Students’ Misconceptions and Learning Experiences in Linear Motion: Basis for an Evidence-Based Intervention Framework

Abstract

This study examined Grade 7 students' conceptual understanding of linear motion and developed an evidence-based intervention framework to address identified learning gaps in physics education. Using a sequential explanatory mixed-methods design, quantitative data were collected from 110 Grade 7 students using a researcher-developed, validated two-tier concept test, followed by qualitative data gathered through semi-structured interviews with 15 selected students to explore their learning experiences and conceptual difficulties. Descriptive statistical analysis revealed that students demonstrated a Fairly Satisfactory level of conceptual understanding, with a mean score of 77.67, indicating moderate mastery of concepts related to displacement, distance, speed, and velocity. However, persistent misconceptions in fundamental motion concepts were identified. Qualitative findings revealed five major themes related to students’ learning experiences: exhibiting conceptual misunderstanding in linear motion, relying on procedural and formula-based problem-solving, expressing uncertainty and low confidence in learning, utilizing everyday experiences to understand motion concepts, and identifying instructional and language-related learning needs. These findings indicate that students' understanding of linear motion is influenced by cognitive, affective, instructional, and contextual factors. Based on the findings, the M.O.T.I.O.N.-S.T.E.P Framework was developed to improve conceptual understanding through diagnostic assessment, conceptual clarification, collaborative learning, contextualized instruction, multilingual support, and continuous assessment. The study concludes that improving students’ conceptual understanding of linear motion requires learner-centered instructional strategies that address misconceptions, strengthen conceptual reasoning, and support students’ confidence and comprehension. The findings provide practical implications for improving instructional practices in physics education.