Exploring Students’ Attitudes Towards Open Lessons Conducted by Physics Teachers

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.