Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 1, Article 10 (Jun., 2017) Serkan KAPUCU Predicting physics achievement: attitude towards physics, self-efficacy of learning physics, and mathematics achievement Previous Contents Next

Conclusions

This study revealed that only 31.3% of variance in physics achievement was explained. Other demographic variables (e.g., gender, race, socio-economic status), and psychological variables (e.g., epistemologies, motivations) can also explain some of the remaining variance. Therefore, in the future studies these variables can be included to be able to more predict students’ physics achievement.

The stronger variable that explains the students’ physics achievement was their mathematics achievement. Its influence on explaining physics achievement should not be ignored. Increase in the students’ mathematics achievement may strongly result in increase in their physics achievement.