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<p>The purpose of this study was to examine students’ conceptions of learning physics using a cross-sectional survey design. The research encompassed 239 participants, comprising 198 secondary school students and 41 pre-service teachers in Debre Markos City, Ethiopia. Data collection was conducted by utilizing a Conceptions of Learning Physics questionnaire, which consists of 31 items. The data analysis used descriptive statistics, an independent sample t-test, and a MANOVA. The results indicated that students scored high in both lower-level conceptions (calculating and practicing, and memorizing) and higher-level conceptions (increasing knowledge, applying, understanding, and&#xa0;seeing in a&#xa0;new&#xa0;way), suggesting a mixed conception of learning physics. The results further revealed no significant differences in conceptions of learning physics between female and male students, irrespective of grade level.&#xa0;The findings also showed no significant differences in factors of conceptions of learning physics across different grade levels, except for preparation for exams.&#xa0;In exam preparation, pre-service teachers attained significantly higher scores than 9th and 10th graders. This research might help curriculum developers and physics teachers understand students’ conceptions of learning physics and create engaging classroom settings, and enrich the research community’s awareness of students’ conceptions in traditional learning environments.</p>

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Assessing students conceptions of learning in physics: a cross-sectional survey study

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  • 发表日期：

    2025年11月25日

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  • Ewonetu Bantie Belay

摘要

The purpose of this study was to examine students’ conceptions of learning physics using a cross-sectional survey design. The research encompassed 239 participants, comprising 198 secondary school students and 41 pre-service teachers in Debre Markos City, Ethiopia. Data collection was conducted by utilizing a Conceptions of Learning Physics questionnaire, which consists of 31 items. The data analysis used descriptive statistics, an independent sample t-test, and a MANOVA. The results indicated that students scored high in both lower-level conceptions (calculating and practicing, and memorizing) and higher-level conceptions (increasing knowledge, applying, understanding, and seeing in a new way), suggesting a mixed conception of learning physics. The results further revealed no significant differences in conceptions of learning physics between female and male students, irrespective of grade level. The findings also showed no significant differences in factors of conceptions of learning physics across different grade levels, except for preparation for exams. In exam preparation, pre-service teachers attained significantly higher scores than 9th and 10th graders. This research might help curriculum developers and physics teachers understand students’ conceptions of learning physics and create engaging classroom settings, and enrich the research community’s awareness of students’ conceptions in traditional learning environments.