Relationship Between Conceptual Understanding and Motivation of Grade 8 Learners on Force, Motion, and Energy: Basis for Intervention
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Abstract
This research aims to explore the relationship between level of motivation and conceptual understanding of Grade 8 students in the topics of Force, Motion, and Energy. A quantitative approach employing correlational analysis was used. The study was conducted at a private school in Iligan City, involving 40 students selected through purposive sampling. To gather data, test instruments were utilized to assess students' conceptual understanding, while questionnaires served as non-test instruments to evaluate their learning motivation. The findings revealed that students' conceptual understanding fell under the "Beginning" category, with a mean score of 9.025. Meanwhile, the students' average motivation score was 27.775, placing them in the "Moderately Motivated" category. A normality test indicated that the conceptual understanding data was not normally distributed, prompting the use of the Spearman correlation for analysis. The correlation test results showed a p value of 0.188, indicating no significant relationship between learning motivation and conceptual understanding of physics concepts in Force, Motion, and Energy.
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