Pixel International Conferences

This study has focused on and compared two different systems that lead to subject choice within Maltese schools: one wherein students are taught all three science subjects (Biology, Chemistry and Physics) in Form 3 before proceeding with their subject choices, and the other where students make subject choices at the end of Form 2 having prior experience of Integrated Science rather than the three separate Science subjects.

Research was carried out through questionnaires distributed amongst Form 5 students, Science teachers and parents coming from the three school sectors in Malta, in order to investigate perceived benefits, if any. Potential benefits of these two systems of subject choice for Science subjects have also been investigated through the students’ performance in their Form 4 school annual examination and prospects in pursuing a Science subject at a higher level.

Results show that even though a clear majority of students, teachers and parents shared the opinion that subject choice at Form 3 is perceived to be more beneficial to students, those students who actually had subject choice at Form 3 did not show any significant distinctions in performance or in their prospects for further study in a Science subject with respect to those who carried out their choices in Form 2. Moreover, they were found to be the ones who would have mostly preferred to change their Science subject choices.