The development of sixth-form physics curriculum

Abstract

This study gives the history of Physics in Maltese sixth-forms during the last forty years since the establishment of sixth-form education in Malta. Qualitative and quantitative methods were used including interviews of key persons, analysis of documents and dissertations, and collation of statistical information. The statistical data consists of the results of the Maltese pupils sitting for the A-level Physics with the four main examining boards; the number of pupils entering the sixth-form and in particular those taking Physics; and the number and gender of teachers teaching A-level Physics. Readability tests show that the Nelkon and Parker textbook was the most 'readable' book. Nonetheless, other books which have a better structure, layout, data and diagrams were recommended. The number of A-level Physics teachers was considered to be insufficient throughout the forty years because of the high teacher-to-pupil ratios, whilst the male-to female Physics teachers ratio underwent drastic changes in the main sixth-form. In fact, before 1991, there were always more male Physics teachers but this dominance was reversed in 1992. The number of pupils taking A-level Physics has gradually increased throughout the period considered with the exception of the last few years when the Matriculation Certificate Course was established. Similarly the percentage of Physics pupils remained the same until 1989, but then there was a slow but continuous decrease. This was explained in terms of the opening of the Pre-Vocational School in 1988. The data also show that girls have always been underrepresented in A-level Physics and tend to choose the subject only when Physics is compulsory for entrance into sixth-forms. The examination results also led to various conclusions. First of all, there was an improvement of results both in the passes (percentage-wise) and the distribution of grades as time went by. Secondly, there were no differences between the female and male percentage passes, even though there were considerable differences in the distribution of grades. These tended to favour males. It is interesting to note that more pupils sit and pass the examinations during summer sessions rather than winter sessions.