Learners’ perception of perceived physics difficulty: association with choice at the elective level in high school

Abstract

This study presents a regression-based correlational survey that investigates how high school students’ perceptions of physics difficulty influence their decision to select the subject at the elective level. Although physics is foundational to technological advancement, student enrollment particularly among females remains low. This study is analytical research that explores three core dimensions of perceived physics difficulty (PPD): subject allure (SA), content factors (CF), and teacher factors (TF). Using a descriptive survey and logistic regression analysis, data were collected from 378 form two students. Results revealed that only SA significantly predicted students’ choice of physics, despite generally positive perceptions of teacher engagement. Students who opted for physics found it fascinating and relevant to their daily lives. Teacher influence was statistically insignificant, and content difficulty demonstrated a weaker but notable association. The findings suggest that increasing the subject’s appeal and perceived relevance may be more effective in improving uptake than focusing solely on pedagogical practices. These insights offer strategic directions for curriculum design and education policy aimed at promoting science, technology, engineering, and math (STEM) engagement and advancing educational equity. This study presents the first predictive model of physics subject choice in Kenya using logistic regression.