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<p>This study examines students’ perceptions of pedagogical factors associated with the acquisition of physics knowledge in Moroccan public secondary education. It provides a comprehensive analysis of teacher-related factors and instructional methodologies, addressing both ongoing debates and emerging perspectives in physics education research. A quantitative research design was adopted, based on a newly developed 40-item questionnaire organized into thematic dimensions and validated through pilot testing administered to 350 secondary-level students. The results reveal significant student perceptions related to pedagogical distance, limited instructional stimulation, and insufficient differentiation in teaching practices. These findings are systematically compared with existing literature, confirming the scientific relevance and coherence of the study’s conclusions. The research identifies critical areas for pedagogical improvement and advocates for enhanced teacher–student communication, the adoption of active learning strategies, and the integration of practical experimental activities to strengthen student engagement and academic performance in physics.</p>

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Students’ perceptions of pedagogical factors associated with physics learning in a Moroccan public secondary school

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月31日

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  • Radouane Baha,
  • Saad Eddin Lachhab,
  • Zouhire Sadoune

摘要

This study examines students’ perceptions of pedagogical factors associated with the acquisition of physics knowledge in Moroccan public secondary education. It provides a comprehensive analysis of teacher-related factors and instructional methodologies, addressing both ongoing debates and emerging perspectives in physics education research. A quantitative research design was adopted, based on a newly developed 40-item questionnaire organized into thematic dimensions and validated through pilot testing administered to 350 secondary-level students. The results reveal significant student perceptions related to pedagogical distance, limited instructional stimulation, and insufficient differentiation in teaching practices. These findings are systematically compared with existing literature, confirming the scientific relevance and coherence of the study’s conclusions. The research identifies critical areas for pedagogical improvement and advocates for enhanced teacher–student communication, the adoption of active learning strategies, and the integration of practical experimental activities to strengthen student engagement and academic performance in physics.