Learners’ Conceptual Understanding on Force, Motion, and Energy: Its Relationship with Motivation

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 mixed-methods 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 (Ï = .784, p