Predicting Conceptual Understanding of DC Circuits Using Intentional Learning Questionnaire

Extensive researches have been conducted to promote conceptual understanding but few focused on the student's intentional learning (R. McCord and H. Matusovich, Developing an instrument to measure motivation, learning strategies and conceptual change, 120th ASEE Annual Conference and Exposition, Atlanta, GA (2013)). This study sought to determine the intentional learning factors, basing on students' motivation and learning strategies used, which are highly correlated and predictive of the conceptual understanding of Direct Current (DC) circuits. The overall study consist of four phases used mixed research designs. The first and second phases, which were the focus of this paper, used an exploratory correlational method for the development of Intentional Learning Questionnaire in Electric Circuit (ILQ-EC). ILQ-EC was constructed based on the existing instruments which have bearing on motivation and learning strategies factors. The pilot testing of ILQ-EC instrument and data for correlation and regression analysis were gathered from two state universities in the Philippines. Statistical results showed that ILQ-EC could identify intentional learning factors that are highly correlated to the conceptual understanding of electric circuits. Specifically, perceived competence and critical thinking are the factors found to be most predictive in increasing the conceptual understanding of the students in this context.