The Role of Physics and Mathematics in Influencing Science Students’ Performance

Rossdy, Munirah; Michael, Roseline; Janteng, Janvin; Andrew, Shirley Arvilla

doi:10.1007/978-981-10-8730-1_40

Cited by 5 publications

(11 citation statements)

References 8 publications

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“…Science based students intending to study physics, mathematics, engineering and other physical science related courses in higher institutions are required to score a minimum of five credit passes (physics inclusive). This task becomes impossible to many as the mathematical expectations to cope with problem solving tasks in physics may be lacking (Awodun & Ojo, 2013;Nakakoji & Wilson, 2018;Rossdy et al, 2019;Zain & Jumandi, 2018).…”

Section: Problem Statementmentioning

confidence: 99%

“…The relationship between mathematics and physics is almost eternal according to literature (Ahmed, Mohamed & Fahar, 2015;Awodun & Ojo, 2013;Baskan, Alev & Karal, 2010;Rossdy, Michael, Janteng & Andrew, 2019;Hudson & Mcintire, 1977). Scholars continue to debate the inter-relatedness and use of mathematics in physics and vice versa as new areas of discipline evolve (Dehipawala, Shekoyan & Yao, 2014;Mangaoang-Boado, 2013;Redish, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…At this level, students learn further mathematics as a subject to prepare them for STEM fields and make use of in physics at the same level (Ademola, 2014;Baldwin, de Pomerai & Smith, 2016). The high school/secondary school is where the subject is introduced (Baldwin et al, 2016;Rossdy, et al, 2019). Literature has established mathematics to be one of the most difficult subjects at all levels of education (Fuchs, Fuchs & Compton,, 2012;Nelson & Powell, 2018;Powell, Fuchs, Fuchs, Cirino & Fletcher, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Further Mathematics is not compulsory and commonly ignored by students owing to difficulties they encounter in its learning (Bowyer & Darlington, 2016;Michelsen, 2015). However, the relevance of FMA to physics learning has gained prominence at all levels among researchers globally (Chadwick, 1985;Michelsen, 2015;Rossdy et al, 2019). Studies have explored aspects of physics and requisite mathematical concepts for their teaching (Abubakar, Idris & Madugu, 2015;Izaak, 2015;Kauffman & Ul-Haq, 2015;Rossdy et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…However, the relevance of FMA to physics learning has gained prominence at all levels among researchers globally (Chadwick, 1985;Michelsen, 2015;Rossdy et al, 2019). Studies have explored aspects of physics and requisite mathematical concepts for their teaching (Abubakar, Idris & Madugu, 2015;Izaak, 2015;Kauffman & Ul-Haq, 2015;Rossdy et al, 2019). Investigations had been done on prior knowledge of further mathematics for better academic performance in physics, engineering and other mathematics concepts demanding fields in tertiary education (Ahmed et al, 2015;Bowyer & Darlington, 2016;Hudson & Mcintire, 1977).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Badmus

Jita²

2023

J. Technol. Sci. Educ.

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The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.

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Section: Problem Statementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Badmus

Jita²

2023

J. Technol. Sci. Educ.

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Profile of multi-modal representation ability of junior high school students on science material in Sleman district

Chusni

Suranto

Rahardjo

et al. 2020

J. Phys.: Conf. Ser.

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This study aims to determine the profile of multi-modal representation ability of junior high school students in science material in Sleman district. The method used in this research is a survey with a quantitative approach and document study with a qualitative approach. The object of research is 10 junior high schools with a total of 1,555 students in the Sleman district. The data used are the results of the national examinations on science learning in 2019 from the Education Assessment Center, Ministry of Education and Culture Republic of Indonesia and 40 items of the national exam documents on science subjects. The results reveal that the ability of student representation on the type of verbal-verbal questions was 50.45%, verbal-visual by 78.14%, verbal-symbolic by 66.03%, verbal-mathematical by 50.45%, visual-verbal by 72.71%, visual-visual by 76.25%, visual-symbolic by 81.57%, and visual-mathematical by 61.55%. From these results it can be concluded that the lowest student representation ability in the type of verbal-mathematical, verbal-verbal, and visual-mathematical problems.

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EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

et al. 2022

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The objective of our research is the implementation of STEAM (Science Technology Engineering Art Mathematics) learning in the bachelor of Engineering in industrial design and product development at CEU Cardenal Herrera University through the EXPLORIA project. This article implements and develops the proposal for the first year of this bachelor, which includes 24 students aged 18–20. This article focuses on how to integrate STEAM learning within the EXPLORIA project for the improvement in the learning of the physics subject, and in particular, regarding the part of the syllabus related to mechanical engineering through different projects, challenges and milestones that allow the student to see the use in the design and development of products. The EXPLORIA project connects the competencies of the different STEAM subjects included in the bachelor, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the fundamentals of design are based: shape, volume, color, space and structure. In particular, this article shows the adaptation made in the physical part to be able to teach the integrated mechanics part in this learning process. The complete learning was carried out through several challenges and two milestones the students had to overcome through the application of the physical knowledge learned in class. To validate the effectiveness of the proposed methodology, at the end of the paper, an ad hoc questionnaire is carried out showing the students’ assessment regarding the new teaching methodology.

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The Role of Physics and Mathematics in Influencing Science Students’ Performance

Cited by 5 publications

References 8 publications

Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Profile of multi-modal representation ability of junior high school students on science material in Sleman district

EXPLORIA, STEAM Education at University Level as a New Way to Teach Engineering Mechanics in an Integrated Learning Process

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