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Can contextualized physics problems enhance student motivation?

Yajun Wei1,2,*, Xinting Peng2, Yi Zhong3, Feipeng Pi1,2, Yanfang Zhai1,2, and Lei Bao4,†

  • 1Institute of Physics Education Research, Guangzhou University, Guangzhou 510006, China
  • 2School of Physics and Materials Science, Guangzhou University, Guangzhou 510006, China
  • 3School of Physics, South China Normal University, Guangzhou 510006, China
  • 4School of Biological Science and Medical Engineering, Research Center for Learning Science, Key Laboratory of Child Development and Learning Science (MOE), Southeast University, Nanjing, 211189, China

  • *Contact author: weiyajun@gzhu.edu.cn
  • †Contact author: lei.bao@outlook.com
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Phys. Rev. Phys. Educ. Res. 21, 020117 – Published 25 August, 2025

DOI: https://doi.org/10.1103/2g1b-hmhq

Abstract

Embedding physics problems in real-world settings—here termed contextualized physics problems (CPPs)—is widely believed to foster students’ interest, motivation, and learning. However, firm evidence for this claim remains scarce. To explore this issue, we surveyed 868 secondary students and 154 teachers to examine their attitudes toward CPP and investigate whether students and teachers perceive these problems as promoting student interest and motivation in learning physics. The findings reveal a divergence between teacher and student perspectives. While most teachers view CPP as essential for enhancing interest and motivation, student responses tell a different story. Contextualized problems appear to boost interest and motivation only among 8th graders who are newly introduced to the subject. From 9th to 11th grade, students expressed a clear preference for decontextualized physics problems and generally disagreed that CPP increased their interest in physics. Gender differences were also observed among younger students, with boys showing a moderately stronger preference for CPP than girls. These results provide valuable insights for educators in designing course materials and creating effective test and exercise questions. The discrepancy between teacher and student perceptions, as highlighted by the surveys and interviews, underscores the need to address this gap through targeted teacher training and professional development.

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Phys. Rev. Phys. Educ. Res. 21, 020117– Published 25 August, 2025
  • Received 31 December 2024
  • Accepted 23 June 2025
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