Background of the Study
Physics is considered as the most problematic area within the realm of science, and it traditionally attracts fewer pupils than chemistry and biology. Physics is perceived as a difficult course for students from secondary school to university and also for adult in graduate education. In developed countries, it has been determined that goals of science are never fully realized, that student success in physics is lower than chemistry and biology, that student doesn’t like science lecture and that most have no preference in science, particularly physics( Boylon,1996). It is well known that both and high school and college students find physics difficult, and as a scientific discipline it is avoided because of its negative reputation. In a general analysis of the situation in school in England Osborne, et al. (1998) claimed that the subject of physics courses at school are only taken by student who do well and are not taken as incidental or additional subjects.
Exploratory research has revealed the reason association with students attitude toward physics courses and methods of teaching (Craker, 2006; Normah and Salleh) they have highlighted that they take pleasure in physics course if the students know how to plan and implement the strategies of solution to the questions trough teaching methods. Norma and Salleh 2006) indicated that students’ attitude and interest could play an essential role among pupils studying science. Several studies such as Ojzen and Fishbein (2000), Wilson et al (2000), report that student’s positive attitude toward science highly correlate with their achievement in science.
Achievement motivation and student interest are influenced by positive attitude (Miller, 1996) found that students with positive attitudes toward science has positive attitude toward their science teacher, science curriculum, and science curriculum climate. Students’ attitude toward science is more likely to influence the success in science courses than success in influencing attitude.
The measurement of students’ attitude towards physics should take into account their attitude toward their learning environment (Crawley and black, 1992). Researched has demonstrated that “the attitude toward science change with exposure to science, but the direction of change may be related to the quality of that exposure, the learning environment and the teaching method” (newble, 1991; Craker, 2006). Armstrong and Impara (1991) determined that fifth and seventh grade students using nature as a curriculum supplement developed more positive attitudes than those who did not. Aiyeloogbe (1998) also reported a more positive attitude after exposing them to self-learning strategies. Similar results were obtained in the study conducted by Mattern and Shaw (2002) after exposing students to a self-learning device.
Statement of the Problem
This study aims to determine the attitude of students toward physics. Specifically it seeks to answer the following questions:
1. What is the attitude of students towards Physics?
2. What is the performance of the students in physics?
3. Is there a significant relationship between the students’ attitude towards physics and their performance?
Significance of the Study
The negative attitude of most students toward physics is well known-in essence; this study aims to find out the factors affecting physics students in the college level, particularly in Cagayan State University Sanchez Mira Campus.
Eventually this study would unravel the solution to the problem on the attitude of students toward physics.
The findings would encourage physics students to change their negative impression about physics.
Likewise the result of this study would encourage teachers, school administrators and students, to give more support for an effective physics instruction.
Scope and Delimitation
This study would be limited to...