STUDENTS' CONCEPTUAL UNDERSTANDING THROUGH EXPERIENTIAL LEARNING WITH 3-D VECTOR APPARATUS

Experiential learning through the 3-D vector apparatus allows students to explore and manipulate vectors actively, enhancing their problem-solving skills, attitudes, and conceptual mastery through hands-on engagement and reflective thinking. This study investigates students' conceptual understanding of vectors through experiential learning with 3-D vector apparatus. The study utilized a one-group pretest-posttest design involving 108 first-year engineering students at Central Mindanao University during the second semester of the school year 2023-2024. The Certainty of Response Index (CRI) was used in the vector test questionnaire to categorize students' conceptual understanding as Knowledge of Correct Concepts, Misconceptions, or Lack of Knowledge. Results show significantly improved students' knowledge of correct concepts across all vector topics (vector components, unit vector, and vector operations), with reduced misconceptions in vector components. However, there were persisting misconceptions related to resultant vector magnitudes, directions, and methods of vector addition (e.g., parallelogram and polygon methods). While experiential learning with the 3-D vector apparatus improves knowledge of correct concepts, further interventions are needed to address persistent misconceptions.