Difficulties in studying the scientific concepts from the view point of 10th grade students at Irbid governorate

Abstract

This study sought to identify the difficulties of studying the scientific concepts among the tenth-grade students in Irbid governorate. In order to achieve the objectives of the study, a questionnaire was used to measure the students’ view point about difficulties they faced in learning scientific concepts. The questionnaire contained three areas: content, teachers and students. The sampling method involved selecting tenth-grade students from the first Irbid Directorate of Education at the end of the 2018-2019 academic year. A total of 415 students were included in the study; the gender distribution was nearly equal, and they were grouped according to their GPA. The results of the study showed that these three domains were a source of determining the difficulty levels. The students’ domain came first, followed by teachers, and content ranked last. The results also showed that there were statistically significant differences in the sources of difficulty due to gender differences in males, and due to the average difference in the benefit of students whose grades were less than 84%. In light of the results, the study framed a set of recommendations, including the need to emphasize the activation of technology in teaching, and holding lectures showing the importance of science and scientists.