Investigating the impact of strong foundation in mathematics on student performance in Physics.

Author

GADAGA, L.

Title

Investigating the impact of strong foundation in
mathematics on student performance in Physics.

Abstract

Physicists utilize mathematics as a powerful tool to answer questions and describe physical phenomena. Mathematics provides the structure for analysis, calculations and reaching scientific conclusions. In addition, math and physics are closely intertwined and connected fields. Mathematics is not just a tool for physicists, it is a fundamental part of the language of physics. The two disciplines are deeply interconnected, with mathematics providing the framework for expressing and understanding the fundamental laws of physics. Learners’ mathematical ability correlates with the performance in Physics both at O-level and A-level. The study aimed at exploring the factors that contribute to the difficulties learners face in understanding mathematical and physics concepts and to suggest strategies for improving their performance. To accomplish this, the study addressed the following
objectives, how do learners and teachers perceive the teaching and learning of mathematics and physics both at O-level and A-level, what strategies can beemployed to improve the performance of learners in physics. The study has been motivated in identifying the factors that contribute to the poor performance of learners in physics and suggesting strategies for improving their performance. The
study adopted a mixed method approach, whereby both qualitative and quantitative methods were utilized to gather data. The population involved science teachers,
Ordinary level students, Advanced level students and the heads of science departments in the selected schools who were selected using purposive sampling.
Three major categories of factors were identified as contributing to students’ low performance in mathematics physics, namely, learning factors, teaching factors, and administrative factors. Learning factors are those factors that emanate from the
learners, such as time management skills and background in mathematics; teaching factors are those factors that are attributable to the teacher, such as quality of teacher student interactions and teacher’s content knowledge; while administrative factors are those factors that can be attributed to the administrative context within the school, such as access to resources and quality of guidance provision. Based on the research findings, a number of recommendations were made to practitioners and policy makers. For the school administrators, it is recommended that mathematical ability be put in preference to ensure that the students’ voice is heard and supported during selection of preferred subject combinations. For teachers, it is recommended that the use of practical and interesting learning experiences during lessons be
inculcated right from the first year of secondary education so as to engage the learners and sustain their attention.

Date

2024

Publisher

BUSE

Keywords

mathematics

student performance

Physics

Supervisor

Mr Manyeredzi