What is it about?

The current study aimed to determine and predict 12th‐grade students' physics achievement in terms of some selected cognitive, physics‐related effective, personal, and socioeconomic characteristics in Turkiye. Four hundred and ninety‐six students (273 female and 223 male) from 18 high schools formed the study group.

Featured Image

Why is it important?

Findings indicated that cognitive characteristics including science achievement and physics course grades explained the largest amount of variance (60.6%) in the achievement by itself. Physics interest and physics motivation as well as gender and perception of teacher‐directed activities also explained a small amount of variance in student achievement.

Perspectives

Writing this article was a great pleasure. This study makes significant contributions to physic education research area and also lead to researchers to a greater involvement in physics education research.

Erdal TAŞLIDERE
Burdur Mehmet Akif Ersoy University

Read the Original

This page is a summary of: Factors affecting 12th‐grade students' physics achievement, Psychology in the Schools, July 2020, Wiley, DOI: 10.1002/pits.22415.
You can read the full text:

Read

Contributors

The following have contributed to this page