Exploring the scientific conceptual understanding of intermediate-grade learners on Earth and Space

Abstract

This research study aimed to determine the scientific conceptual understanding of Earth and Space Science among intermediate-grade learners at La Union, Philippines. A descriptive research design was utilized for 299 participants (146 males and 153 females; aged 9-12 years old) using a two-tiered multiple-choice type to measure the scientific conceptual understanding of the participants. The two-tiered test was subjected to the Rasch measurement model, which can resolve guessing problems and detect outliers who answer via guessing for reliability and validity. The data results indicated that more students “do not understand the concept” and have “misconceptions”. The study found that the conceptual understanding of the pupils had significant differences in terms of grade level through Kruskal-Wallis H Test. However, a significant difference in conceptual understanding between gender in every grade level was not found using Mann-Whitney U Test. These findings highlight the importance of focusing on building a strong conceptual understanding of science in intermediate grades (4–6) by addressing foundational gaps to master science concepts and succeed