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Abstract
Students’ attitudes and epistemological beliefs about physics play a critical role in shaping their learning engagement and academic performance. This study investigates secondary school students’ attitudes and beliefs toward physics learning and examines the influence of demographic variables, including grade level, gender, and school background. The Colorado learning attitudes about science survey (CLASS) was employed as the primary research instrument. Data were collected from secondary school students and analyzed using descriptive statistics, independent-samples t-tests, and multivariate analysis of variance. The results reveal that students’ attitudes and beliefs toward physics learning are influenced by multiple factors, including personal interest, family support, instructional approaches, and conceptual understanding abilities. Significant differences were identified across grade levels, gender groups, and school contexts. Students with more positive attitudes toward physics learning and stronger epistemological beliefs tend to demonstrate higher levels of academic achievement. The findings highlight the importance of cultivating supportive learning environments and encouraging positive attitudes toward physics. Educational interventions aimed at strengthening students’ scientific beliefs and learning motivation may contribute to improved learning outcomes in physics education.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2919
https://doi.org/10.29333/ejmste/19343
Publication date: 23 Sep 2026
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