Factors Influencing Senior High School Students’ Aversion to Physics

Overview

This study investigated factors contributing to physics aversion among senior high school students enrolled in the STEM strand at two public schools in Marawi City, Lanao del Sur, Philippines, during the 2023–2024 academic year. The research focused on identifying specific elements that generate negative attitudes toward physics among students who have selected science-oriented academic tracks. The investigation examined multiple dimensions including mathematical anxiety, the inherent characteristics of physics as a discipline, pedagogical approaches employed by instructors, and student interest levels. The study operated within the context of physics education challenges in the Philippine secondary education system, where student engagement with physics remains a persistent concern affecting both academic achievement and career pathway decisions in science and technology fields.

Methods and approach

The research employed a descriptive survey design to collect quantitative data from 212 students enrolled in the STEM strand across two public secondary institutions in Marawi City. Data collection utilized the Physics Aversion Survey Instrument, which had undergone validation procedures prior to implementation. The instrument was structured to measure distinct categories of factors potentially contributing to physics aversion, including mathematics-related anxieties, perceptions of physics content and problem-solving requirements, teacher-related pedagogical variables, and student interest indicators. The survey design enabled comparative assessment of the relative influence of different factor categories on overall physics aversion levels among the participant population.

Key Findings

Fear of mathematics emerged as the most significant contributor to physics aversion, with students reporting particular difficulties in mathematical manipulation, computational procedures, and formula memorization. This factor received a rating of very high in terms of its influence on overall aversion. The inherent nature of physics, including its complex conceptual frameworks, theoretical principles, and problem-solving demands, represented another substantial contributor to negative attitudes. Hands-on experimental activities did not function as deterrents to physics engagement. Teacher-related factors, particularly lecture-based instructional methods and frequent problem-solving assignments, demonstrated moderate influence on student attitudes toward the discipline. Student interest levels exhibited comparatively lesser impact as a determining factor. The overall physics aversion level among the surveyed population was classified as high, with mathematics anxiety serving as the primary driver of this negative orientation toward the subject.

Implications

The findings indicate that interventions to address physics aversion should prioritize reduction of mathematics anxiety through targeted support mechanisms that address computational skills, formula application, and mathematical manipulation competencies. The results suggest that current pedagogical approaches relying predominantly on lecture-based instruction and repetitive problem-solving assignments may contribute to rather than alleviate aversion. The data support adoption of interactive and student-centered instructional methodologies as alternatives to traditional didactic approaches. Given the moderate influence of teacher-related factors, professional development focusing on diversified teaching strategies may enhance student engagement. The high overall aversion level, driven primarily by mathematics-related fears, suggests systemic challenges in physics education that require coordinated efforts across mathematical and physics instruction to improve student achievement and support inclusive participation in physics education pathways.