A comparative study into the attitudes of secondary school students towards physics

Abstract

Drawing on a number of questionnaires and interviews, this study explores attitudinal differences, among diverse option groups; that is, pupils studying neither Chemistry nor Biology (non-science option group), pupils studying both these sciences, and pupils studying either Chemistry or Biology. Apart from reinforcing the view that science option pupils tend to hold a more positive attitude towards Physics, the results recorded in this study demonstrate that significant differences in attitude exist, even among science option groups. Moreover, the attempt carried out at highlighting any relationship between pupil's attitude towards Physics and that towards their teacher, was successful, and once again the variation between the different option groups became evident. The results recorded suggest that, at least in the case of Form 4, female, Junior Lyceum pupils, the teacher's influence tends to be more pronounced, in those cases where pupils are recognised to hold a negative attitude towards Physics. In this respect, teachers should be made aware of the great differences that exist between pupils opting for different sciences, and they should be more sensible of their particular exigencies. Therefore, apart from devising activities which will improve these girls' attitude towards Physics, teachers should be given more freedom to manoeuvre the curriculum, adopting it to the group of students taught.