Conceptions of Learning Physics among University of Mindanao Students: A Validation Study

Abstract

The students’ conception in learning physics profoundly influences learners’ characteristics vis-à-vis learning outcomes. This study examined the validity of the models of conceptions in learning physics based on Tsai's original framework (2004) among randomly selected University of Mindanao students (n=321). Confirmatory factor analysis revealed that the second-order factor structure (Model C) showed an acceptable fit (RMSEA=0.068, CFI=0.93, TLI=0.92) which demonstrated lower information criteria such as AIC, and BIC against other models given with the valid constructs (Raykov rho>0.7). It revealed the composition, and factor correlation (0.72) of 2 domains of conception such as quantitative and qualitative learning aspect with acceptable factor loadings (λ=0.5 to λ=0.98) of its constructs and items. The analysis via generalized partial-credit model through item response theory (IRT) analysis showed that the items could distinguish students’ conceptions via item difficulty and discrimination thresholds. Given the valid domains and constructs, this study could provide meaningful insights to improve physics instruction, inform learner characteristics and learning outcomes. It should be noted that teachers should design problem tasks that evoke students’ qualitative-quantitative reasoning to produce meaningful attention to learning. Investigation of interplay between students’ conceptions, problem-solving ability, motivation, and self-regulation situated in varied environments requires further study.