Students’ Conceptual Understanding, Self-Efficacy and Scientific Creativity in Science Learning: A Multivariate Analysis

Abstract

This paper examined the conceptual understanding, self-efficacy, and scientific creativity of the students in Physics. The study further investigated the significant difference observed in the study variables according to sex and grade level using multivariate analysis. Using descriptive model of research design, the 125 Senior High School (SHS) students were asked to fill out the Physics Conceptual Understanding (PCU) test, Science Learning Self-Efficacy Scale (SLSE), and Scientific Creativity (SC) test. After the score were tallied and organized, two-way MANOVA was administered to determine the difference in the outcome variables when grouped according to sex and grade level. Based on Pillai’s Trace as revealed, there was a statistically significant difference in independent variables based on grade level. The analysis further revealed that PCU (𝑝=0.675) and SLSE (𝑝=0.101) are unaffected, while SC (𝑝=0.010) is influenced by the grade level. This study uncovered that there is no sex difference observed, while statistical variation exists in terms of grade level specifically to SC. This concludes that PCU, SLES, and SC is not affected by their sex identity but are associated on their academic level. Implications for practice into classroom are discussed and further suggestions of future research are provided.

Keywords

• conceptual understanding
• multivariate analysis
• science learning self-efficacy
• scientific creativity
• self-efficacy