Analyzing Gender Differences in Misconception in Linear Momentum Using Two-tier Diagnostic Test Instrument

Misconceptions that occur can vary between male and female students, therefore, the study analyzed gender difference in misconceptions in linear momentum. The diagnostic- descriptive research method was used in this study. A total of 70 (35 males and 35 females) first-year Senior High School students in the La-Nkwantanan Municipality were used for this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic test instrument that was equipped with the Certainty of the Response Index method. The study showed both males' level of understanding and misconception (56.88%; 42.88%) and females (28.51%; 50.24%), respectively. Three research questions were raised and two research hypotheses were formulated and tested in this study. The data were analyzed using an independent sample t-test and the hypothesis were tested at 0.05 level of significance. The findings of the study revealed that male’s students understanding of concept was statistically more [(18) = 0.003, p < .05] than females and misconception was found not be statistically significantly different [(18) = 0.285, p > .05]. The researchers recommend that physics teachers use cutting-edge pedagogical instructional techniques such as the use of two-tier diagnostic test instrument to maximize students' prior knowledge and uncover misconceptions.