An Investigation of the Impact of Physics Teachers and Professors on Students’ Academic decision-Making in higher-level physics programs

A case study of the city of Mazar-e Sharif

Abstract

This study examines the impact of physics teachers and instructors on students’ academic decision-making regarding pursuing higher education in physics, with a case study in Mazar-i-Sharif. The aim of the research is to clarify the extent to which the educational, motivational, and advisory roles of teachers influence students’ willingness to choose physics as a field of study. The research employed a descriptive–analytical method with a quantitative approach, and data were collected using researcher-designed questionnaires administered to three groups: teachers, students, and university students. The research hypothesis posits that there is a significant difference in the perception of these three groups regarding the role of instructors in motivating and guiding students academically. The findings, analyzed using ANOVA and Tukey tests, indicated statistically significant differences (p < 0.05) among the groups across all dimensions examined, with students assigning lower scores to the educational and motivational roles of instructors. These results highlight a lack of practical activities in the teaching process, weakness in motivation, and insufficient interaction between teachers and students. Based on the findings, it is considered necessary to revise teaching methods, strengthen laboratory-based learning, and improve teacher–student interaction to increase interest in physics and enhance scientific literacy.