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Social and Management Research Journal,

Vol 16, No 2 (2019) 21-42
https://doi.org/10.24191/smrj.v16i2.7060

Attitude in LeArning Physics Among Form Four

students

Norezan Ibrahim*, Mohd Aiman A. Zakiang, Siti Maftuhah Damio

Faculty of Education, Universiti Teknologi MARA,

UiTM Puncak Alam Campus, 42300 Puncak Alam, Selangor, Malaysia

*Corresponding author email: norezan3881@uitm.edu.my

Received: 21 June 2019

Accepted: 2 July 2019
Online First: 21 October 2019

ABSTRACT

Physics is considered as the most challenging area of learning within the

field of science, and it usually magnetises fewer students compared to other
science related subjects from secondary school to university. Generally,
students tend to have a negative attitude towards physics presumably
because they lack interest in the subject and the syllabus itself. This research
is carried out to study the learning attitude in physics and challenges
towards learning force and motion among Form Four students in Klang.
A total of 200 secondary schools students who are taking physics subject
from six schools participated in the study. A descriptive research design
was employed using survey method to analyse the students’ attitude towards
learning physics. The findings on the learning attitudes test showed majority
of the students have favourable attitudes in learning physics. However,
majority of students hold poor score in physics test, probably due to low
science grade obtained by students in ‘Penilaian Pentaksiran Tingkatan 3’
(PT3). Another finding from the data revealed that the nature of topic was
found to be the most predominance challenge in learning force and motion
among the participants. The findings are beneficial as they can serve as a
stepping stone in overcoming the underlying sources of difficulty that

Copyright© 2019 UiTM Press.

This is an open access article
under the CC BY-NC-ND license
Social and ManageMent ReSeaRch JouRnal

ABSTRACT

Physics is considered as the most challenging area of learning within the

field of science, and it usually magnetises fewer students compared to other
science related subjects from secondary school to university. Generally,
students tend to have a negative attitude towards physics presumably
because they lack interest in the subject and the syllabus itself. This research
is carried out to study the learning attitude in physics and challenges
towards learning force and motion among Form Four students in Klang.
A total of 200 secondary schools students who are taking physics subject
from six schools participated in the study. A descriptive research design
was employed using survey method to analyse the students’ attitude towards
learning physics. The findings on the learning attitudes test showed majority
of the students have favourable attitudes in learning physics. However,
majority of students hold poor score in physics test, probably due to low
science grade obtained by students in ‘Penilaian Pentaksiran Tingkatan 3’
(PT3). Another finding from the data revealed that the nature of topic was
found to be the most predominance challenge in learning force and motion
among the participants. The findings are beneficial as they can serve as
a stepping stone in overcoming the underlying sources of difficulty that
impede quality learning of physics. More in depth study is needed to look
into this matter with more number of participants including teachers who
are teaching physics.

Keywords: force and motion, learning difficulties, attitude, physics, form

four

INTRODUCTION

Education system plays a vital role in the development of modern

technological nation in 2020. To realise the 2020 vision and the National
Science and Technology Policy, the Malaysian Ministry of Education (MOE)
has launched a mission to ensure that the student ratio in Malaysia will be
60:40 which represents 60% science stream and 40% arts stream students
in the upper secondary school (Saleh, 2014). Generally, this policy aims to
encourage more science students to participate in the field of health work,
engineering, science education, ICT and others science related courses.
The MOE was optimistic that the ratio of 60:40 between science and arts

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 attitude in leaRning PhySicS aMong FoRM FouR StudentS

stream students can be achieved by 2010 through students’ early exposure

towards integrated science and technology curriculum (Veloo & Khalid,
2015). This aspect of science is making significant contribution to many
of the inventions that are shaping modern day and establishing a scientific
and progressive society, a society that is innovative and forward-looking,
for instance, those who are masters in engineering field, specialist doctors,
and those who are experts with high technology. However, it is found that
the number of students pursuing science subjects is still far behind the
targeted figure. Most of the schools can only provide less than 40% science
students compared to social science students (Utusan Malaysia, 27 Mac
2009). One of the main reasons identified as the contributor to the lack of
student enrolment in the science stream is the outlook that science subjects
are difficult. The poor achievement of students in science especially physics
has continued to be a major concern to all and particularly those in the main
stream of science education (Utusan Malaysia, 27 Mac 2009).

Physics subject is introduced to Malaysian students during their upper

secondary school. Physics is taught in two years starting from Form Four
and ends when the students are in Form Five. Physics is taught to enable
students to grasp its concept and principles in depth along with how this
knowledge can be applied in their daily lives (Curriculum Development
Centre, 2002). However, physics is considered as the most unpopular and
known to be a boring subject compared to chemistry and biology among
students especially in the rural areas (Veloo & Khalid, 2015; Guido, 2013;
Olusola & Rotimi, 2012). In Malaysia, it has been found that the level of
educational achievement in the subject of physics is considered somewhat
less satisfactory. Students in Malaysia have not been quite able to excel in
physics because most of the students are actually not interested in studying
physics. Students’ interest towards physics has been found to be on the
decline across the stages of study (Halim, Rahman, Ramli & Mokhtar,
2018). Most students consider physics as a difficult subject, mainly due to
the learning processes involved in understanding physics, which require the
learners to deal with different types of representations, such as formulas,
calculations, graphics representations, and also a conceptual understanding
at an abstract level (Saleh, 2014; Angell et al., 2004; Sidin, 2003). The lack
of students understanding of the problem and their poor mathematical skills
also constitute the major obstacles in the circle of difficulties that students
experience in solving physics problems (Fadaei & Mora, 2015). As a result,

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Social and ManageMent ReSeaRch JouRnal

students have a wide gap and difficulty in understanding specific topics in the
curriculum that are usually characterised as lacking concrete examples and
requiring a lot of mathematical manipulations or visualisation particularly
in learning force and motion. Rohana and Shaharom (2008) reported that
generally students failed to master the conceptual understanding of force
in Newtonian force concept in physics and they were poor in giving correct
answers to problems which are related to force and motion. Besides,
Newton’s laws of motion have a special role in exploring the world. They
are important when viewed in conjunction with other fundamental concepts
in physics. Siti Nursaila and Faridah (2016) and Tomara et al. (2017)
showed congruent finding which revealed that generally students failed to
master the conceptual understanding of force in Newtonian force concept
in physics and they were poor in giving correct answers to problems which
are related to force and motion.

The purpose of this study is to determine the students’ attitude towards

learning physics. One of the utmost significant factors which affect students’
academic success is their attitudes towards school, lessons and academic
success (Guido, 2013). Students’ attitudes and interest could play significant
role among students studying science. Attitude implies favourable, disfavour
able or neutral evaluative reactions towards something or item. In other
words, attitude is a way of looking or viewing at things. In the theory
of attitude, Rosenberg and Hovland (1960) claimed that attitude is the
intermediary for all types of reactions which can be categorised into three
main components namely emotion, cognitive and behaviour. These three
components explain students’ attitude towards learning. Gardner (1980)
elaborates attitude as the sum total of a man’s instinct and feelings, prejudice
or bias, preconceived notions, fears, threats, and convictions about any
specified topic. In this study, attitude generally are regarded as the positive
or negative feelings of individual towards physics learning. Positive learning
attitudes are an important aspect in the process of learning science or science
related subject like physics. Veloo and Khalid (2015) in a study revealed
that positive attitude stimulates students to put more effort and leads to high
achievement in that subject while negative attitude towards a certain subject
makes learning more difficult. Godwin and Okoronka (2015) agreed with
the assertion that a significant relationship exists between students’ attitude
and their corresponding academic performance in physics.

Most students tend to have a negative attitude towards physics

presumably because they dislike the subject, do not obtain high marks in
24
 attitude in leaRning PhySicS aMong FoRM FouR StudentS

examination even though they have tried their best, the cramped syllabus
content, also do not like physics teachers or lecturers (Halim et al., 2014;
Olusola & Rotimi, 2012). A study conducted by Guido (2013) found the
similar findings that the students who have negative attitudes towards
science; they also do not like physics courses and physics teachers. On
the study conducted by Veloo and Khalid (2015), teachers in schools have
always commented that student’s lower achievement in physics is due to
their negative attitude and lack of interest towards the subject. Attitude
affects internal motivation which in turn affects the academic achievement
and students’ participation in school (Visser, 2007). Students with negative
attitudes towards physics and limited interest in science can generally be
translated into low student enrolments in science stream and consequently in
university physics courses leading toward degrees in physical sciences. This
has resulted in fewer students pursuing and persevering in physics-related
careers during their undergraduate degree. Because of a visible decline in
the enrolment in physics and a fall in the interest in physics around the
world, many researchers have been made to estimate the attitude of students
towards physics at secondary schools and at universities (Milner-Bolotin
et al., 2011; Halim et al., 2018). It is deemed necessary to look into this
phenomenon.

Previously, the gender difference in university physics achievement

has been documented. The terms of gender differences have been used as
synonyms in science education studies. The used of gender differences in
this study generally to denote achievement differences in learning physics
and the challenges in learning force and motion specifically between males
and females. Male students, in general, are found to be more interested in
the aspects of physical sciences, while female students’ interests in science
are focused more on the biological and environmental aspects. Eryilmaz
(2004) observed that gender contributes to poor achievement of students
in physics. According to Mwangi (2003), female enrolment in physics and
science subjects in general is very poor. This is in line with the study by
Gonzuk and Chargok (2001) which revealed that the number of females
who study physics in secondary and tertiary institutions is small compared
to the number of males. This difference in the number of females and males
in the study of physics has created gender gap in the academic achievement
of students in physics and science subjects as a whole. A study by Fatoba
and Aladejana (2014) examined the gender on students’ attitude in physics

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Social and ManageMent ReSeaRch JouRnal

in senior secondary schools in Oyo State, Nigeria. It was found that there
was a slight difference in attitude among the students in favour of females
in physics. Other study by Coletta, Phillips and Steinert (2012) reported that
males outperform females in understanding the force and motion concepts.
There is evidence that learning gains in understanding force and motion
concept are associated with students’ scientific reasoning ability.

Studies conducted by Nworgu, Ugwuanyi and Nworgu (2013) found

that school location also play an important role in learning and understanding
physics. The result indicated that the rural students appeared to have
demonstrated a higher conceptual understanding in physics than the urban
students. The result of the study is in tandem with the studies of Erubami
(2003) which found that school location is not a significant factor in students’
achievement in physics. It however differs from the findings of Isiugo and
Labo (2004) which reported significant location effect in favour of urban
students. Abdul Rahman (1980) claimed that students from urban areas are
generally found to have higher motivation and better understanding than
those coming from rural areas. Rural students have been found to exhibit
lower performance, due to the lack of exposure to a stimulating environment
(Markstrom et al., 2000). Thus, this study aims to investigate the attitudes
of Form Four students in learning physics. Specifically, this study is to
determine students’ challenges in learning force and motion in physics. For
further investigation, the study also explores the influence of gender and
school location on students’ attitude in learning physics.

METHOD

This research is carried out to study the students’ attitude in learning physics
and to find out the challenges in learning force and motion among Form Four
students in district of central state. The study was conducted in six schools
(four urban schools, two rural schools), randomly selected in Klang. The
research sample consisted of 200 Form Four Science students who took
physics at these schools. Convenient sampling techniques were used to
ensure the success of the study. The respondents are ready to cooperate with
the researcher and agreed to join the study. A descriptive research design is
employed using survey method to analyse the students’ attitude in learning
physics and the challenges in learning force and motion. Questionnaires

26
 attitude in leaRning PhySicS aMong FoRM FouR StudentS

regarding ‘students’ attitude towards learning physics’ were designed and

disseminated to the schools to be given to the respondents. Students were
required to answer the questionnaires honestly within 60 minutes during
school hours, arranged by the school administrators. The questionnaires
were then collected after the students have completed their answers.

The questionnaire was divided into three parts namely as Part A, Part
B and Part C. Part A attempted to gather the respondents’ demographic
information. Part B contained 15 items which related to the attitudes of
students in learning physics. Part C comprised 42 items on the challenges
in learning force and motion among students ranging from nature of
topic, assessment and curriculum, students, teachers and language and
communication. A Likert scale with a five point system was used to measure
responses on the questionnaire ranging from ‘1’ (strongly disagree) to ‘5’
(strongly agree). The items had been adapted and adopted from Ornek
et al. (2008) and Erinosho (2013). The instruments in Part B and Part C
demonstrated strong reliability index with Cronbach’s alpha value 0.927
and 0.915 respectively.

The Statistical Package for the Social Sciences (SPSS) programme

version 21 was utilised in the data analysis. Descriptive statistics (mean and
standard deviation) was used to describe demographic data, determining the
attitude of students in learning physics and find out the most predominance
challenge in learning force and motion. Meanwhile, inferential statistic such
as independent sample t-test, Pearson correlation, and Chi-Square analysis
were conducted to determine the difference and relationship between
variables involved in this study.

RESULT AND DISCUSSION

Research Question 1: What are the Attitudes of Learning

Physics among Form Four Students in Klang?

Table 1 shows the attitudes of Form Four students in learning physics.

Item 14, ‘I do pay attention when my teacher explained the lesson concept
in physics’ attained the highest mean score with (M=4.05, SD=0.83). This

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Social and ManageMent ReSeaRch JouRnal

was followed by Item 9, ‘I can apply physics concepts in a real life situation’
with a mean score of (M=3.93, SD=0.94), Item 12, ‘I feel enthusiastic to
learn physics’ (M=3.77, SD=0.97) and Item 3, ‘I able to use and apply
the mathematical skills in physics’ (M=3.76, SD=1.00). Meanwhile, the
remaining of the items showed in the range of 2.34 to 3.65. Assuming that
an attitude mean score of 2.5 (50%) or greater to be considered as favourable
attitude in learning. The findings indicated that the overall attitudes of
students towards learning physics are positive and favourable as reflected
by the overall attitude mean score 3.460 (69.2%). It is similar to a study
conducted by Ali and Awan (2013) and Narmadha and Chamundeswari
(2013) which also found a positive attitude among students in learning
science and physics.

Table 1: Students’ Attitudes towards Learning Physics

No Item M SD
1 Learning physics changes my ideas about how the world 3.47 .95
works.
2 Solving problem of physics is an enjoyable and self- 3.47 .94
satisfying experience.
3 I able to use and apply the mathematical skills in physics. 3.76 1.00
4 I understand the definition of physics. 3.45 .91
5 I always spend some time and do revision for the topic in 3.10 .93
physics.
6 I develop interest in physics lessons. 3.20 1.00
7 I easily learn physics topics. 3.01 .97
8 I study physics not just to pass examination. 3.55 1.06
9 I can apply physics concepts in a real life situation. 3.93 .94
10 Mastering physics topic is an important goal in my life. 3.13 .94
11 I can summarise the important point of the content in 3.05 .94
physics.
12 I feel enthusiastic to learn physics. 3.77 .97
13 I like the challenges in physics assignments. 3.55 .99
14 I do pay attention when my teacher explained the concept 4.05 .83
in physics.
15 Topics in physics encourage me to continue learning in 3.43 1.00
physics courses.
Overall mean score 3.46 0.96
M = mean, SD = standard deviation

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 attitude in leaRning PhySicS aMong FoRM FouR StudentS

Research Question 2: Is There Any Significant Difference in

Learning Attitude between Genders?

H0: There is no significant difference in learning attitude between

male and female students.
H1: Male students have more favourable learning attitudes in learning
physics compared to female students.

Table 2 shows the analysis of learning attitude between male and

female students. It would be beneficial to know which gender has more
positive and more negative attitude towards learning physics in secondary
schools in Klang. The findings show that female students (M=3.54, SD=0.76)
obtained higher total mean score compared to their male counterpart (M=
3.41, SD= 0.62). The overall t-test analysis of physics learning attitudes
indicated that there is no a statistically significant difference in learning
attitude between male and female students, t (198) = 1.318, p>0.05. That
is the female and male students have shown the same favourable learning
attitudes in learning physics. Thus, we fail to reject the null hypothesis. The
results of the findings are similar to Guido (2013) and Mushinzimana and
De La Croix Sinaruguliye (2016) who reported that there is no significant
difference in the attitudes of the male and female respondents in the physics
subject. However, these results are contradictory to the early researches
conducted by Narmadha and Chamundeswari (2013) who found that the
girls are better than boys in attitude towards learning of science. Whereas a
study by Fatoba and Aladejana (2014) in their study of gender found slight
difference in students’ attitude in favour of females in physics. Based on the
nature itself, female students mostly lack of interest in physics compared
to male students. Female students claimed that physics is difficult for them
because the subject tends to favour the masculine nature.

Table 2: Learning Attitude in Physics between Genders

Gender N M SD t df p-value

Learning Male 72 3.54 0.76 1.318 198 .189

attitude
Female 128 3.41 0.62 1.246 124.693 .215

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Social and ManageMent ReSeaRch JouRnal

Research Question 3: Is There Any Significant Difference in

Learning Attitude between Rural and Urban Students?

H0: There is no significant difference in learning attitude between

rural and urban students.
H1: Urban students have more favourable learning attitudes in learning
physics compared to rural students.

Table 3 shows that urban students (M=3.58, SD=0.06) obtained higher

mean score compared to their rural counterpart (M= 3.19, SD= 0.06). The
overall t-test analysis for physics learning attitudes indicated that there is
a statistically significant difference in learning attitude between urban and
rural students since t (198) = 4.441, p<0.05. That is, the urban students have
shown more favourable learning attitudes in learning physics compared to
the rural students. Thus, the null hypothesis is rejected. The results of the
findings are supported by Saleh (2014) who revealed that urban students
do have a higher motivation compared to rural students in learning physics.
This finding concurred with a study conducted by Veloo and Khalid (2015)
which claimed that physics is unpopular and known to be a boring subject
among students in secondary schools especially in the rural areas. Isiugo and
Labo (2004) also reported that the location of the school was closely related
to the students’ achievements. However, attitudes of students could also be
affected by the changing environment. Nowadays, young people all over
the world are engrossed in computer gadgets and online social networking
which may decrease their interest in learning science. Students nowadays
like to spend a lot of time on the internet and playing with their gadgets
rather than doing revision on academic subjects. Gadgets seem so much
more interesting than school work. This is an environmental challenge that
the future communities are facing in this era.

Table 3: Learning Attitude in Physics between Rural and Urban Students

School N M SD t df p-value
Location
Learning Urban 140 3.58 0.06 3.856 198 .000
attitude
Rural 60 3.19 0.06 4.441 157.601 .000

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 attitude in leaRning PhySicS aMong FoRM FouR StudentS

Research Question 4: Is There Any Significant Relationship

between Learning Attitude and Physics Achievement?

H0: There is no significant relationship in learning attitude and physics

achievement.
H1: There is significant relationship in learning attitude and physics
achievement.

The Pearson correlation analysis in Table 4 shows that there is a

negative and significant relationship between students’ learning attitude
towards physics and their achievement in physics (r = -.547, p < 0.05).
The null hypothesis is rejected. This finding shows that students who have
favourable learning attitude towards physics obtain low grades in physics
and those who have negative learning attitude towards physics obtain high
grades in physics. Thus, we fail to reject null hypothesis. This finding is
similar to the finding by Visser (2007) which showed that attitude towards
science has no relationship with achievement in science. The students were
found to achieve good grades in science without having any positive attitude
towards science. These results are contradictory to the early researches
conducted by Ali and Awan (2013) where students who have positive
attitude towards science obtained good achievement in science. Attitude is
an important factor to determine success in physics and the findings were
supported by Narmadha and Chamundeswari (2013), Veloo and Khalid
(2015) and Godwin and Okoronka (2015).

Table 4: Pearson Correlation Analysis between Learning Attitude and

Physics Score
Physics Score Learning
Attitude
Physics score Pearson 1 -.547**
Correlation
Sig. (2-tailed) .000

N 200 200

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Social and ManageMent ReSeaRch JouRnal

Learning attitude Pearson -.547** 1

Correlation
Sig. (2-tailed) .000
N 200 200

**. Correlation is significant at the 0.01 level (2-tailed).

Research Question 5: Is There Any Significant Association

between Physics Score and Science Grade in PT3?

H0: There is no significant association between physics score and

science grade in PT3.
H1: Physics scores are related to science grade in PT3

Findings in Table 5 shows majority of students (N=98) hold poor score

in physics test, probably due to low science grade obtained by students
in PT3. Further findings in Table 6 (a) and (b) demonstrated an analysis
of Chi-Square Tests carried out in determining the association between
physics score and science grade in PT3. The findings indicated that there is
a significant relationship between students’ physics scores and their science
grades in PT3 since χ2 (2, 200) = 12.257, p<0.05. It can be clearly seen that
students who obtained high and low grade in science will affect the students’
performance in physics. Thus, the null hypothesis is rejected. The findings
are in line with Norasyikin and Normashita (2007) study which revealed a
significant difference in physics score between students who obtained low
and high grade in science and mathematics in Penilaian Menengah Rendah
(PMR) examination. According to Kinyota (2013), students who were
not planning to join science streams perceived themselves as having poor
abilities and performance in science subjects. Students equated choosing
science subjects with a risk of a life time because that would lead them to
fail the final national examination which is a determinant of their future
education and life. Abu Hassan’s (2004) showed congruent findings, students
who obtained high scores in science-related subjects were also found to
score highly in PMR examination. Halim et al. (2002) also highlighted the
role of students’ scientific knowledge in influencing their science scores

32
 attitude in leaRning PhySicS aMong FoRM FouR StudentS

in national assessments. Besides, Daud et al. (2015) revealed that school

performance is related closely to the culture practiced in a school. School
culture plays a role in driving the school towards achieving the goal set by
the school especially academic performance of students. Thus, school with
high performance and have an excellent students practice might contribute
to easier learning process in physics.

Table 5: Distribution of Physics Scores between Schools in Klang

Physics Scores Total

Excellent Good Poor

Schools A 3 13 44 60
B 1 2 17 20
C 14 9 4 27
D 1 4 22 27
E 13 7 7 27
F 28 7 4 39
Total 61 41 98 200

Table 6: Chi-Square Analysis between Physics Score and Science Grade in

PT3

(a) PT3 Grade in Science * Physics Score Crosstabulation

Physics Score Total
Excellent Good Poor
PT3 High Count 36 18 31 85
Grade in
Science Expected Count 25.5 17.9 41.7 85.0
Count 24 24 67 115
Low
Expected Count 34.5 24.2 56.4 115.0

Total Count 60 42 98 200

Expected Count 60.0 42.0 98.0 200.0

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Social and ManageMent ReSeaRch JouRnal

(b) Chi- Square Tests

Value df Asymp. Sig.
(2-sided)

Pearson Chi- 12.257a 2 .002

Square
Likelihood Ratio 12.299 2 .002

Linear-by-Linear 12.079 1 .001

Association
N of Valid Cases 200
a. 0 cells (0.0%) have expected count less than five. The minimum expected
count is 17.85.

Research Question 6: What are the Challenges in Learning

Force and Motion among Form Four Students in Klang?

Finding in Table 7 reveals that the nature of topic (M=3.91, SD =

0.72) was found to be the most predominance challenge in learning force
and motion among the participants. The second highest was attained by the
curriculum and assessment with (M=3.23; SD=0.63), followed by challenges
among student with a mean score of (M=2.79; SD=0.64). Meanwhile, both
teacher and language and communication have the mean score of (M=2.13;
SD=0.67) and (M=3.23; SD=0.63) respectively. The findings have been
supported by Checkley (2010) who reported that the nature of topic is often
considered boring, the fast progression of the topics can be demanding and
the large amount of curriculum content can be confusing. Erinosho (2013)
also claimed that students are always faced with difficulty in understanding
force and motion due to the content that usually provided less concrete
examples, textbooks content is hard to understand, past year questions are
not easy to answer and examination questions are more difficult than learning
in class. Besides, teachers typically explain the content according to the
textbooks and give students notes to copy. The content is inflexible. There
are very few students who take part in arguing or discussing ideas in the
class, consequently, students do not develop good understandings of physics
concepts, and students’ interest in physics is low and their development of
understanding of physics concepts is limited.

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 attitude in leaRning PhySicS aMong FoRM FouR StudentS

Table 7: Challenges in Learning Force and Motion

Factors M SD
Nature of topic 3.91 0.72

Student 2.79 0.64

Teacher 2.13 0.67

Curriculum and 3.23 0.63

assessment
Language 2.23 0.67

Research Question 7: Is There Any Significant Difference

in the Challenges in Learning Force and Motion between
Genders

H0: There is no significant difference in the challenges in learning

force and motion between genders.
H1: There is significant difference in the challenges in learning force
and motion between genders.

Table 8 shows an independent sample t-test analysis carried out in

confirming the influence of gender on the factors of learning difficulties
of force and motion. It can be seen that a majority of the respondents are
female which made up 128 out of 200 respondents. The findings also found
there was no significant difference between genders with respect to all the
challenges in learning force and motion given p > 0.05. The null hypothesis
is accepted. That is, the means score between the male respondents was
significantly similar to that of the female respondents. Thus, the null
hypothesis is accepted. On contrary, Nworgu, Ugwuanyi and Nworgu (2013)
found gender was the main factor in understanding the concept of force
and motion. Female students tended to demonstrate superior conceptual
understanding of force and motion than their male counterparts.

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Social and ManageMent ReSeaRch JouRnal

Table 8: The Challenges in Learning Force and Motion between Genders

Factor Gender N M SD t p-value

Curriculum and Male 72 3.28 0.63 .743 .458

assessment Female 128 3.20 0.64
Student Male 72 2.19 0.73 -.001 .999
Female 128 2.79 0.65
Teacher Male 72 2.19 0.73 .897 .371
Female 128 2.10 0.63
Nature of topic Male 72 3.84 0.70 -1.072 .285
Female 128 3.95 0.73
Language and Male 72 2.21 0.69 -3.59 .720
communication Female 128 2.25 0.67

CONCLUSION

Learning attitude in physics is an important element to study physics which

has been considered as a problematic subject for most students. The findings
of this study show that students reflect positive or favourable attitude in
learning physics. However, poor performance in physics is detected among
the students. It can be seen from the Pearson correlation analysis which
indicated that there is a negative and significant relationship between
students’ learning attitude and their achievement in physics. It clearly
indicates that attitude towards physics has no relationship with achievement
in physics. The students might achieve a good grades in physics without
having any positive or favourable learning attitude towards physics and
vice versa. It is believed that the poor performance in physics positively
correlated to low science grade obtained by students in Pentaksiran
Tingkatan 3 (PT3). Having a poor abilities and prior knowledge in science
subject would lead them to fail the examination. The findings also found
that female and male students have shown the same favourable learning
attitudes in learning physics. Interestingly, the urban students in this
study have shown more favourable learning attitudes in learning physics
compared to the rural students. There are many challenges identified by
students in learning force and motion. Some are the challenges are nature
of topic, curriculum and assessment, students, teachers and language and

36
 attitude in leaRning PhySicS aMong FoRM FouR StudentS

communication. Nature of topic was found to be the most predominance

challenge in learning force and motion among students. Students claimed
that the topic requires good mathematical skills, problems not easy to solve
and too many formulae and laws to memorise. The study indicated that there
was no statistically significant difference between gender with respect to all
the challenges in learning force and motion. Therefore, the findings in this
study are beneficial as they can serve as a stepping stone in overcoming
the underlying sources of difficulty that impede quality learning of physics
as well as in learning force and motion. However, more in depth study is
needed to look into this matter with more number of participants including
teachers who are specialising in physics.

ACKNOWLEDGEMENT

The authors gratefully acknowledge to research respondents (teachers,

administrators and students) in Klang for devoting their time and energy
to participate in this study.

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