Exploring the Root Causes of Physics Aversion among Grade 12 STEM Students: A Qualitative Case Study at RPMD National Science High School

Mamdoh S. Laguindab, Nafisah M. Abdulrachman and Salamah M. Basher
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Mamdoh S. Laguindab: Institute of Science Education, Mindanao State University, Marawi City, Philippines RPMD National Science High School, Marawi City, Philippines
Nafisah M. Abdulrachman: Institute of Science Education, Mindanao State University, Marawi City, Philippines
Salamah M. Basher: Institute of Science Education, Mindanao State University, Marawi City, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 6218-6232

Abstract: Physics aversion is a pervasive challenge in STEM education worldwide, significantly impacting students’ engagement and performance and highlighting the need to understand its root causes to develop effective interventions. This qualitative case study explored the root causes of physics aversion among Grade 12 STEM students at RPMD National Science High School in Marawi City, Philippines. Ten Grade 12 students enrolled in the 2023-2024 academic year were selected through purposive sampling. Data were collected through one-on-one in-depth interviews to capture participants’ perceptions and experiences with physics. The audio recordings were transcribed and analyzed using thematic analysis. From the data, 15 codes emerged, which were grouped into four overarching themes: Mathematical Challenges, Teaching-Related Issues, Language and Comprehension, and Personal and Social Factors. Key findings revealed that mathematical challenges, such as difficulty with complex equations, problem-solving, and formula memorization, were the most frequently cited barriers. These issues were often exacerbated by mathematics anxiety and inadequate foundational skills. Teaching-related issues, including ineffective instructional methods, disorganized presentations, and lack of engagement, significantly hindered students’ understanding and interest. Language barriers, especially in decoding technical terminology and understanding word problems, compounded these difficulties. Personal and social factors, including a lack of interest in physics, peer influence, and perceived irrelevance to future career goals, further contributed to the aversion. The study highlights the urgent need for student-centered teaching approaches, such as active learning strategies, differentiated instruction, and linguistic scaffolding, to address these challenges. Policymakers and educators are encouraged to implement holistic interventions to create a more inclusive and supportive learning environment. Future research should investigate these dynamics across diverse educational contexts and assess the impact of targeted interventions on reducing physics aversion.

Date: 2024
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