Kasimba Phebby Mwangala¹, Overson Shumba^2,

This descriptive survey at Kwame Nkrumah University in Kabwe, Zambia, explored difficulties that first year students (n= 116) experienced and perceived with physico-mathematical concepts in an introductory physics course. The data on difficulties was collected using a physics achievement test and a focus group discussion session while a questionnaire was employed to assess perceptions of difficulties associated with the physico-mathematical topics and concepts in the test. The students’ performance in the test was unsatisfactory where the scores ranged from 16% to 46.9% and averaged 33.0% in the five-question test. They had difficulties in creating and interpreting formulae and data and unsatisfactorily identified, combined and applied physico-mathematical concepts in the test items. The questionnaire survey, more than 60% of the students were likely to rate lecture topics on topics such as speed, work, and energy as not difficult. This number significantly decreased to around 35% when asked to rate the use, application or derivation of specific physico-mathematical concepts in the test. For example, 69.8% rated topic or concept ‘acceleration’ not difficult and 35.4% expressed having to formulate the equation a= (v_f-v_i)/t using information from a graph in the test as ‘difficult’. The findings of this study suggest that students need close support to comprehend physico-mathematical relations and their interpretation deeply.

physico-mathematical concepts, conceptual difficulties, perceptions, performance achievement