1

Level of Misconception regarding Common Scientific

Principles of the Senior High School Students of Sta.

Catalina National High School

By:

Amparado, Jorem

Cameon, Glydeliza

Flores, Roldan

Pagaran, Liezel

Patrocinio, Lyndon

Tabujara, Edward

October 2018

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CHAPTER I

THE PROBLEM AND ITS SCOPE

RATIONALE

Misconception blocks the student’s clear understanding or perception especially

in science. When Student go to school they already carry some sets of beliefs on how

things works, and have assumptions based on their past experiences which enable

them to predict some future events. Science teacher who were affected by this

conceptual development of students have used different terms to describe the situation

in which students’ ideas differ from those of scientists about a concept, like student’s

misconceptions, naive theories, alternative conceptions and alternative frameworks

(Blosser, 1987).

Students do not come to the classroom as “blank slates” (Resnick, 1983)

because they already acquired some knowledge in their early years of schooling or in

their elementary years up to the present year of their education, they come with their

theories constructed from their observation of their surroundings. They have

constructed these assumptions to make sense of the different phenomenon that is

happening around them, however, the concept that they have constructed are not

complete or what we call ashalf truths. These are what we call as misconceptions. It’s

not just kids that have this different misconception. (Gardner, 1991) says many highly

educated adults rely on the “models, beliefs, and theories” they developed as

preschoolers. Thesewrong ideas may come from strong word association, confusion,

conflict or lack of knowledge (Fisher, 1985). Misconceptions are a problem to

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developing learners because they restrict the learning of the students when the students

use them to interpret new ideas and students may get emotionally and intellectually

attached to their misconceptions, because they have constructed them with their own

knowledge. So when students give up their misconception it might cause harmful effect

on the learning of the student, if he/she has a strong unwillingness to give it up.

. The researchers conducted this study because we are concerned with the

acquired knowledge of the senior high students which are now one or two steps away

from the tertiary level of education, we need to make more knowledgeable individuals

with the right ideas because many highly educated adults rely on their belief and

theories that they have learned in their preschool years of education (Gardner,1991),

which might be a misconception, High school textbooks may also be a source of

misconception as (Cho, Hee-Hyung, 1985) found that high school biology text books as

sources of misconceptions and difficulties in genetics to determine possible sources of

misconceptions and related learning problems associated with genetics. That’s why we

need to know the present acquired knowledge of the learners so that we can determine

the correctness of their knowledge, because cases like textbook containing wrong

concept might have been tough to the learners because we are using textbook as one

of our primary teaching and learning instrument.

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STATEMENT OF THE PROBLEM

This study determines the level of misconception regarding common scientific principles

of the senior high students in the two national high schools that was selected for the

study.

1. What is the level of misconception in the different areas regarding science of the

senior high school student of Sta. Catalina National High School?

1.1 Astronomy

1.2 Forcesof motion

1.3 Forces of Fluid

1.4 Magnets and Magnetism

1.5 Space

2. Is there a significant difference between the Level of Misconception regarding

common scientific principle of grade 11 and 12 students in Sta. Catalina National

High School?

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SIGNIFICANCE OF THE STUDY

The result of this study will be beneficial to the following:

Learners

The result of this study will determine the student’s knowledge and perception on

the common misconception of the principle regarding a certain phenomenon.

Local Government Units

This study will help the government in determining which school have done an

excellent job in educating the learners in the field of science.

Teachers

This study will assist the teachers on where shouldthey put more attention in

teaching different areas on science so that they could correct the misconception of the

students.

Future Researchers

This would serve as a basis for future researchers for more evaluation regarding

the common misconception of the learners in the future.

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SCOPE AND LIMITATION

This study used the survey method for determining the level of common

misconceptions in different areas of science such as astronomy, force of motion, force

of fluid, Magnets and Magnetism and Space. The respondents of this study are the

grade 11 and 12 students of Sta. Catalina National High School.

The study was conducted in Sta. Catalina National High School which has a

higher standard of teaching and learning compare to the neighbouring high schools in

the area. Questionnaires were used to collect the data.

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DEFINITION OF TERMS

Misconception Scientific misconceptions can also refer to

preconceived notions based on religious and/or

cultural influences. Many scientific

misconceptions occur because of faulty

teaching styles and the sometimes distancing

nature of true scientific texts

Common Scientific Principle A general or basic truth on which other truths

or theories can be based scientific principles

Phenomenon A fact or situation that is observed to exist or

happen, especially one whose cause or

explanation is in question.

Perception The state of being or process of becoming

aware of something through the senses

Level A scale of amount, consider being of a certain

quality, standard, or rank.

Senior High School Students refers to Grades 11 and 12, the last two years

of the K-12 program that DepEd has been

implementing since 2012. Students begin to

study in SHS the subjects that will introduce

them to their preferred career path.

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THEORETICAL FRAMEWORK

This study is anchored on The One Fallacy theory, misconception is due to some

ambiguity, statements that are open to more than one interpretation.

The One Fallacy Theory

By: Lawrence H. Powers (1995)

Misconception

Figure 1. Theoretical Framework of the Study

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CONCEPTUAL FRAMEWORK

This study was conducted to determine the level of misconception of the learners

in Sta. Catalina Nation High School. We have the input which is the incorrect knowledge

acquisition which can lead to the output misconception.

Input

Incorrect Knowledge acquisition

Survey

Output
Misconception

Figure 2. Conceptual Framework of the Study

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REVIEW OF RELATED LITERATURE

The term „tabula rasa‟, which shows that children are blank slates and teachers

need to fill them in with knowledge, ideas and information’s, is not generally accepted

anymore (Pine, Messer, John, 2001). It’s because children’s ideas are formed from

previous experiences and such experiences exist from the day of birth of the child. Such

experiences become one of the children’s learning and come from various

environments in and around their homes (Bradley, 1996). Children’s scientific views are

a result of personal experiences, which can include typical everyday activities and

interaction with its environment.

Piaget and Inhelder analyzed children’s thinking about probability into the usual

stages (pre-operational, concrete, operational, etc.). The child is not able to distinguish

clearly between chance and necessary phenomena. That distinction appears during the

concrete-operational period together with elementary forms of probabilistic estimations.

The concept of probability, develops only during the formal operational stage and it

represents a synthesis between necessary and the possible (Piaget and Inhelder,

1951).

Fischbein (1991) have suggested that the concept of “possible” may develop

before the concept of “certainty”. According to results of his study, some children

develop mathematically mature language for certain and impossible events before they

can use it for possible events.

In a study, (Green, D.R.1983) concluded that most English pupils finish

secondary school without achieving the level of formal operations. According to him, the

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reasoning ability was the main significant factor associated with students’ level of

understanding, explaining 44 percent of variance. This means that the student ability to

reason out to form conclusion without any formal knowledge about an idea can lead

misconception.

Cho, Hee-Hyung et al. (1985) found high school biology text books as sources of

misconceptions and difficulties in genetics to determine possible sources of

misconceptions and related learning problems associated with genetics. Book are also

one of the reasons why misconception exist because it’s the traditional and commonly

used instructional material.

Despite teacher’s best efforts, students do not grasp fundamental ideas covered

in class. Some of the best students give the right answers but are only using memorized

words. When questioned more closely, these students show their failure to understand

completely the underlying concepts. Students are often able to use algorithms to solve

numerical problems without completely understanding the underlying scientific concept.

(Mazur, 1996) reports that students in his physics class had memorized equations and

problem solving skills, but performed poorly on tests of conceptual understanding.

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RESEARCH METHODOLOGY

Research Design

This study used the survey method, for we will be gathering data about the

knowledge of the student’s regarding the common misconception in science.

Questionnaires were distributed to all the senior high students in Sta. Catalina National

High School.

Research Environment

Sta. Catalina National High School was selected in conducting this study it is

located in Tambacan, Sta. Catalina Negros Oriental.

Research Instrument

Senior high students of Sta. Catalina National High School were surveyed in this

study. This study used questionnaires in a form of a checklist as the primary instrument

in collecting the data. The questionnaire contains common misconception of students

regarding some scientific principle of different areas. The questionnaire contains

negative statement or the misconceptions to test the knowledge of the respondent, the

respondents will choose either they Strongly Disagree, Disagree, Agree or Strongly

Agree to the statement which is a misconception. If the respondent Strongly Disagreed

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to the statement, this shows that the respondent is aware of that idea, and if the

respondent Strongly Agreed to the statement this tells us that he/she has viewed the

idea differently. The scales of misconception are Very Low, Low, High, Very High, so if

respondent Strongly Disagreed to the statement it means that they have a very low

misconception rate in that area and if they Strongly Agreed to the statement it means

that they have a very high misconception in that area. The purpose of the survey and all

the terms used in the survey will be explained to the respondent.

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CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the interpretation and analysis of the gathered data to

answer the main and specific problem of the study. The findings were shown in tabular

form followed by discussion and analysis. The presentation of findings follows the

sequence of the statement of the problem.

Table 1.0a Level of Misconception regarding common Scientific Principles of the

Grade 11 students of Sta. Catalina National High School

Grade 11 Wx Verbal
Description
Astronomy
Common Misconception Right Concept
The sun rises exactly in the east and sets The sun does not rises
exactly in the west every day. exactly in the east and sets
2.16 Agree exactly in the west.
The moon can only be seen during the The moon can also be seen
night. 2.63 Disagree during the morning.
Meteors are falling stars. Meteors are debris in outer
2.41 Agree space
All the stars are the same distance from Some stars are the same
the earth. Strongly distance from the earth and
3.41 Disagree some are not.
Force of Motion
If an object is at rest, no forces are acting If an object is at rest, there is
on the object. a forces are acting on the
object which is the normal
2.39 Agree force.
Large objects exert a greater force than The amount of force does not
small objects. depend on the size of the
object it depends on the force
2.26 Agree which is applied to the object
Force is a property of an object. An object An object will stop moving
has force and when it runs out of force it because of the force of
stops moving. 2.35 Disagree friction.
Frictional forces are due to irregularities in 2.55 Disagree Friction is the force resisting
surfaces moving past each other. the relative motion of solid
surfaces, fluid layers, and
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material elements sliding

against each other.
Forces of Fluid
Objects float in water because they are Things float when they are
lighter than water. positively buoyant, or less
dense than the fluid in which
they are sitting. This does not
mean that an object has to
be lighter than the fluid, as in
the case of a
boat; objects just need to
have a greater ratio of empty
2.54 Disagree space to mass than the fluid.
Weight is the same with Mass and they are Weight is the force of gravity
always equal. acting on an object, while
Mass is the amount of matter
2.72 Disagree contained in an object.
All objects containing air float. Object should be less dense
than water in order for it to
2.95 Disagree float.
Liquids rise in a straw because of Liquid rise in the straw
"suction". because of atmospheric
pressure, your just sucking
the air in the straw and when
the air is remove atmospheric
pressure pushes the liquid
2.70 Disagree into your mouth.
Magnets and Magnetism
All metals are attracted to a magnet. Not all metals are attracted to
magnets such as brass,
2.21 Agree copper and zinc.
All magnets are made of iron. Some magnets are made of
2.59 Agree naturally occurring minerals.
Larger magnets are stronger than smaller Magnets made of different
magnets. materials have differing
2.26 Agree degrees of magnetic force
The magnetic pole of the earth in the The magnetic pole of the
northern hemisphere is a north pole, and earth in the northern
the pole in the southern hemisphere is a hemisphere is a south pole,
south pole. and the pole in the southern
2.22 Agree hemisphere is a north pole.

Space
The sun disappears at night. The sun does not disappear
it’s just at the other side of
the earth because the earth
is rotating and revolving
2.41 Agree around it. .
Gravity increases with height. Gravity decreases as you go
2.59 Disagree higher
The sun will never burn out. The sun will eventually burn
out when it burns all the
hydrogen that it has in its
2.40 Agree core.
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The sun is not a star. Strongly The sun is a star.

3.48 Disagree

Weighted mean Verbal description

1-1.75 Strongly Agree
1.-76-2.51 Agree
2.52-3.27 Disagree
3.28-4.00 Strongly Disagree

Based on table 1.0a, grade 11 students of Sta. Catalina have low rate of misconception.
Most of their responds are Disagree on the misconception statements. However the
group Agreed to the statement, The sun rises exactly in the east and sets exactly in the
west every day which is a misconception because it does not exactly rises in the east
and it also does not exactly sets in the west because the earth is rotating and revolving,
and the group also Agreed to the statement,The sun disappears at night which is clearly
a misconception because the sun does not disappears, it just disappears from your
sight at night because it’s at the other side of the earth, because the earth is rotating
and revolving around the sun. The group Strongly Disagreed to the statements, All the
stars are the same distance from the earth, which is good because the statement is a
misconception, because stars distance from earth are not all equal. And the group also
Strongly Disagreed to the statement, The sun is not a star, which is also good because
it shows that they are aware that the sun is a star.

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Table 1.0b Level of Misconception regarding common Scientific Principles of the

Grade 12 students of Sta. Catalina National High School

Grade 12 Wx Verbal
Description
Astronomy
Common Misconception Right Concept
The sun rises exactly in the east and sets The sun does not rises exactly in
exactly in the west every day. the east and sets exactly in the
2.29 Agree west.
The moon can only be seen during the The moon can also be seen
night. 2.76 Disagree during the morning.
Meteors are falling stars. 2.52 Disagree Meteors are debris in outer space
All the stars are the same distance from Some stars are the same
the earth. distance from the earth and some
3.04 Disagree are not.
Force of Motion
If an object is at rest, no forces are acting If an object is at rest, there is a
on the object. forces are acting on the object
2.30 Agree which is the normal force.
Large objects exert a greater force than The amount of force does not
small objects. depend on the size of the object it
depends on the force which is
2.39 Agree applied to the object
Force is a property of an object. An object An object will stop moving
has force and when it runs out of force it because of the force of friction.
stops moving. 2.38 Agree
Frictional forces are due to irregularities in Friction is the force resisting the
surfaces moving past each other. relative motion of solid surfaces,
fluid layers, and material
elements sliding against each
2.54 Disagree other.
Forces of Fluid
Objects float in water because they are Things float when they are
lighter than water. positively buoyant, or less dense
than the fluid in which they are
sitting. This does not mean that
an object has to be lighter than
the fluid, as in the case of a
boat; objects just need to have a
greater ratio of empty space to
2.41 Agree mass than the fluid.
Weight is the same with Mass and they Weight is the force of gravity
are always equal. acting on an object, while Mass is
the amount of matter contained in
2.51 Agree an object.
All objects containing air float. Object should be less dense than
2.64 Disagree water in order for it to float
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Liquids rise in a straw because of Liquid rise in the straw because of

"suction". 2.44 Agree atmospheric pressure
Magnets and Magnetism
All metals are attracted to a magnet. Not all metals are attracted to
magnets such as brass, copper
2.36 Agree and zinc.
All magnets are made of iron. Some magnets are made of
2.42 Agree naturally occurring minerals.
Larger magnets are stronger than smaller Magnets made of different
magnets. materials have differing degrees
2.17 Agree of magnetic force
The magnetic pole of the earth in the The magnetic pole of the earth in
northern hemisphere is a north pole, and the northern hemisphere is a
the pole in the southern hemisphere is a south pole, and the pole in the
south pole. southern hemisphere is a north
2.28 Agree pole.
Space
The sun disappears at night. The sun does not disappear it’s
just at the other side of the earth
because the earth is rotating and
2.18 Agree revolving around it. .
Gravity increases with height. Gravity decreases as you go
2.62 Disagree higher
The sun will never burn out. The sun will eventually burn out
when it burns all the hydrogen
2.56 Disagree that it has in its core.
The sun is not a star. The sun is a star which the earth
2.92 Disagree orbits.

Weighted mean Verbal description

1-1.75 Strongly Agree
1.-76-2.51 Agree
2.52-3.27 Disagree
3.28-4.00 Strongly Disagree

Based on the table 1.0b, grade 12 students have high rate of misconception especially
in the field of Magnets and Magnetism, the group Agreed to the four statements which is
a misconception which shows that they have misconception in that field of science. Also
in the field of Forces of Motion which they also Agreed to three of the statement which is
a misconception which they should have not Agreed because it’s a misconception.
However, the group did show much better result in the field of Astronomy and Space,
they Disagreed to three statements in both field of science which show that they have a
better learning in the field of Astronomy and Space.

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Table 2.0a Is there a Significant difference between the Levels of Misconception

of the Grade 11 and 12 students of Sta. Catalina National High School

Grade 11 Wx Verbal
Description
Astronomy
Common Misconception Right concept
The sun rises exactly in the east and sets The sun does not rises
exactly in the west every day. exactly in the east and sets
2.16 Agree exactly in the west.
The moon can only be seen during the The moon can also be
night. 2.63 Disagree seen during the morning.
Meteors are falling stars. Meteors are debris in outer
2.41 Agree space
All the stars are the same distance from Some stars are the same
the earth. Strongly distance from the earth and
3.41 Disagree some are not.

Grade 12 Wx Verbal
Description
Astronomy
The sun rises exactly in the east and sets 2.29 Agree The sun does not rises
exactly in the west every day. exactly in the east and sets
exactly in the west.
The moon can only be seen during the 2.76 Disagree The moon can also be seen
night. during the morning.
Meteors are falling stars. 2.52 Disagree Meteors are debris in outer
space
All the stars are the same distance from 3.04 Disagree Some stars are the same
the earth. distance from the earth and
some are not.

Based on the table 2.0a, grade 11 and 12 students have different views on the
statement, Meteors are falling Stars; the grade 11 students Agreed to the statement
while the grade 12 students Disagreed to it, also in the same field the statement, All the
stars are the same distance from the earth; the grade 11 students Strongly Disagreed to
the statement while the grade 12 students Disagreed to it.

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Table 2.0b Is there a Significant difference between the Levels of Misconception

of the Grade 11 and 12 students of Sta. Catalina National High School

Grade 11
Space
The sun disappears at night. The sun does not disappear
it’s just at the other side of
the earth because the earth
is rotating and revolving
2.41 Agree around it. .
Gravity increases with height. Gravity decreases as you go
2.59 Disagree higher
The sun will never burn out. The sun will eventually burn
out when it burns all the
hydrogen that it has in its
2.40 Agree core.
The sun is not a star. Strongly The sun is a star which the
3.48 Disagree earth orbits.

Grade 12
Space
The sun disappears at night. The sun does not disappear
it’s just at the other side of
the earth because the earth is
rotating and revolving around
2.18 Agree it.
Gravity increases with height. Gravity decreases as you go
2.62 Disagree higher
The sun will never burn out. The sun will eventually burn
out when it burns all the
hydrogen that it has in its
2.56 Disagree core.
The sun is not a star. The sun is a star which the
2.92 Disagree earth orbits.

Base on the table 2.0b, grade 11 and 12 students also have a different point of views in
the field of Space; grade 11 students Agreed to statement which is The sun will never
burn out while the grade 12 students Disagreed to it, grade 11 students Strongly
Disagreed to the statement The sun is not a star while the grade 12 students Disagreed
to the statement which is clearly a misconception.

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CHAPTER III

SUMMARY, CONCLUSION, RECOMMENDATION

This chapter presents the brief presentation of the result of the study and also the

conclusion and recommendation.

SUMMARY OF FINDINGS

Based on our findings, the following significant findings represented.

1. Grade 11 student performance to the survey was good because most of the

group’s response were Disagree and in some area they Strongly Disagreed to

statement which shows that they have a strong body of knowledge in that area

and this reveal that they group have low rate of misconception. Grade 11

students are more into conceptual understanding rather than memorization alone

which is a good start for students because memorization is just a short term

knowledge of an idea while knowing the concept and how it works is the true

form of learning which is a teachers goal. This shows that most grade 11

students knowledge are anchored in scientific explanation than their reasoning

ability, they have stronger ideas in some areas because they have scientific

reasons to that concept which we can see in the field Astronomy and Space.

They showed better understanding because they have developed the concept of

certainty in that field. Most of the grade 11 students are certain and have a

strong view in the statement All the stars are the same distance from the earth

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and The sun is not a star because it’s clearly a wrong idea if scientific knowledge

about it.

2. Most response of the grade 12 student is Agree to most of the statement which

means that the students have high rate of misconception regarding common

scientific principles. Grade 12 learners are more into their reasoning ability rather

than conceptual understanding. Which makes (Gardner, 1992) conclusion true

when he concluded that many high educated adults rely on the “models, beliefs,

and theories” that they have developed as preschoolers. Wrong concept that this

learners have acquired during their elementary schooling have really affected the

students, conflicting ideas will affect the students knowledge because he/she has

to choose on who’s right and who’s wrong, which can never be answer if you

have no scientific knowledge about a specific concept. Grade 12 student show

that they have no strong knowledge about any of the concept of common

scientific principle that was presented to them

3. Grade 11 and 12 students of Sta. Catalina National High School showed that

they have different views in some field of common misconception about science

especially on a concept in Astronomy; All the stars are the same distance from

earth, and The sun is not a star, which the grade 11 Strongly Disagreed with

while the grade 12 student Disagreed with, while in a different statement;

Meteors are falling stars, most of the grade 11 students Agreed while the grade

12 students Disagreed, same situation in the area of Space, on the statement;

The sun will never burn out, and The sun is not a Star, which shows that there

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are some concept that the student has knowledge and in some they have

misconception in the same area or field of science.

CONCLUSION

The result of the study was very surprising, it showed that grade 11

students have low rate of misconception, most of their response are Disagree

and they have Strongly Disagreed to some of the misconception statements

which shows that they have some scientific knowledge and conceptual

understanding in the field of science. While the grade 12 showed that they have

high misconception rate, they are more into their reasoning ability, most of them

Agreed to the statements which are misconception. Grade 12 student showed

that they lack scientific explanation to some concept of science. Grade 11 and 12

students showed that there are some concepts in science that student has

scientific knowledge and in some they have misconception in the same area or

field of science.

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RECOMMENDATION

Based on the findings of the study the recommendation below was

formed by the researchers:

Recommendation for Educators

Teachers are the ones who will incorporate learners the knowledge that

they need to live to this ever changing world that we live in. High school textbooks may

also be a source of misconception as Cho, Hee-Hyung et al. (1985). Teachers should

always examine and analyse ideas of their instructional materials especially the books

that they are using when they teach it to the students to avoid misconceptions.

Recommendation for Future Research

Further research should be carried out to determine factors and

sources of misconception in the mind of the students in order to find ways to avoid or

minimize misconception in the mind of learners.

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Negros Oriental State University Bayawan-Sta. Catalina Campus

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