American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2018, 6(9), 1245-1250
DOI: 10.12691/education-6-9-1
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Perception of School and University Students in Learning Physics in National Capital Region, India

Ram Chhavi Sharma1, , Chinki2, Pooja Yadav2 and Suvita2

1Department of Physics, Faculty of Physical Sciences, Shree Guru Gobind Singh Tricentenary University Gurugram, Haryana, India

2Research Scholars, Faculty of Physical Sciences, Shree Guru Gobind Singh Tricentenary University Gurugram, Haryana, India

Pub. Date: September 12, 2018

Cite this paper:
Ram Chhavi Sharma, Chinki, Pooja Yadav and Suvita. Perception of School and University Students in Learning Physics in National Capital Region, India. American Journal of Educational Research. 2018; 6(9):1245-1250. doi: 10.12691/education-6-9-1


This study investigates and correlates the perception of school and university students in learning Physics at senior secondary, graduation and post graduation levels. The pedagogical experiments is conducted on learners’ of 10+2 class of school level and B.Sc.& M.Sc. class of University level. Authors will use the questionnaire’s method and will identify five types of research questions focused on concepts, understandings, relationship and applications, which reflects the commitment of the learners for learning physics. Each learner’s undergoes the questionnaire’s test. To analyze the results of experiment, linear regression statistical analysis technique is used to justify and correlate the significance of performance level of students at 10+2, graduate and post-graduate course. The study reveals that, on the average, the percentage of students in learning physics with strong positive commitment at 10+2, B.Sc. and M.Sc. level is almost same (46.1 – 46.3%) but it varies with positive commitment and poor or negative commitment. The study establishes that on the average, the students with negative commitment are less than 14%. The results of regression analysis tell that there is positive correlation among the learners at all levels and for all categories but their degree of correlation significantly varies. It can be seen that the coefficient of performance (r2) decreases for transition from B.Sc. to M.Sc. level for learners having strong positive, positive and negative commitments in physics learning.

physics learner questionnaires regression school university

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