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<p>The effectiveness of any educational intervention is strongly influenced by students’ perceptions and attitudes toward the subject. This study employed a pre-and post-survey design to examine changes in students’ attitudes before and after implementing a Systematic Physics Problem-Solving (SPPS) strategy in teaching direct current to senior-five students in Rwanda. A total of 137 students from four secondary schools participated, with 73 students in the control group and 64 students in the experimental group. Data were collected using the Colorado Learning Attitudes about Science Survey (CLASS), adapted to assess students’ perspectives on physics learning. SPSS version 27.0 was used to perform descriptive and inferential statistical analyses. The results indicated that the SPPS strategy significantly improved students’ overall attitudes toward problem-solving in physics. Specifically, students in the experimental group showed statistically significant improvements in their ability to find and apply relevant physics concepts and formulas. Additionally, a strong positive correlation was found between the use of SPPS and students’ enjoyment of learning physics concepts, highlighting the strategy’s potential to enhance engagement and motivation. Based on these findings, it is recommended that educators incorporate structured problem-solving approaches to foster positive attitudes, deeper conceptual understanding, and sustained interest in physics learning from an early stage.</p>

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Students’ attitudes toward the use of systematic physics problem-solving in Rwandan secondary schools

  • 期刊论文

  • 发表日期：

    2025年9月26日

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  • Theophile Musengimana,
  • Lakhan Lal Yadav,
  • Jean Uwamahoro,
  • Gabriel Nizeyimana

摘要

The effectiveness of any educational intervention is strongly influenced by students’ perceptions and attitudes toward the subject. This study employed a pre-and post-survey design to examine changes in students’ attitudes before and after implementing a Systematic Physics Problem-Solving (SPPS) strategy in teaching direct current to senior-five students in Rwanda. A total of 137 students from four secondary schools participated, with 73 students in the control group and 64 students in the experimental group. Data were collected using the Colorado Learning Attitudes about Science Survey (CLASS), adapted to assess students’ perspectives on physics learning. SPSS version 27.0 was used to perform descriptive and inferential statistical analyses. The results indicated that the SPPS strategy significantly improved students’ overall attitudes toward problem-solving in physics. Specifically, students in the experimental group showed statistically significant improvements in their ability to find and apply relevant physics concepts and formulas. Additionally, a strong positive correlation was found between the use of SPPS and students’ enjoyment of learning physics concepts, highlighting the strategy’s potential to enhance engagement and motivation. Based on these findings, it is recommended that educators incorporate structured problem-solving approaches to foster positive attitudes, deeper conceptual understanding, and sustained interest in physics learning from an early stage.