Aneeshiya Ajeesh, Student Teacher 2023-2025 Batch, Avila College of Education, Edakochi

A study on the difficulties faced by eighth-grade students in solving problems related to 'Motion' in Physics

Abstract:

This study looks into the difficulties VIII standard students have when attempting to solve physics questions involving "motion". The goal of the study is to pinpoint typical problems and offer suggestions for instructional techniques that will enhance students comprehension of this subject. A sample of students was surveyed on how well they performed when addressing motion-related questions. The results show serious deficiencies in problem-solving techniques, mathematical application, and conceptual understanding. To address these challenges and improve learning outcomes, suggestions for teachers and further study are put forth in light of the findings.

Keyterms:

motion, pre-test, post-test, interview, questionnaire, observation.

1. Introduction

As a part of science, physics is essential in helping students develop their logical and scientific thinking. "Motion" is one of the fundamental ideas of physics and forms the basis for comprehending more intricate concepts. Students in the VIII standard, however, frequently struggle greatly to understand and resolve motion-related problems. Their overall comprehension of the material may be hampered by these difficulties, which could have an impact on their academic achievement. Analyzing the unique challenges that students face and providing strategies to get past them are the goals of this study.

2. Statement of the problem

"The study is based on the difficulties faced by eighth-grade students in solving problems related to 'Motion' in Physics".

3. Objectives

The main objectives of this study are:

To identify the key areas in 'motion' where VIII standard students face difficulty.
To examine the factors contributing to these difficulties, including conceptual and mathematical challenges.
To explore the strategies that can help improve students' problem-solving skills related to motion.
To suggest pedagogical interventions that may enhance students’ understanding of motion-related concepts in physics.

4. Methodology

A mixed-methods approach was used to collect both quantitative and qualitative data for the study. The study included a sample of 90 VIII standard pupils from a school. Among the techniques used to gather the data were:

A pre-test and post-test to assess students' initial and final understanding of motion-related concepts.
A questionnaire to gather insights into students' perceptions of their difficulties in solving motion problems.
Interviews with physics teachers to understand their perspective on students' struggles and the effectiveness of teaching strategies.
Classroom observations to identify the specific challenges students encounter during problem-solving.

5. Analysis and Interpretation

The analysis of the data was conducted utilizing both descriptive and inferential statistical techniques. The findings from the pre-test and post-test revealed that a considerable number of students faced challenges in the following domains. Students encountered difficulties in grasping fundamental concepts such as velocity, acceleration, and displacement. This was evident in their inability to differentiate between scalar and vector quantities. A notable portion of students demonstrated inadequate skills in employing mathematical formulas to resolve problems. Their difficulties were especially pronounced in questions related to kinematic equations. A significant number of students exhibited a lack of a structured method for addressing motion problems, frequently resulting in mistakes in understanding problem statements and creating diagrams.

The bar diagram highlights the mean scores of 90 students in the pre-test and post-test. The average pre-test score is 48.68, indicating that students had a moderate understanding of motion-related concepts before any intervention. Many students likely faced difficulties in applying theoretical knowledge and solving problems. The average post-test score is 61.36, showing a significant improvement of 12.68 points. This suggests that the teaching interventions or learning strategies applied were effective in enhancing the students' understanding and problem-solving abilities related to motion. The noticeable increase in scores from the pre-test to the post-test indicates that students gained a better conceptual understanding and developed better problem-solving skills in physics. The improvement reflects a positive impact of the teaching methods, such as visual aids, real-life examples, and targeted problem-solving practice. Despite the improvement, there is room for further enhancement, as the post-test mean is still below an optimal score. Qualitative insights gathered from the questionnaire and interviews indicated that students struggled to visualize motion and connect abstract concepts to practical examples. Educators observed that students commonly faced challenges in converting verbal problems into mathematical representations and in utilizing the correct formulas.

6. Suggestions

Based on the study Some measures are suggested below to bring about improvement in the students.

The subject teachers should conduct action research to know about the difficulties faced by students.
Teacher should give exposure to diverse problem types to make them familicor with different strategies.
Remedial classes and evaluation test should be arranged at regular level.
Activity based lecoming should be encouraged.
Teachers should make sure that students understands the topics that taught in the class.
Open ciscussion between the teacher and students should he Encoveraged.
Parents should motivate and guide Afcin children about the Subject matter without any hesitation.
Emourage peer-to-peer teaching.
Regutror practice helps to reviforce uncherstanding of the concepts and solving the problems.
Grive students ample time to solve the problems.

7. Conclusion

This study identifies several significant challenges encountered by eighth-grade students when addressing motion-related problems in physics. These challenges encompass conceptual misunderstandings, difficulties in applying mathematical formulas, and insufficient problem-solving strategies. To mitigate these issues, the following recommendations are proposed: Teachers should incorporate more visual aids and real-world examples to make abstract concepts more accessible. Explicit instruction in problem-solving techniques is essential, enabling students to adopt a systematic approach. Additional practice sessions concentrating on mathematical applications and the analysis of problem statements may prove advantageous. Promoting collaborative learning environments is advisable, as this allows students to engage in discussions and work together to solve problems. By tackling these challenges, students comprehension of motion can be enhanced, leading to improved performance in physics.

8. References

Berryman, L. (2005). "Improving Problem-Solving Skills in Physics." Journal of Science Education, 10(3), 152-160.
Singh, R. (2017). "Pedagogical Approaches to Teaching Physics." International Journal of Educational Research, 9(2), 95-102.

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