Students' perception of, and attitudes towards, Integrated Science and Physics in state secondary schools

Abstract

This research study investigates secondary students' perceptions of, and attitudes towards, Integrated Science and Physics in state secondary schools in Malta. The study explores factors that influence the students' views, their experiences of these subjects and any prevalent stereotypical attitude that might have influenced their views of these subjects. This study, consisting of a questionnaire survey among 300 students and one-on-one interviews with 8 students, was conducted among Form 1 Science students in a Co-Educational (Co-Ed) setting and Form 3 Physics students in a Single-Sex (SS) school. The potential role of a different school setting (coed or single gender) was also investigated. Results indicate that positive attitudes decline from Integrated Science to Physics. Certain factors such as the teacher and the teaching method, stereotypes, content, and relevance, all play a part in affecting students' attitudes. Gender differences are also noted in certain aspects, especially in Form 1 Co-Ed Integrated Science. The study indicates the need of having enthusiastic teachers who adopt student-centered pedagogies and relate the content to everyday life experiences in order to promote positive attitudes towards these subjects.