Student perceptions on physics teaching and its impact on science subject choices in Trinidad and Tobago High Schools


  • Rawatee Maharaj-Sharma


subject preference, teaching methods, upper secondary education


In this article a semi-structured focused interview was used to elicit from a purposively selected group of upper secondary school science students in Trinidad and Tobago, the reasons why physics was not their preferred science subject. Their explanations for evading the study of physics were explored and are reported herein. All the students involved in this work had some prior exposure to physics and while many admitted that certain physics topics could be interesting and/or helpful to them, they maintained that physics would still not be their first choice science subject. In general, students offered explanations linked to difficulty levels, specifically mathematical difficulties; the abstract nature of physics; the perceived irrelevance of the subject, and the less than appealing methods of delivery, as reasons why they chose not to pursue physics.