Grade 11 Learners’ Motivation and Mastery Levels in Gas Laws: An Analytical Study

Abstract

This study investigated Grade 11 students’ mastery of gas laws and their motivation toward learning chemistry. Guided by existing literature on students’ conceptual difficulties in physical science, the research sought to classify learners’ competency levels as least mastered, not mastered, nearly mastered, or mastered based on achievement test performance. A descriptive-survey design was employed using a researcher-developed test questionnaire. The instrument underwent pilot testing with 100 students from Iligan City National High School – Tambacan Annex in Northern Mindanao, Philippines, and was validated through item difficulty and discrimination analyses. The finalized assessment was administered to an additional sample of 50 Grade 11 students. Results indicated generally low mastery of gas laws, with one competency rated as not mastered and the remaining competencies categorized as least mastered. Students exhibited substantial difficulty with the kinetic molecular theory, Boyle’s Law, Charles’s Law, the combined gas law, and the ideal gas law. Results also showed a very weak, negative, and non-significant correlation between the two variables, rs= −.06, p = .659, N = 50 which indicates that learners’ level of motivation was not significantly associated with their conceptual understanding of gas-law concepts. Findings highlight persistent gaps in conceptual understanding and emphasize the need for enhanced instructional approaches, targeted interventions, and the development of supportive learning materials to improve students’ mastery of gas law concepts.