[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596247-105":59,"doc-detail-596247-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","relationship-between-secondary-school-students-physics-academic-achievement-scores-and-their-conceptual-knowledge-research-study","Relationship between Secondary School Students’ Physics Academic Achievement Scores and their Conceptual Knowledge - Research study","","Policies emphasize quality improvement and conceptual knowledge rather than only increasing enrolment, and student achievement scores are treated as indicators of educational quality. This quantitative study examines the relationship between public-sector secondary students’ physics achievement scores and conceptual knowledge. A self-developed achievement test measured conceptual understanding, with reliability confirmed by Cronbach’s alpha of 0.85. Using cluster sampling (four schools, 135 students) and Pearson correlation plus t-tests, results show a significant positive relationship across gender and locale, with moderate-to-large effect sizes and practical implications for education stakeholders.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/relationship-between-secondary-school-students-physics-academic-achievement-scores-and-their-conceptual-knowledge-research-study/596247/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/relationship-between-secondary-school-students-physics-academic-achievement-scores-and-their-conceptual-knowledge-research-study/596247.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the aim of the study?","Question",{"text":112,"@type":113},"To investigate the relationship between secondary school students’ physics achievement scores and their conceptual knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was students’ conceptual knowledge measured?",{"text":117,"@type":113},"The study used a self-developed achievement test, validated by six experts and pilot tested.",{"name":119,"@type":110,"acceptedAnswer":120},"What statistical methods were used to analyze the data?",{"text":121,"@type":113},"Pearson correlation and independent-sample t-tests were used to examine relationships and differences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596247,1792165655,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Relationship between Secondary School Students’ Physics Academic Achievement Scores and their Conceptual Knowledge  \nWajid Ali Khan*and Muhammad Saeed**  \nAbstract  \nPolicies shift their focus from increasing enrolment to quality improvement and enhancing the conceptual knowledge and investigating skills of the students. Students’ achievement scores are generally considered the true reflectors of quality improvement. This study investigated the relationship between public sector students’ physics achievement scores and their conceptual knowledge at secondary school level. In this quantitative research a self-developed achievement test was used to investigate the conceptual knowledge, validated by six experts and pilot tested. Reliability of the test was found 0.85 Cronbach Alpha. Four secondary schools were selected as clusters from which 135 students were selected randomly. Pearson correlation and independent sample t-test were used for data analysis. Significant positive relationship was found between the variables, academic achievement and conceptual knowledge gender-wise and locale-wise in the subject of physics. Effect size shows the moderate and large size practical significance. This study has some implications for stakeholders in education.  \nKeywords: Physics, Achievement score, Conceptual knowledge, Revised bloom taxonomy  \n*Ph.D. Scholar, University of the Punjab, Lahore, [Pakistan. Email: wajidalikhanpsy@yahoo.com](Pakistan. Email: wajidalikhanpsy@yahoo.com)  \n**Professor (Rtd), University of the Punjab, Lahore, Pakistan. Email: [saeed.ier@pu.edu.pk](saeed.ier@pu.edu.pk)  \nIntroduction  \nAt all stages of education, tests are considered powerful and important tools for decision making in our competitive and result conscious society at every stage of education. Tests are considered special at secondary school level. Skills, abilities and achievements are assessed through these tests (Rizwan & Nasir, 2010) . Physics is one of the basic subject of physical sciences through which this world and its complexities, necessary technological advancement can be understood (Erinosho, 2013). In subjects of physical sciences physics holds a dominant sensitive position (Shamim, et al., 2013) . Physics is considered as tough and difficult subject in school curriculum and, due to this, the enrolment in this subject is decreasing in advanced countries, e.g. USA, UK, Germany and Netherland. Other studies also show an alarming number of low enrolment in related combinations of physics subject across the globe especially at higher level of studies (Checkley, 2010) . The main reason of this decline may be the passive teaching methods mostly used by teachers in classrooms of physics. It is further investigated in a survey conducted in a secondary school of United Kingdom that why students’ are not interested in studying physics subject. It appeared that students perceive that physics as a tough subject to study. Physics is considered by students as hard subject due to its problem solving nature (Byun & Lee, 2008) . Students are explicitly taught to solve physics problems so students feel it difficult (Heller & Heller, 2000) . In physics learning, students mostly face difficulties in four areas; (i) Misconceptions present in the statements of the problems, (ii) Misreading and/or misinterpretation of the question posed,(iii) Weak mathematical ability ofthe students and (iv) Confusion in understanding of closed meaning terminology (Ding, 2007) . These are the major factors responsible for students’ difficulties in learning physics but data states that other factors may also be responsible. It is also perceived that physics plays an important role for the development of concept and learning techniques in other subjects of physical sciences (Sheriff, et al., 2011) .  \nConceptual knowledge is significant to solve the problems in the subject of physics and select procedures for the solution of problem. Conceptual knowledge helps students at diff","cbCaipJMa4wIF1HZ","https://ap.wps.com/l/cbCaipJMa4wIF1HZ","pdf",1405002,16,"English","# Abstract\n# Introduction\n## Educational testing and physics learning\n## Conceptual knowledge and learning approach\n# Conceptual knowledge challenges in secondary physics","[{\"question\":\"What was the aim of the study?\",\"answer\":\"To investigate the relationship between secondary school students’ physics achievement scores and their conceptual knowledge.\"},{\"question\":\"How was students’ conceptual knowledge measured?\",\"answer\":\"The study used a self-developed achievement test, validated by six experts and pilot tested.\"},{\"question\":\"What statistical methods were used to analyze the data?\",\"answer\":\"Pearson correlation and independent-sample t-tests were used to examine relationships and differences.\"}]","Relationship between Secondary School Students’ Physics Academic Achievement Scores and their Conceptual Knowledge - Research study | PDF",1792082725]