the education sectors to provide

instructional materials, laboratory facilities/apparatus, especially, computers at this

aged of ICT. Individuals, communities and non-government agencies should not

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

to explore the potential of community resources for effective learning. Lastly,

standardized instructional materials should not be shifted by improvised materials

unless can be relied upon for any measurement, improvised materials should only be

used for demonstrations.

Study Tips in Physics

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

Route And Process Undertaken

In this segment of our study, we will include and discuss the nature of this study,

as well the mechanisms we will undertake as to the presentation, analysis and

interpretation of information, as well as in writing the philosophical assumptions, and

ensuring the reliability, our role as researchers, and the valid and reliable data

collection process.

Nature of the Study

We will utilize descriptive qualitative method specifically using

phenomenological process and method. Phenomenological inquiry allows us to draw

out, give an account, and describe the experiences of our study participants. As

Creswell (2014) noted that phenomenological method gives the opportunity to enquire

on individual experiences in order to produce justification of a certain occurrence,

condition, possibilities, and actions.

Phenomenological method emphasized the significance of describing the

process of remembering or imagining (Babbie 2014). If one undergoes specific events,

it is possible to remember or imagine. It is also asserted by Casey (2000) that in our

everyday life imaginations are created by us, and while we are imagining we involved

in spontaneity, self-containedness, and self-evidence.

We will depend on descriptive qualitative as context-sensitive method as noted

by Clarke (2007). We profoundly agree with Clarke about this method, as it will help

us to illustrate the experiences of the grade 12 students by means of using three

 15

approaches for acquiring, accessing, and generating data. These approaches are

immersion or involvement, interviewing in conversational mode and close reading of

topic-relevant documents. These three as coined by Sadovnik (2007) citing Riehl

(2001) are observational, communicative, and documentary. As researchers we will

pledge to abide and observe these approaches to ensure the consistency and artistry

of this study.

Sources of the Experience

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

University of Mindanao. We will interview each of them on their location. The

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

interaction with Physics and experience hardships on learning Physics. We prefer to

interview the Grade 12 STEM Students in order to immediately follow to their claims

and experiences by asking them to describe and tell specific events.

Participants Selection Process

We will purposively choose at least six people to interview. The six respondents

will be interviewed in the University of Mindanao Senior High School Department. We

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

use of purposive sampling technique. Tongco (2007) describes that purposive

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

is purposive sampling technique especially to qualitative study because the

information reconnoitered and gathered is restricted yet it is still considered as

scientific. Thus, it is required by Tongco that choosing study participants must be

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

pursued and probed.

Phases of the Exploration

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

convenient way of sharing their experiences. It depends on their preference on how to

tell the information in their creative way.

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

Illuminating the Experience

We will use advocacy statement format in presenting the experiences of this

study’s respondents. According to Creswell (2014), qualitative date can be presented

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

which do not have many resources.

A methodological challenge however, according to Patton (2002), in presenting

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

participants, we will use the etic approach.

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

participants and key persons’ whole experiences as one whole phenomenological

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”

but as “participants and informants”. The “us” turned into “they”.

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.

We will use the framework of qualitative case study discussed by Creswell

(2014) in analyzing the experiences that we got from the participants. The a priori
 19

categories were defined previously for me to be guided in the actual examination of

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),

citing Duke (1984), even emphasized that “objective understanding is mediated by

subjective experience, and that human experience is an inherent structural property

of the experience itself, not constructed by an outside observer”.

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

by the participants. The issues will be then discussed thoroughly in my manuscript.

In presenting the whole discourse, we will anchor heavily on the rhetorical and

methodological approaches as espoused by Creswell (2014) in crafting qualitative

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

carefully literary regulations. We will rely much on the participants’ experiences

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,

we will write the like experience from my viewpoint.

 20

Trustworthiness

As trustworthiness is greatly required in a qualitative study, we adhere to the

premises which are asserted by Fenton and Mazuwelics (2008). Such assertions

include credibility, transferability, dependability, and confirmability.

Credibility

We will conduct triangulation among the respondents we will interview. This

means that there's a counterchecking of the experiences to all other experiences of

the respondents interviewed. We will further verify the information by checking the

consistency of their statements. As researchers we will take further steps to ensure

credibility by immersion.

Immersion in the life of the Grade 12 students, observation of their struggles

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

information we will gather from documents.

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

igniting to the possible consumers. It is well organized in a means that it stimulates

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

in a most efficient and comprehensible way.

Dependability

We will ensure dependability of this study by anchoring to the theories about

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

with the grade 12 students.

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

beneficial to our study.

 22

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

Lastly, we guarantee confirmability by ways of keeping authentic transcripts and

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

our audit trail for accurate and easy access of information.

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

as metaphor, among others.

As this study can be an epitome to what is surreal among indigenous

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.

We adhere to the ethical traditions and requirements of a qualitative study. The

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

of the information they willingly shared.

Moreover, we will uphold ethical considerations in the study by observing the

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

were all understood and accepted by the informants.

 24

Chapter 4

Results and Discussion

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

Themes and Core Ideas on Understanding Physics

Major Themes Core Ideas

- For me, physics is very difficult. If I would

rate it from 1 to 10, it could be 8. You know

Difficulty in Physics that physics is very complicated subject

that's why personally I'm having a very bad

time on physics.

__________________________________

-As what I said earlier physics a very

complicated subject. It doesn't only

encompass metaphysics and astrophysics,

but also it encompasses all different from

supply not just like biology because physics

have a multiple kind of calculation and

estimation that can be applied in real life.

 25

- I find physics as a difficult subject because

there are tricky questions, formulas, and

solving that's why physics is difficult

subject.

- It is really difficult because of what I said

earlier there are some tricky things in the

subject.

- The possible reasons why I find the

subject hard because of the topics that is

given to us.

- It is very difficult because I'm not use to

learn about it because I'm always late in my

first subject which is 7 am in physics.

- Difficult than what we can consider as

difficult.

- Because I have difficulty in understanding

and applying my learnings in the given

exercises and activities.

- I don’t understand the concept that much.

 26

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

this struggles in these students is triggered by their understanding the representations

of this subject, such as experiments, formulas and calculations, graphs and conceptual

explanations at the same time. Moreover, students need to correlate themselves in

Mathematics in order to cope with in Physics, from graphical representations to

Mathematical representations (Omek et. Al., 2007). This is supported by the article in

Physics.org, explains that complicated things in nature involves Mathematical

relationships and Physics is used to uncover these concepts through observations and

experiments by which gives more challenge to students to m learn in Physics.

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

field of Physics. As a student, they need to pursue themselves to learn in Physics as

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

relationship towards them. In conclusion, teachers should help these students to be

encouraged, to build their interest in the subject and to develop their positive attitudes

(Wachira, 2007).
 27

Table 2

Themes and Core Ideas on Struggles cause by Teaching Techniques

Major Themes Core Ideas

- It pulls down my grade. I do not understand

Can Affect Greatly the Grades physics. I only understand a few on how to solve

a problem but when you mix other topic to the

problem ... I don’t know how ... I get confused.

______________________________________

- Failing grades, inability to understand, and

unhealthy environment.

- It affects greatly, because if you think it is

difficult then you can’t do well.

- The difficulty in physics affects my grades

because in our physics subject quizzes, written

works, and participation is everything and if you

fail any of that, it will greatly affect your grade.

- Well it could have a very deep impact in my

grades, it is because physics is very hard.

Teaching Techniques - The teaching technique of the teacher greatly

affects the student in learning the subject

 28

because it is a subject that you couldn't

understand if you lose focus.

- The kind of attitude that I want to see in my

teacher is the kind of attitude that you don’t want

lose focus on the topic

- The teacher should encourage the student on

how fun and how you can apply it in real life

situation.

- Basically yes because they are the one who

gives us knowledge and we are just a mere

statue that will receive that and we know nothing

about physics that's why we need have our

teachers.

- To consider my excuses and to teach me

unconditionally even if that our class for physics

is already done.

- Maybe a full of motivation or very inspiring

teacher
 29

- Open minded. I want the teacher to expand his

teachings and to not limit it to the question ask

of the given because what if a different difficult

question is asked in the exam.

- Patient, considerate, understanding and

friendly then amiable.

______________________________________

- He or she will let us answer the problems in a

nice and friendly way.

- In a friendly way.

Can Affect Greatly on Grades

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

participation. Physics at any level is thought of as a hard subject because it involves

problem solving. Passing a Physics subject means mastering the required problem

solving techniques and solving problems of the subject (Wright & Williams, 1986).
 30

However, Physics is a broad and highly developed subject. It involves a lot of

topics that even if you pass the first topic and fail the second one still it can pull your

grades. It needs a lot of understanding and patience because the subject is

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

to be many difficulties before you can call yourself an expert of Physics.

Teaching Techniques of a Teacher

This theme is considered as the impact of Difficulties in learning physics. Most

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

understanding of observation and they should be considerate in performing conceptual

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

performance of a teacher to get a high quality learning physics subject. In addition, it

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

they have understand (Minstrell & Kraus, 2001).

 31

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

(Devric,D. et. al, 2008)

Table 3

Themes and Core Ideas on Relationship between Learning Physics and

Building Interest

Major Themes Core Ideas

Interest in Learning Physics - Personally, I do have many factors or we can

see the barriers in my life that could affect my

interest in learning physics just like a having

interest in playing music, in playing games

"sports", just like that.

- It is very important to have an interest in

learning this subject because you cannot fully

 32

understand a topic or subject if you don't put an

interest on it

- Because physics for me is my very favorite

subject but only in the branch of astrophysics or

astronomy technology. This important to me

because someday I want to be a Philippine

astronaut.

-First and foremost, if that is one of your major

Subject then you should do your best to avoid

failure. Also, because it is essential for your

tertiary education and that we can use it in our

everyday living.

- So when we reach college we won’t have a

hard time because we are in stem and in stem

there sure will be physics everywhere.

-I build my interest in physics by learning and

exploring how a thing works does and

experience it on my own.
 33

- I build my personal interest in physics by

having a moral support from my family and

friends.

- The factors that could affect the interest in

learning the subject is how you do the things

that you usually do in the subject.

Interest in Learning Physics

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

can be extended to other learning activities, including the introduction of novel

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

We imply that a lot of students are experiencing difficulties in learning Physics

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

some factors that could lose their interest in learning subject.

Upon the progress of tis research, we have encountered different types 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

concepts of Physics through discussions, visual representations, and experiments is

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,

assignments and performance tasks. Thus, Physics teachers should measure

students’ capabilities for them to participate actively in class.

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

recommend that by utilizing sophisticated teaching strategies with enthusiasm will

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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