Pixel International Conferences

This study investigates the progression from Secondary Education Certificate (SEC) to Advanced (A) level Physics, and any inherent problems for students and teachers in Malta. The four research questions revolved around: (a) the changes in the SEC Physics syllabus in 2012; (b) the SEC syllabus as a foundation for A level Physics; (c) the sufficiency of the SEC Mathematics syllabus, in terms of skills and knowledge, for A level Physics; and (d) the correlation coefficients between SEC Physics, Mathematics and English Language, and A level Physics. A mixed methods approach was used for data collection: 165 questionnaires from second year A level Physics students across Malta and Gozo, 16 questionnaires to and five interviews with A level Physics teachers, four interviews with SEC Physics teachers and a focus group of second year A level Physics students. Teachers considered the 2012 SEC syllabus – following the changes – as an insufficient foundation for A level Physics, and an increasing gap between the two levels. They considered that a good grade in and understanding of SEC Mathematics as desirable for A level Physics. Students considered SEC Physics as a good foundation for A level, and regarded Intermediate Mathematics as the threshold level for A level Physics. Respondents acknowledged the importance of English language skills in understanding A level Physics questions. The correlation coefficients for SEC Physics, Mathematics and English Language with A level Physics were 0.544, 0.452 and 0.411 respectively. Suggestions for the reduction of student difficulties and the enhancement of progression rates in A level Physics and in related careers were presented.

Keywords: SEC Physics, SEC Mathematics, SEC English, A level Physics, correlation.

References:

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