The Relationship of Conceptual Understanding and Motivation of Grade 7 Learners: Basis for Strategic Interventions on Force, Motion, and Energy

Abstract

Physics education plays a crucial role in developing critical thinking, problem-solving skills, and scientific literacy. However, Grade 7 learners frequently encounter difficulties in grasping fundamental physics concepts. This study investigated the level of conceptual understanding of learners and the relationships between level of motivation and the level of conceptual understanding of force, motion, and energy and five motivational factors (intrinsic, self-efficacy, self-determination, grade, and career) among Grade 7 learners in selected private schools in the Philippines. Employing a quantitative approach, a thirty (30) -item assessment tool, aligned with the MATATAG Curriculum, was developed and validated. A pilot test was administered to One Hundred Twenty (120) learners. The validated instrument was administered to forty (40)  participants. Findings revealed significant learning gaps in conceptual understanding, with only one student (2.5%) achieving the passing standard. Distance-time graphs, followed by heat transfer, were identified as the most challenging topics. Spearman’s rank correlation analysis revealed moderately positive relationships between conceptual understanding and intrinsic motivation (ρ = .784, p < .001), grade motivation (ρ = .703, p < .001), and career motivation (ρ = .784, p < .001). A statistically significant, but weaker, positive relationship was found between conceptual understanding and self-determination (ρ = .422, p = .007). In contrast, the relationship between self-efficacy and conceptual understanding was not statistically significant (ρ = .299, p = .061). These results highlight the need for possible instructional interventions addressing specific conceptual difficulties and suggest that fostering intrinsic, grade, and career motivation may be beneficial. The study recommends incorporating strategies that enhance higher-order thinking skills, connect learning to real-world applications and career paths, and provide targeted support in challenging topics to improve both motivation and conceptual understanding in physics.