Saint Mary’s University Senior High School Students’ Level of Knowledge on General Physics 1: A Basis for Remediation
Clicks: 38
ID: 311685
2026
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Steady Performance
11.1
/100
38 views
14 readers
AI Quality Assessment
Not analyzed
Readership in this journal
SteadyRanked #26 of 44 articles by views in PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL
Most read
Least read
Bar heights use a square-root scale.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
General Physics 1 is a crucial subject in the Senior High School Science, Technology, Engineering, and Mathematics (STEM) curriculum, yet many students nowadays face challenges in understanding its concepts. Difficulties in learning physics usually come from its reliance on mathematics and problem solving, and its abstract nature, which generally requires strong prior knowledge. This study determined the level of knowledge of Grade 12 STEM students, specifically in vector and kinematics, and identified the activities they find most effective. The study employed a quantitative, qualitative, and descriptive-comparative approach. Data was gathered by using a 32-item assessment and an open-ended question. The findings revealed that students have a poor level of knowledge in both vectors and kinematics. In terms of the profile variables, there were no significant differences in their level of knowledge in General Physics 1. The respondents also stated that hands-on experimentation, detailed explanations, and group discussions are effective strategies in order for them to understand the subject better. The results highlight the importance of incorporating interactive and student-centered learning approaches in teaching physics. The study concludes that there is a need to develop academic remediation and programs that
| Reference Key |
imported_1771322962_69943e5293ecf
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Elyza Chariz Labucay, Elizier Jandrick Beltran, Jules Marc Gumayagay, Josef Paul Juanino, Zya Rejn Natiguing, Nicole Jane Pintiano, Eloisa Barbieto, John Carlo Armando |
| Journal | PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL |
| Year | 2026 |
| DOI |
10.70838/pemj.520308
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.