Students conceptual understanding of force and motion

• Main Author: Bataller, Nelson Bellen
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Force and energy > Study and teaching (Secondary); Motion
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3420
• Institution: De La Salle University

This study aimed to explore and identify student's conceptual understanding of force and motion among the senior students of Region IV. A 25-item open-ended Force Concept Inventory test was used as an instrument. One hundred sixty senior students from the three divisions of Region IV, namely, Batangas National High School in Batangas City, San Pedro Relocation Center National High School in San Pedro, Laguna and Tanay National High School in Tanay, Rizal were utilized in the study. Written responses and unstructured interviews were done to provide an in-depth analysis and interpretation of the data gathered. The descriptive research method was used in the study. The result of the study showed that the 25-item open-ended FCI scores have a mean of 3.79 and a standard deviation of 2.27. This implies homogeneity in the FCI scores of the respondents, and thus, they are classified as non-Newtonian thinkers. The most prevalent alternative conceptions of the students as revealed in the study are the following: (a) most active agent produces greater force, (b) greater mass implies greater force, (c) heavier objects fall faster than lighter objects, (d) circular impetus, (e) discrimination of position and velocity failed, (f) impetus dissipation, (g) impetus supplied by hit, and (h) last force to act determines motion. Moreover, the respondents manifested unrecognition of inertial motion. The study also found that students cling into their commonsense beliefs even after formal physics instruction. Furthermore, the study proves the claims of previous researches about misconceptions that it is hard to dislodge the commonsense beliefs of the students from their minds.