A Quantitative Study of Cognitive, Affective, and Instructional Barriers to Learning Physics at the College Level

Abstract

A significant gap exists between desired learning objectives and observed students’ learning outcomes in college-level physics. The present study explored the role of cognitive and affective factors on students learning and their attitude towards learning physics. The present study aimed to test the Integrated Physics Learning Difficulty Model (IPLDM) by examining the associations between mathematical preparedness, physics anxiety, learning strategies, perceived difficulty of the subject , and academic performance. The study was a descriptive in nature where data were collected through cross-sectional survey. All college level science students of district Attock constituted the population.  Data were collected from 106 college students using a 5-Point Likert type scale.  Diagnostic test was conducted for the purpose of triangulation. Data were analysed using one-sample t- test, paired-samples t-tests and Pearson correlation coefficients. The findings revealed that that students with stronger math skills found physics less challenging. Mismatch was observed between students’ self-perceived mathematical preparedness and diagnostic test. Students perceived physics a difficult subject. Although students showed positive approach toward self-regulated learning, they were not self-confident in learning physics and showed low self- efficacy. Low self-efficacy is the indicator of low achievement in cognitive and affective domain. The findings validate core components of the IPLDM, demonstrating that cognitive resources and affective factors are considerable predictors of students' perceived difficulty and strategic approach to learning physics. The study suggests interventions targeting physics anxiety and mathematical skills.