An Investigation of Students' Learning Difficulties in the Science Subject at the Secondary Level in District Panjgur
DOI:
https://doi.org/10.55737/tk/2k25d.44102Keywords:
Learning Difficulties, Science Education, Internal Factors, External Factors, Secondary Level, PanjgurAbstract
The study has investigated the different internal (personal) and external factors that contribute to learning difficulties in the science subject at secondary school students in District Panjgur, Balochistan. In this study, a quantitative research methodology was used, incorporating a descriptive-correlational design. Three hundred fifty-four students from grades 9 and 10 were selected through cluster sampling techniques, including both public and private high school students. The data collection was conducted using a Likert-scale questionnaire, with Cronbach's Alpha of 0.846. Analyzed the data by descriptive statistics and Pearson's correlation, the results indicated that the lack of available resources (Mean = 3.47), the use of traditional teaching methods (Mean = 3.24), and the lack of parental involvement (Mean = 3.13) appeared as the most prominent external factors. Among the internal (personal) factors, prior knowledge occurred as the most significant contributor, with a mean score of 3.18. Additionally, the result of Pearson's correlation was found to be positive between learning difficulties and kinds of factors, including available resources (r=.839, p=.000), home environment (r=.801, p=.000), and cognitive ability (r=.764, p=.000). Based on the result, both null hypotheses were rejected. The findings indicate that challenges in science learning are complex, heavily shaped by the dynamics of both educational and familial contexts. Suggestions focus on increasing parental engagement, upgrading educational resources, updating instructional techniques, and revising assessment processes to promote cognitive growth.
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