Subject choice after having the three science subjects at school : is it beneficial?

Abstract

This dissertation has focused on and compared two different systems that lead to subject choice within Maltese schools, namely, one wherein students are taught all three science subjects (Biology, Chemistry and Physics) in Form 3 before proceeding with their subject choices, and the other wherein students make choices at the end of Form 2 having prior experience of Integrated Science rather than the three science subjects. Research was carried out through the use of questionnaires that were distributed amongst Form 5 students, Science teachers and parents to determine benefits, if any. Participants hailed from all school sectors in Malta. Potential benefits of such systems of subject choice for Science subjects have been investigated through students’ performance in their Form 4 school annual examination and prospects in pursuing a Science subject at a higher level. From results obtained, it can be concluded that even though most students, teachers and parents shared the opinion that subject choice at Form 3 is perceived to be more beneficial to students, those students who actually had subject choice in Form 3 did not show any distinctive features in performance or in their prospects for a Science subject in further study. Moreover, they were found to be the ones who would have mostly preferred to change their Science subject choices.