STUDENT PERSPECTIVES ON TEACHING AND LEARNING IN PHYSICS FOR NON-MAJORS: AN ANALYSIS OF COURSE FEEDBACK AND ENGAGEMENT
DOI:
https://doi.org/10.35631/IJEPC.1162032Keywords:
Contextual Learning, Industrial Safety, Non-Majors, Physics Education, Student PerceptionsAbstract
Many students outside the sciences often view physics as a challenging subject, primarily due to its abstract concepts and reliance on mathematics. This study sets out to understand how undergraduates evaluate the Physics for Non-Majors course, which is part of the Bachelor of Science (Hons.) in Industrial Hygiene Technology and Safety program at Universiti Teknologi MARA (UiTM), Shah Alam. A survey was conducted with 35 students to examine their prior exposure to physics, their level of satisfaction with the course material, their views on the teaching methods, and the relevance of the course to their future work. The results showed that most students (91.2 percent) had studied physics before and that many rated the course positively. Almost half of them (47.1 percent) gave the overall quality a score of “4,” while 29.4 percent rated it “5.” Students highlighted topics such as Vectors, Thermal Physics, and Electric Current as the most engaging, since these had clear links to industry, while more abstract areas were rated less favorably. Although students were generally satisfied, their interest in pursuing further studies in physics remained moderate. These findings suggest that when physics is taught with practical examples and an emphasis on active learning, students are more likely to appreciate its importance. Improvements could include stronger emphasis on workplace applications, the use of digital tools and simulations, and additional support for students who begin with weaker foundations.
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