Mrs. Veronica Enemarie
Department of Science, Mathematics and Computer Education, Benue State University, Makurdi, Nigeria
Abstract
Physics is considered as one of the most prevailing and problematic subject by the students in the realm of science. Students perceived Physics as a difficult subject during secondary school days and become more evasive when they reach the higher education level. Since Physics Education is critical to the economic and technological development of every nation, students of Physics across all levels of education need to perform well in their academics and play an active role in the society. This pivotal role of Physics Education necessitates the need for researchers to focus on the role of attitude and motivation of self-regulatory skills as predictors of students’ perception of difficulty and retention in Physics. This paper is theoretical exploration of the importance of this connection.
Keywords: Attitude, Motivation, Self-Regulatory Skills, Physics Education
How to Cite this Article:
Enemarie, V. (2021). Attitude, Motivation and Self-Regulatory Skills as Predictors of Perception of Difficulty and Retention in Physics. VillageMath Educational Review (VER), 2(1), 23-31. https://doi.org/10.5281/zenodo.4705863
