ASSESMENT OF STUDENTS’ COGNITIVE CHALLENGES IN LEARNING PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KAURA NAMODA, ZAMFARA STATE

ABSTRACT This study was conducted to assessed the cognitive challenges faced by senior secondary school students in learning Physics in Kaura Namoda, Zamfara State. The study adopted a descriptive survey design. The population comprised 1,325 SS3 science students offering Physics, from which a sample of 330 students was randomly selected. Data were collected using a researcher-developed instrument titled Cognitive Challenges in Learning Physics Questionnaire (CCLPQ). The instrument was validated by experts in science education and tested for reliability through a pilot study using Cronbach's alpha to confirmed its internal consistency and 0.82 reliability coefficient was obtained. The study was guided by four research questions and two null hypotheses. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (independent sample t-tests). Findings revealed that students generally exhibited a positive mental mindset toward Physics but perceived the subject as abstract and difficult to visualize. Ineffective learning strategies-such as lack of feedback, over-reliance on memorization, and limited use of interactive tools-were identified as significant contributors to cognitive challenges. No significant gender differences were observed in students' mindset or in the effects of learning strategies on their cognitive challenges. The study concluded that while students are motivated, their learning is hindered by poor instructional strategies. It recommends that teachers adopt conceptual visualization methods, integrate technology (e.g., simulations and videos), and receive training in modern, interactive teaching approaches to enhance students' understanding of Physics.