The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards Physics, career related to Physics, importance of Physics, difficulty of understanding Physics, Physics teachers and Physics equipment usage. The respondents consist of 203 Grade 10 students in science stream who are taking Physics as an elective subject. This research was done in secondary schools in the district of Kota Bharu, Kelantan. A questionnaire was used to gather the data regarding six aspects (24 items). The items from Prokop, Tuncer, and Chuda (2007) were translated and used to determine the students' attitude towards Physics. The findings showed a significant difference in students' interest towards Physics, career related to Physics, importance of Physics, difficulty of understanding Physics, Physics teachers and Physics equipment usage whereby the male students are higher compared to female students. Meanwhile there was no difference between students' attitude towards the importance of Physics and achievement in Additional Mathematics. There is a strong relationship between Additional Mathematics achievement and Physics achievement followed by interest towards Physics and difficulty of understanding Physics. Meanwhile the relationship between students' attitude towards career related to Physics, importance of Physics, Physics teacher and Physics equipment usage is not significant towards Physics achievement. Physics teachers should give more emphasis in not only the learning of Physics but more importantly on students' attitude towards the learning of Physics.

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This study aims to identify the level of difficulty, discrimination and errors based on symbols, graphs and problem-solving in mathematics achievement. The participants consisted of 315 grade 10 students randomly selected from eight secondary day schools situated in the state of Kedah, Malaysia. The mathematics written test consisted of 15 open-ended items with five items each for symbols, graphs and problem-solving and all the items were analyzed using the difficulty and discrimination index. Semi-structured clinical interviews were also carried out among 20 selected students to identify the errors they had made in mathematics. In the content analysis, the descriptor code key was used to identify conceptual, careless, problem-solving and value errors. The findings showed that item 4 (Standard Form) of the symbols, item 6 (Linear Equation) of the graphs, and item 15 (Line & Plane in 3 Dimension) of the problem-solving was the most difficult item in mathematics. All of these items had a good discrimination as well as difficulty index. Content analysis showed that 52 (57%) students made conceptual errors, 22 (24%) made careless errors, 12 (13%) made problem-solving errors and 5 (6%) made value errors. The major reasons given for errors made were a lack of understanding, procedures being forgotten, negligence in transcribing information from the question, carelessness and guesswork. This study has implications for the student learning process and understanding graphs because graphs are widely used in daily life to manage, communicate and analyze information.