ANALYZING STUDENT LEARNING DIFFICULTIES, AND PROBLEM-SOLVING IN FIRST YEAR ELECTRICITY COURSES, CASE OF MOROCCAN UNIVERSITY

Abstract This study investigated academic challenges among 490 first-year Moroccan university students, focusing on their competency in solving electricity problems and the associated difficulties in applying mathematical concepts. Using a Conceptual Survey of Electricity and Magnetism-inspired performance tests, reliability was ensured through difficulty and discrimination indices, with a survey gathering qualitative insights. Over 35% scored below 4/10 in overall academic achievement, emphasizing the robust relationships between mathematics, electricity, and overall success. Specific hurdles have emerged in applying mathematical concepts to electricity problem solving. Multiple Correspondence Analysis revealed complex links between challenges in mathematics, physics, and the French language, influencing students' grasp of electricity concepts. The study concludes that gender minimally affects electricity module success, underscoring the need to address mathematical barriers to enhanced academic achievement.