Options
A correlational study of primary aptitudes affecting express stream students' performance in physics problem solving
Author
Sivakumar Alagumalai
Supervisor
Toh, Kok Aun
Abstract
This study focuses on the physics problem-solving ability of secondary school Express Stream students in Singapore. It is a correlational study of primary aptitudes, as defined by Thurstone, affecting performance in physics problem solving.
The study comprises two parts: the first part examines the primary aptitudes acquired by these students and their ability to solve traditional physics word problems. The effects of gender are also considered. The second part focuses on the relationship between the significant primary aptitudes and physics problem solving.
Two questionnaires were adapted and employed. The first instrument, a "Primary Aptitudes Test" (PAT) comprising 7 subtests of 20 items each, attempts to ascertain the primary aptitudes level of the students. The second instrument, a "Physics Problems" (PP) set comprising 5 word problems, attempts to measure their problem-solving ability. These instruments were subjected to two rounds of pilot study as part of the validation process. Six schools were involved in the study.
The data gathered from the instruments were analysed using the Statistical Analysis System (SAS-PC) computer programme. Univariate statistics was employed to obtain the central tendencies of the individual tests and subtests. Item analysis was also performed to validate individual items from both instruments. Bivariate statistics was employed to look into the effects and the significance of individual aptitudes on physics problem solving. Correlation coefficients were also used to study the strength of the relationships between and within the instruments. Stepwise regression, a multivariate statistic, was finally carried out to ascertain the contribution of the predictors to physics problem solving and to locate differences in gender.
The major finding from this study reveals that not all primary aptitudes are significantly correlated to physics problem-solving ability. Verbal reasoning, numerical reasoning, analytical reasoning and the aptitude to retain physics formulae are the significant primary aptitudes necessary for physics problem solving.
The findings of this study also show the two gender groups to be equally able in physics problem solving and aptitudes like verbal reasoning, numerical reasoning, analytical reasoning and memory of physics formulae but differ in other aptitude areas such as spatial reasoning, perceptual reasoning and mechanical/technical reasoning. The aptitude where significant gender differences exist does not load on physics problem-solving ability.
The study further indicates that boys' performance in physics problem solving correlate highly to verbal reasoning and girls' to numerical reasoning. This indicates that a difference exists in the cognitive processes of the two sexes during physics problem solving. Girls tend to display a need for more refined aptitude in numeracy to solve physics problems than boys. Boys on the other hand need verbal aptitude more that their counterparts in solving physics problems.
Finally, the study could be further extended. An attempt could be made to study physics problem solving at the pre-university and university levels to ascertain if similar aptitudes correlate significantly. In fact a longitudinal study could be attempted on a larger scale commencing at primary schools and moving to the various levels and years of education. Further, a similar study could be attempted to see which primary aptitude(s) correlate significantly with specific topics in physics, example Mechanics, Heat and Electricity. A comparison can then be drawn so as to determine the aptitude cluster for different topics and even across subject areas.
The study comprises two parts: the first part examines the primary aptitudes acquired by these students and their ability to solve traditional physics word problems. The effects of gender are also considered. The second part focuses on the relationship between the significant primary aptitudes and physics problem solving.
Two questionnaires were adapted and employed. The first instrument, a "Primary Aptitudes Test" (PAT) comprising 7 subtests of 20 items each, attempts to ascertain the primary aptitudes level of the students. The second instrument, a "Physics Problems" (PP) set comprising 5 word problems, attempts to measure their problem-solving ability. These instruments were subjected to two rounds of pilot study as part of the validation process. Six schools were involved in the study.
The data gathered from the instruments were analysed using the Statistical Analysis System (SAS-PC) computer programme. Univariate statistics was employed to obtain the central tendencies of the individual tests and subtests. Item analysis was also performed to validate individual items from both instruments. Bivariate statistics was employed to look into the effects and the significance of individual aptitudes on physics problem solving. Correlation coefficients were also used to study the strength of the relationships between and within the instruments. Stepwise regression, a multivariate statistic, was finally carried out to ascertain the contribution of the predictors to physics problem solving and to locate differences in gender.
The major finding from this study reveals that not all primary aptitudes are significantly correlated to physics problem-solving ability. Verbal reasoning, numerical reasoning, analytical reasoning and the aptitude to retain physics formulae are the significant primary aptitudes necessary for physics problem solving.
The findings of this study also show the two gender groups to be equally able in physics problem solving and aptitudes like verbal reasoning, numerical reasoning, analytical reasoning and memory of physics formulae but differ in other aptitude areas such as spatial reasoning, perceptual reasoning and mechanical/technical reasoning. The aptitude where significant gender differences exist does not load on physics problem-solving ability.
The study further indicates that boys' performance in physics problem solving correlate highly to verbal reasoning and girls' to numerical reasoning. This indicates that a difference exists in the cognitive processes of the two sexes during physics problem solving. Girls tend to display a need for more refined aptitude in numeracy to solve physics problems than boys. Boys on the other hand need verbal aptitude more that their counterparts in solving physics problems.
Finally, the study could be further extended. An attempt could be made to study physics problem solving at the pre-university and university levels to ascertain if similar aptitudes correlate significantly. In fact a longitudinal study could be attempted on a larger scale commencing at primary schools and moving to the various levels and years of education. Further, a similar study could be attempted to see which primary aptitude(s) correlate significantly with specific topics in physics, example Mechanics, Heat and Electricity. A comparison can then be drawn so as to determine the aptitude cluster for different topics and even across subject areas.
Date Issued
1993
Call Number
QC30 Siv
Date Submitted
1993