Unravelling the Morass of Misconceptions: Exploring the Impact on the Teaching and Learning Process
Keywords:
misconceptions, teaching and learning process, mixed-method, teaching strategiesAbstract
This study aimed to investigate the impact of misconceptions on the teaching and learning process in the Philippines. Employing a mixed-methods research design, the study explored the prevalence of misconceptions, their effects on students' learning outcomes, and the underlying factors contributing to these misconceptions. Participants included students from different educational levels, and data were collected through surveys, interviews, and focus group discussions. The findings revealed a significant presence of misconceptions among students in various subjects, such as science, mathematics, English, and social studies. These misconceptions hindered students' understanding of core concepts, impeding their academic progress. Teachers expressed concerns about the negative impact of misconceptions on students' learning and emphasized the need for targeted instructional strategies. Qualitative data provided insights into the challenges faced by both students and teachers in addressing misconceptions. Students reported frustration and a lack of confidence when confronted with misconceptions, but they also recognized the importance of teacher guidance in overcoming these obstacles. The study highlights the importance of incorporating effective strategies to identify and address misconceptions in the curriculum. It underscores the need for teacher professional development programs and personalized support for students to overcome misconceptions and promote conceptual understanding. The findings of this study have significant implications for educational policymakers, curriculum developers, and teachers in the Philippines. By addressing misconceptions, educators can enhance students' learning outcomes, improve the quality of education, and foster a solid foundation of knowledge for future academic success.
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