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Ahl G. Balitaon, University of the Philippines Los Baños, PhilippinesAbstract
The critical low enrollment in the Bachelor of Science in Mathematics and Science Teaching (BS-MST) Physics major at the University of the Philippines Los Baños (UPLB) is frequently attributed to student perception without objective analysis of the program’s structure. Physics presents intrinsic academic difficulties, characterized by abstract concepts and heavy reliance on advanced mathematics, contributing to high student anxiety. This study addresses the core question: To what extent do structural and sequential differences between the four BS-MST majors create inherent barriers for the Physics track? Employing a comparative structural analysis based on Curricular Analytics, this research models the curriculum structure as a network to quantify structural complexity using the metrics for delay and blocking factors. The framework assumes that high structural complexity is inversely related to student completion rates. Findings indicate that while the overall unit load is uniform, the Physics major exhibits significantly higher sequential rigidity and sever failure penalty. The core PHYS 71/72 sequence acts as a high blocking factor for multiple downstream specialized courses, imposing maximal constraint and minimal recovery capacity, thereby amplifying academic risk. This structural disadvantage validates student anxieties and functions as an objective disincentive. The study concludes that reducing critical prerequisite dependencies is essential for mitigating this complexity and improving enrollment. This calls for careful curriculum design to curtail overload and enhance implementation.
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Conference: ACEID2026Stream: Curriculum Design & Development
This paper is part of the ACEID2026 Conference Proceedings (View)
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To cite this article:
Balitaon A. (2026) Physics Curricular Complexity and Enrollment Barriers Analysis ISSN: 2189-101X – The Asian Conference on Education & International Development 2026 Official Conference Proceedings (pp. 607-614) https://doi.org/10.22492/issn.2189-101X.2026.49
To link to this article: https://doi.org/10.22492/issn.2189-101X.2026.49
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