Improving Conceptual Understanding of Physics among Secondary School Students
DOI:
https://doi.org/10.62497/irjed.166Keywords:
Physics, Education, Learning, Teaching, Curriculum, Students, Teaching Methods, Learning Outcomes, SLO, Digital ToolsAbstract
Introduction: Physics education at the secondary level is vital for developing students’ conceptual understanding, problem-solving abilities, and scientific literacy. However, many struggle due to abstract concepts, weak mathematical foundations, and traditional teacher-centered instruction. In Pakistan and globally, issues such as rote learning, misconceptions, and limited resources hinder meaningful engagement and understanding. This study aims to identify learning challenges in physics, assess current teaching practices, and suggest student-centered strategies to enhance conceptual understanding.
Materials and Methods: A descriptive cross-sectional survey was conducted with 200 grade 9 and 10 students from public and private schools in Karak District, Khyber Pakhtunkhwa, Pakistan, selected through stratified random sampling. Data were collected via a validated, pilot-tested questionnaire covering demographics, conceptual understanding, teaching methods, motivation, and learning challenges. Descriptive analysis was used to identify major trends and difficulties in learning physics.
Results: Findings showed that most students struggled with core topics like electricity and mechanics, relying heavily on memorization rather than conceptual learning. Weak math skills, traditional teaching methods, and limited resources were key barriers. While teachers promoted questioning, activity-based and experimental learning were infrequent. Students’ motivation depended on teacher support and interest, but they preferred hands-on experiments, visual aids, and group discussions to improve understanding.
Conclusion: The study concludes that difficulties in learning physics arise from poor math foundations, ineffective pedagogy, and insufficient practical exposure. It recommends adopting student-centered, inquiry-based teaching, enhancing teacher training, revising curricula to include real-life applications, and improving laboratory access. Future research should examine the long-term impact of active learning and digital tools, and compare rural and urban contexts to strengthen physics education across Pakistan.
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