Journal of Research in Didactical Sciences

Research Article

Exploring Students’ Attitudes Towards Open Lessons Conducted by Physics Teachers

Nailya Rakhmetova 1 * , Nazarali Aitjanov 1, Meruyert Toktassyn 1, Aruzhan Tursumbekova 1, Bakhytkeldi Rakhymberdiyev 1, Mustafa Abdulbakiogly 1, Halit Satilmis Yilmaz 1
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1 SDU University
* Corresponding Author

Abstract

This study examines secondary school students’ attitudes and perceptions regarding Open Lessons conducted by physics teachers in Kazakhstan. Employing a quantitative research design, the study explores variations in student perceptions based on gender, grade level, and academic performance, assessing how these factors influence engagement, perceived effectiveness, and emotional responses. Data were collected from a sample of 566 students across diverse school settings in Kazakhstan. Exploratory and confirmatory factor analyses identified three key dimensions of perception: Attitude, Belief, and Negative Perception. The findings indicate that female students and high academic achievers reported more favorable experiences, particularly in terms of lesson clarity, motivation, and teacher enthusiasm. Conversely, older students (especially 12th graders) exhibited greater skepticism, perceiving a decline in the authenticity and relevance of Open Lessons. Additionally, students with higher academic achievement demonstrated greater receptiveness to innovative teaching methods. These results underscore the pedagogical value of Open Lessons in physics education while emphasizing the need for lesson design to align with student needs and subject complexity. The study suggests that differentiated instructional strategies, tailored to learner profiles, could enhance the efficacy of Open Lessons and improve learning outcomes in science 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.

Bibliographic Info

Journal of Research in Didactical Sciences, 2025, Volume 4, Issue 1, pp. 67-89

https://doi.org/10.51853/jorids/16839

Publication date: 15 Dec 2025

Online publication date: 30 Aug 2025

Article Views: 8

Article Downloads: 14

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e-ISSN: 2997-5905