Attitude and Motivation towards Learning Physics

TL;DR

This study investigates the attitude and motivation of engineering students towards learning physics, finding no significant difference or strong relationship between these factors, and highlighting the influence of teaching methods on student engagement.

Contribution

It provides empirical evidence on the relationship between attitude and motivation in physics learning among engineering students, emphasizing the role of teaching approaches.

Findings

No significant difference in attitude and motivation levels.

Weak correlation between attitude and motivation.

Student enjoyment of physics is influenced by teaching methods.

Abstract

Physics is considered as one of the most prevailing and problematic subjects by the students in the realm of science. Students perceived physics as a difficult subject during high school days and become more evasive when they reach college. Based on an investigation of 446 engineering and technology students, this study analyses and evaluates the relationship between attitude and motivation of engineering and technology students towards learning physics. It shows that there is no significant difference in the attitude and motivation of students towards learning physics. Furthermore, there is a negligible degree of relationship for attitude and motivation. The relationship between attitude and motivation is due to chance. This confides that most students found that is unlikely for them to enjoy learning physics because of their professor. Faculty should encourage students in drilling physics problems, students are found to like answering difficult physics questions in ever examination, expresses that they have a mathematical mind.