Conceptual Understanding and Motivation of Grade 12 Learners on General Physics 1: Basis for Intervention

This study examines the conceptual understanding and motivation among Grade 12 learners in General Physics 1, focusing on topics such as center of mass, momentum, impulse, and collisions. A descriptive and correlational approach was employed, using an achievement test to assess conceptual understanding and the Physics Motivation Questionnaire II (PMQ II) to measure motivation levels. Data were collected from 34 learners through a combination of online and face-to-face surveys. Descriptive statistics revealed that the majority of students scored below the passing threshold in the achievement test, with an average score of 13 out of 30 points. Responses to the motivation questionnaire indicated a moderate level of engagement and interest, but with significant variability among students, highlighting disparities in their perception of physics’ relevance and utility. Correlation analysis between conceptual understanding and motivation yielded a coefficient (ρ) of 0.723 and a p-value of (p<0.01), indicating a statistically significant relationship. The findings indicate that as students’ understanding improves, their motivation to learn increases significantly. These results highlight the importance of teaching methods that enhance clarity and engagement, suggesting that fostering better understanding can naturally boost student motivation. By prioritizing both conceptual mastery and motivational strategies, educators can create a more effective and positive learning environment, ultimately encouraging students to become more eager and confident learners.