Beyond Symbols and Trends: Conceptual Understanding and Motivation in Periodic Table Learning among Grade 9 Students

Mastery of the periodic table of elements constitutes a foundational component of chemistry education, fostering both scientific literacy and higher-order cognitive skills. Nevertheless, Grade 9 learners frequently encounter challenges in internalizing its abstract concepts. This study investigated the relationship between conceptual understanding of the periodic table and motivational dispositions among Grade 9 students at Acelo Badelles Sr. Memorial High School in Iligan City, Philippines. Utilizing a descriptive‑correlational design, data were collected through a 28‑item Conceptual Understanding Questionnaire and a Motivation Survey, with a total sample of 140 participants. Results revealed substantial learning deficiencies, as none of the respondents achieved the established passing threshold of 75%. Topics necessitating advanced cognitive processing, including periodic trends and electron configurations, were identified as particularly challenging. Spearman’s rank correlation analysis revealed a weak but statistically significant positive association (ρ = 0.2685), suggesting that motivation contributes modestly—but not exclusively—to conceptual understanding. Although students acknowledged the significance of the periodic table for scientific comprehension, many reported difficulties sustaining engagement and expressed a preference for interactive, hands-on instructional approaches. These findings underscore the imperative for implementing innovative pedagogical strategies, such as gamification, experiential learning, contextually relevant interventions, and the like to concurrently enhance comprehension and motivation. The research instruments exhibited acceptable reliability, with Cronbach’s alpha values of 0.80 for the achievement test and 0.88 for the motivation survey.

Conceptual understanding, motivation, periodic table, science education

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