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<p>Physics problem-solving ability is among the crucial skills physics students require as it enhances their conceptual understanding and develops their abilities for real-world problem-solving. This study employed a descriptive design to investigate the physics problem-solving skills of Senior-Five physics students from Rwandan secondary schools. Data were collected during the third term of the 2022/2023 academic year from 127 students across four schools in Kamonyi and Nyarugenge districts. The analysis focused on students’ performance in physics tests, specifically examining their approaches to solving problems across various topics. The administered physics test covered topics such as electricity, magnetism, optics, mechanics, and material properties, aiming to assess students’ conceptual understanding and application of physics principles. The findings revealed a mean test score of 42.2, with a standard deviation of 19.6, indicating significant variability in performance. Higher levels of student engagement were noted in performing calculations and applying physics concepts; however, lower engagement was observed in understanding problems, strategizing, and reflecting on solutions. These results underscore the need for targeted teacher training to enhance students’ systematic problem-solving skills and overall physics performance, ultimately promoting equitable learning opportunities in physics education.</p>

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Assessing physics students’ problem-solving skills: a baseline investigation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月20日

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

摘要

Physics problem-solving ability is among the crucial skills physics students require as it enhances their conceptual understanding and develops their abilities for real-world problem-solving. This study employed a descriptive design to investigate the physics problem-solving skills of Senior-Five physics students from Rwandan secondary schools. Data were collected during the third term of the 2022/2023 academic year from 127 students across four schools in Kamonyi and Nyarugenge districts. The analysis focused on students’ performance in physics tests, specifically examining their approaches to solving problems across various topics. The administered physics test covered topics such as electricity, magnetism, optics, mechanics, and material properties, aiming to assess students’ conceptual understanding and application of physics principles. The findings revealed a mean test score of 42.2, with a standard deviation of 19.6, indicating significant variability in performance. Higher levels of student engagement were noted in performing calculations and applying physics concepts; however, lower engagement was observed in understanding problems, strategizing, and reflecting on solutions. These results underscore the need for targeted teacher training to enhance students’ systematic problem-solving skills and overall physics performance, ultimately promoting equitable learning opportunities in physics education.