FACT CHECK: EXPLORING

MISCONCEPTIONS ON VARIOUS
LIGHT PHENOMENA AMONG GRADE
12 PHYSICAL SCIENCE STUDENTS

GROUP 01
TABLE OF CONTENTS

◦ Title - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1
◦ Table of Contents - - - - - - - - - - - - - - - - - - - - - - - - - - 2
◦ Introduction - - - - - - - - - - - - - - - - - - - - - - - - - - - - -3-4
◦ Statement of the Problem - - - - - - - - - - - - - - - - - - - - - 5
◦ Literature Review - - - - - - - - - - - - - - - - - - - - - - - - 6-7
◦ Methodology- - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8-11
◦ Data Analysis- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -12
◦ Results- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -13-36
◦ Summary- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 37-38
◦ Conclusion - - - - - - - - - - - - - - - - - - - - - - - - - - - - 39-40
◦ Recommendation - - - - - - - - - - - - - - - - - - - - - - - - - - - 41
◦ References- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 42
 INTRODUCTION
◦ Light is an inevitable phenomena we encounter in our everyday life. Understanding the diverse concepts of light is very
crucial in explaining various phenomena that can be associated to it. On students’ perspectives, having a background
knowledge on it can stimulate better comprehension in the field of physical sciences.
◦ Concepts can be considered as ideas, objects or events that help us understand the world around us (Eggen &
Kauchak, 2004). Students tend to build concepts by integrating life experiences from the learnings they acquire from
their respective educational institutions. In the field of science, students relate the concepts that they have learned
through observation and interaction with their environment(Widiyatmoko & Shimizu, 2018) which oftenly leads to
major misconceptions in their minds.
◦ Martin et al., (2002) defined misconceptions as ideas or insights from students who provide incorrect meaning
constructed based on his/her personal experiences. Other authors called it as “alternative conceptions”(Wandersee
et al., 1994), “conceptual difficulties” (Stefanidou et al., 2019) and “prescientific conceptions ” (Good, 1991).
Scientific misconceptions, on the other hand, can be described as sets of erroneous ideas derived from an individual’s
educational experience or informal events that are proven irrelevant by scientific concepts. In the case of various light
phenomena, many students struggle to correctly identify and discern it due to their existing misconceptions about it.
◦ It is important to note that misconception is different from unawareness of a concept(Ndihokubwayo et al., 2020). For
instance, a student performing a lab experiment to differentiate reflection from light scattering is an example of
unawareness whereas the belief of the blue color of the sky is due to the ocean’s reflection is a great misconception.
 INTRODUCTION
◦ These diverse misconceptions on various light phenomena should be addressed by the student and educational
providers as it may have negative impacts on the learning and teaching scheme in physical sciences particularly in
optics.
◦ In the context of Simanu National High-Senior High School, light concepts are being taught among its Grade 12
learners under their core subject, Physical Science. As modular distance learning have been implemented, it became
more difficult for the learners to comprehend the light concepts on a more constructive manner, thus increasing their
misconceptions about it. Even if a student have enough conceptual knowledge on light-related phenomena, he/she
may not be able to fully explained it in scientific language(Uzun, Alev,&Karal, 2013 as cited by Djanette & Fouad,
2014).
◦ However, misconceptions can serve a springboard for students to explore more about the topics they are underwitted
with. An “individual may unknowingly create and foster misconceptions by making explanations, solving problems, or
even by providing evidence generated by erroneous reasoning”(Kurtuluş & Tatar, 2021). In short, misconceptions can
have either a positive or negative impacts on students’ learning the way they manage and thrive to understand it.
◦ Hence, this research aims to explore the diverse misconceptions about various light phenomena among Grade 12
Physical Science students of Simanu National High School to provide reliable data in counteracting their erroneous
knowledge about light-related concepts.
 STATEMENT OF THE PROBLEM
As the proponent stated the apprehension, bounds, discernment and goals why conduct this kind of study, the research questions below will
guide and help in discerning and achieving the purpose and goal:
1. What are the students’ level of comprehension on the following light phenomena:
1.1. Colors of the Sky
1.2. Rainbows
1.3. Shadows
1.4. Varying Colors of Light
1.5. Colors of Clouds
1.6. Reflection
1.7. Red Light on Photographic Rooms
1.8. Energy of UV light vs. visible light
1.9. Concave and Convex Mirror
1.10. Interference
2. What is the most difficult light phenomena questions that students struggle with?
3. What are the participants’ level of misconception on various light phenomena?
4. What are the misconception/s that students associate with various light phenomena?
 LITERATURE REVIEW
Foreign & Local Literature
◦ Misconceptions are a part of a wide information system that involves inter-related concepts used by individuals
to make sense of and explain daily experiences (Southerland et al. 2001). As students nowadays are more
exposed on various learning areas, it is inevitable the they may encounter some misconceptions throughout
their formal education. Across the different branches of science, Patil, Chivan and Khandagale (2019) identified
preconceived notions, scientific beliefs, conceptual misunderstandings, vernacular misconceptions and factual
misconceptions are the common source of scientific misconceptions.
◦ Kurtuluş and Tatar(2021) stressed that misconceptions as product of misrepresentations can hinder
meaningful learning among students. One area that learners have a prevalent misconceptions are on the field
of optics(Keleş & Demirel, 2010), particularly in the concepts of light(Yalcon et al., 2008).
◦ In their review, Widiyatmoko and Shimizu(2018) revealed that everyday experiences, language used, teachers
and textbooks are the main factors contributing to students’ misconceptions of light and optical instruments in
science learning.
 LITERATURE REVIEW
Foreign & Local Studies
◦ Previous studies examined students’ misconceptions on light and optical phenomena (Blizak, Chafiqi & Kendil,
n.d.) and revealed that their misconceptions about vision, propagation of light, shadow and image formation
have increased more compared to the studies conducted in the past two decades.
◦ Ndihokubwayo et al. (2020) further showed that misconceptions can be a barrier in learning which can lead to
students’ poor understanding of light phenomena even after teachers’ intervention.
◦ In the Philippines, researchers only studied the misconception of Grade 10 students in biology as an input for
remedial teaching(Rogayan & Albino, 2019) but not in the field of optics were various light phenomena can be
explained.
◦ This event caught the attention of the researchers to conduct the study in pursuit of identifying underlying
misconceptions on light-related phenomena among students of Simanu National High School.
METHODOLOGY
Research Design
This study employed descriptive research design in exploring the misconceptions of Grade 12 Physical
Science students on various light phenomena. The researchers considered this method appropriate since we
attempted to describe the erroneous concepts that participants associated with the daily applications of light.

Locale of the Study

The Senior High School Department of Simanu National High School served as the place of the study
and is located at Simanu Norte, San Pablo, Isabela.
METHODOLOGY
Respondents of the Study
For this study to have respondents, the researchers used Yamane’s(1967) formula to generate precise sample size
from the population of Grade 12 Physical Science students for S.Y. 2021-2022. Using e=0.05 as margin of error, researchers
come up with 33 respondents out of 49 Grade 12 students that were randomly selected using MS Excel.

Research Instrument & Validation

The researchers constructed a 10-items Light Phenomena Conceptual Assessment(LPCA) cognitive test emulated
from Ndihokubwayo et al., (2020). It was further validated by the researchers’ adviser to match on the research objectives. The
following are the scores interpretation:

Mean Score Verbal Interpretation

0-0.24 Very Poor Comprehension
0.25-0.49 Poor Comprehension

0.50-0.74 High Comprehension

0.75-1.00 Very High Comprehension

Table 1: LPCA Mean Score Interpretation

METHODOLOGY
Percent Range Verbal Interpretation
75.50-100.0 Very High Misconception

50.50-75.49 High Misconception

25.50-50.49 Moderate Misconception
1.00-25.49 Low Misconception

Table 2: LPCA Misconception Percentage

Every wrong answer in the question poses a misconception. The total wrong answers in each items are divided into the total
number of items(n=10) multiplied by 100. The corresponding percent was referred to the table for analysis.
METHODOLOGY

The Light Phenomena

Conceptual The participants’ responses
Assessment(LPCA) were The researchers gave time The researchers collected were checked and
Data Gathering Procedure reproduced and distributed for the respondents to the answered questionnaire subjected to analysis. The
among the respondents answer the questionnaire. after one day. data were coded and tallied
personally while following descriptively.
mandated health protocols.

Figure 1: Data Gathering Procedure

DATA ANALYSIS
◦ Frequency & Percentage Distribution
This treatment was use to interpret the results of the Light Phenomena Conceptual Assessment(LPCA)
questionnaire given by the respondents.

f
P 100
N

◦ Weighted Mean
This was used to generate the mean score of the respondents’ answer per questions and the overall
average score of the population.

x
 
N
RESULTS
Figure 2: Graph of LPCA Scores

Respondents' Answer Choice(n=33)

20
18
Figure 1 illustrates the graph of the overall
18 Light Phenomena Conceptual
16
14 Assessment(LPCA) results which are tallied
Number of Students

14 13 13
12 from their responses. As reflected from the
12 11 11
graph, the students registered the highest
10 9

8 7 7
scores from Question 7 “Why red light is
6
commonly used in photographic rooms?” and
4
the lowest from Question 3 “Why do every
2 object, including us, casts a shadow when a
0 light source is present?” and Question 6 “Why
Q1( C ) Q2(A) Q3(B) Q4(B) Q5(B) Q6(D) Q7(D) Q8( C ) Q9 (C ) Q10(A)
Question Number with Correct Answer
we can see images in the water?”

A B C D
RESULTS
Table 3: LPCA’s Passing Rate & Topics with Highest Ratings (n=33)

Topics/Questions Frequency Passing Rate Rank

Colors of the Sky 11 33% 5TH
Rainbows 12 36% 4TH
Shadows 7 22% 7TH
Varying Colors of Light 13 39% 3RD
Colors of Clouds 9 27% 6TH
Reflection 7 21% 8TH
Red Light on Photographic Rooms 18 55% 1ST

Energy of UV light vs. visible light 13 39% 3RD

Concave and Convex Mirror 14 42% 2ND

Interference 11 33% 5TH

TOTAL 115 35% --

Table 3 shows the passing rate and topics with highest ratings on the Light Phenomena Conceptual Assessment(LPCA). It can be seen that the
topic ‘red light on photographic rooms’ has the highest passing rate of 55% from over 33 respondents followed by ‘concave and convex mirror,’
‘varying colors of light,’ ‘energy of UV light vs. visible light,’ ‘rainbows,’ ‘colors of the sky,’ ‘interference,’ colors of the clouds,’ ‘reflection’ and
‘shadows.’ The total passing rate of LPCA is 35% from 115 correct answers generated by the students.
RESULTS
Table 4: Students’ Level of Comprehension on Various Light Phenomena

Topics/Questions Mean Score Interpretation

Colors of the Sky 0.33 Poor Comprehension
Rainbows 0.36 Poor Comprehension
Shadows 0.22 Very Poor Comprehension
Varying Colors of Light 0.39 Poor Comprehension
Colors of Clouds 0.37 Poor Comprehension
Reflection 0.21 Very Poor Comprehension
Red Light on Photographic 0.55 High Comprehension
Rooms
Energy of UV light vs. visible light 0.39 Poor Comprehension

Concave and Convex Mirror 0.42 Poor Comprehension

Interference 0.33 Poor Comprehension

TOTAL MEAN SCORE 0.35 Poor Comprehension

Table 3 shows the students’ level of comprehension on various light phenomena. It can be noticed that the topic/question about reflection was
the least comprehended and most difficult lesson with a mean score of 0.21 among Grade 12 Physical Science student while red light on
photographic rooms have the highest comprehension level of all. All in all, the students’ have a poor comprehension about light-related
phenomena. Kurtuluş and Tatar(2021) stressed that misconceptions as product of misrepresentations can really hinder meaningful learning
among students.
RESULTS
Table 5: Students’ Level of Misconceptions

Topics/Questions % of Misconception Interpretation Rank

Colors of the Sky 66.67 High Misconception 3
Rainbows 63.64 High Misconception 4
Shadows 78.79 Very High Misconception 1
Varying Colors of Light 60.61 High Misconception 5
Colors of Clouds 73.73 High Misconception 2
Reflection 78.79 Very High Misconception 1
Red Light on Photographic Rooms 45.45 Moderate Misconception 7

Energy of UV light vs. visible light 60.61 High Misconception 5

Concave and Convex Mirror 57.58 High Misconception 6

Interference 66.67 High Misconception 3

TOTAL 65.15 High Misconception --

Table 3 shows the students’ level of misconceptions on various light phenomena. The result indicates that the students have a high
misconception on these topics at 65.15% of the total sample. Topics such as shadows and reflections has a very high misconception whereas
red light on photographic rooms has a moderate misconception. Students must take an intervention on this prevalent misconceptions as it may
affects their learning. Ndihokubwayo et al., (2020) believe that teachers’ intervention must be an utmost coping strategies for this problem.
RESULTS
Table 6: Common Students’ Misconceptions on Various Light Phenomena
1. Why the sky is blue during the day while reddish as the sun sets?
A. The atmosphere is
more densely packed D. The sky reflected the
B. The sun scatters bluer
with tiny air molecules colors of the ocean
wavelength of light than C. This is due to Rayleigh
during sunsets than it is during the day because
red to yellow wavelength scattering and the lack of
Question during the day. More air there are greater amount
causing a blue sky at day violet photon receptors in
particle means longer of light coming from the
and reddish during our eyes.
wavelengths are more sun whereas sunsets’
sunsets.
scattered than shorter lacks.
wavelengths
Why the sky is blue during 7 11 11 4
the day while reddish as
the sun sets?
Percentage 21% 33% 33% 13%

Table 6 presents the frequency and percentage of students’ responses on the colors of the sky. It can be seen that 33% of the student believe
that this is due to the Rayleigh scattering and lack violent receptors in our eyes—-which is true. On the misconceptions, 33% falsely believe
that the sun scatters bluer wavelength, 21% chose the concepts of particles and 13% for the reflection of the ocean causing the colors of the
sky. It can be inferred that majority of the participants does not know the real reason behind the colors of the sky, thus a misconception is
present.
RESULTS
Explanation
1. Why the sky is blue during the day while reddish as the sun sets?

C. This colors of the sky id due to Rayleigh scattering where the atmosphere is more densely packed with tiny air molecules during sunsets
than it is during the day. More air particle means longer wavelengths are more scattered than shorter wavelengths. Also, our eyes lack
from violet photon receptor which made us perceive that the sky is blue.
RESULTS
Table 7: Common Students’ Misconceptions on Various Light Phenomena
2. Rainbows are colorful optical phenomena we can observe as rain gradually stops. Why do you think rainbows form?

A. Raindrops act like a B. The tiny air particles

prism to disperse the
Question colors of light and reflects
the colors of the rainbow
we see.
D. Raindrops are clumped
when hit by a light C. Our eyes trick us to see
to refract certain colors as
scatters different various colors of the
light enters it to form what
wavelength causing rainbow when it rains.
we call rainbows.
rainbow’s color.

Rainbows are colorful 12 6 5 10

optical phenomena we
can observe as rain
gradually stops. Why do
you think rainbows form?
Percentage 37% 18% 15% 30%

Table 7 summarizes the frequency and percentage of students’ responses on the formation of rainbows. It can be seen that 37% of the
student believe that this is due to the dispersion and reflection of raindrops—-which is true. On the misconceptions, 30% falsely believe that
raindrops are clumped to refract colors, 18% chose the concept of scattering and 15% for the superficial concept of rainbows as an eye
trickery. It can be inferred that majority of the participants does not know the real reason behind the formation of rainbows from a combined
63% on false answers and 37% from the true statement, thus a misconception is present.
RESULTS
Explanation
2. Rainbows are colorful optical phenomena we can observe as rain gradually stops. Why do you think rainbows form?

A. Raindrops act like a prism to disperse the colors of light and reflects the colors of the rainbow we see.
RESULTS
Table 8: Common Students’ Misconceptions on Various Light Phenomena
3. Why do every object, including us, casts a shadow when a light source is present?

A. Depending on our
B. An object blocks the
angle of sight, light bends C. An object absorbs the
straight path of light rays D. An object reflects the
Question to different direction light directing to its path
causing an outline to light as it hits a material.
forming a silhouette that generates a shadow.
form.
image of the object.

Why do every object, 15 7 9 2

including us, casts a
shadow when a light
source is present?
Percentage 45% 21% 27% 7%

Table 8 shows the frequency and percentage of students’ responses on the formation of shadows. It can be seen that 21% of the student
believe that this is caused by blocking the straight path of light—-which is true. On the misconceptions, 45% falsely believe that shadows are
caused by the bending of light, 27% chose the concept of light absorption and 7% for the reflection of light. It can be inferred that majority of
the participants does not know the real reason behind the formation of shadows from a combined 79% on false answers and 21% from the
true statement, thus a misconception is present.
RESULTS
Explanation
3. Why do every object, including us, casts a shadow when a light source is present?

B. An object blocks the straight path of light rays causing an outline to form. .
RESULTS
Table 9: Common Students’ Misconceptions on Various Light Phenomena
4. Why our eyes can see varying colors of visible light?

C. Our eyes have a limit

B. Living and inanimate on the range it can reach
A. Human eyes have the
objects only reflect a on the electromagnetic
Question ability to see different D. Both A and C
certain wavelength of spectrum making it only
colors and shades alone.
light that we can see. possible for us to see
varying colors of light.

Why our eyes can see 4 13 7 9

varying colors of visible
light?
Percentage 12% 39% 21% 28%

Table 9 shows the frequency and percentage of students’ responses on the reason why we see different colors of light. It can be seen that 39%
of the student believe that objects only reflects one color—-which is true. On the misconceptions, 21% falsely believe that our eyes have a limit
to see colors, 12% chose the concept of human eyes’ capability and 28% for both buffer answers. It can be inferred that majority of the
participants does not know the real reason behind the formation of shadows from a combined 61% on false answers and 39% from the true
statement, thus a misconception is present.
RESULTS
Explanation
4. Why our eyes can see varying colors of visible light?

B. Living and inanimate objects only reflect a certain wavelength of light that we can see.
RESULTS
Table 10: Common Students’ Misconceptions on Various Light Phenomena
5. Why clouds are usually white while rainclouds are dark or greyish in color?

A. When white light strikes B. White is the mixed color

a cloud, white light is of sunlight, when it’s
C. The strong air pressure
scattered and reflected. about to rain, the clouds D. The clouds intervene
inside the clouds make it
Question When rain comes, the darken because water the path of light causing
possible to turn it into a
condensed water vapors get denser and its darker color.
darker color.
molecules reflects cloud’s blocks the light coming
shadows. from the sun

Why clouds are usually 7 9 10 7

white while rainclouds are
dark or greyish in color?
Percentage 21% 27% 30% 22%

Table 10 presents the frequency and percentage of students’ responses on the reason why clouds are white and rainclouds are dark. It can be
seen that only 27% of the student believe that cloud is naturally white and water vapors just block the sunlight causing a dark clouds—-which is
true. On the misconceptions, 30% falsely believe that it is due to the strong air pressure, 22% chose that clouds intervene the path od light
and 21% for the reflection of clouds’ shadows. It can be inferred that majority of the participants does not know the real reason behind the
reason of white and dark clouds from a combined 73% on false answers and 27% from the true statement, thus a misconception is present.
RESULTS
Explanation
5. Why clouds are usually white while rainclouds are dark or greyish in color?

B. White is the mixed color of sunlight, when it’s about to rain, the clouds darken because water vapors get denser and blocks the light
coming from the sun
RESULTS
Table 11: Common Students’ Misconceptions on Various Light Phenomena
6. Why we can see images in the water?

A. Water has a good B. Water has a good C. Water has a high D. Water has a high
surface tension to retain a surface tension to retain a reflective index and acts refractive index and acts
Question
reflective image of its refractive image of its as a mirror when light hits as a mirror when light hits
surroundings. surroundings. it. it.

Why we can see images 12 8 6 7

in the water?

Percentage 36% 24% 18% 22%

Table 11 presents the frequency and percentage of students’ responses on the reason why we see images on the water. It can be seen that 22%
of the student believe that water has a high refractive index and acts as a mirror when light hits it. —-which is true. On the misconceptions, 36%
falsely believe that water has a good surface tension to retain a reflective image of its surroundings ,24% chose the concept of refractive
imaging and 18% for reflective index. It can be inferred that majority of the participants does not know the real reason behind the formation of
image on water from a combined 78% on false answers and 22% from the true statement, thus a misconception is present.
RESULTS
Explanation
6. Why we can see images in the water?

D. Water has a high refractive index and acts as a mirror when light hits it.
RESULTS
Table 12: Common Students’ Misconceptions on Various Light Phenomena
7. Why red light is commonly used in photographic rooms?

B. It has a longer
A. Red light has the lower C. Black and white
wavelength which is
Question energy level amongst all papers or films are not D. Both A and C
useful in preserving
wavelengths. sensitive to red light.
pictures.

Why red light is commonly 3 6 6 18

used in photographic
rooms?
Percentage 9% 18% 18% 55%

Table 12 presents the frequency and percentage of students’ responses on the reason why red lights are used in photographic rooms. It can be
seen that 55% of the student believe that red light has both lower energy and are not sensitive to photographic papers—-which is true. On the
misconceptions, 18% falsely believe that black and white papers or films are not sensitive to red light. ,24% chose the concept of energy level
and 18% for its longer wavelength. It can be inferred that majority of the participants do know the real reason behind the formation of image on
water from a combined 45% on false answers and 55% from the true statement, thus a misconception does not exist.
RESULTS
Explanation
7. Why red light is commonly used in photographic rooms?

D. Red light has the lower energy level amongst all wavelengths and black and white papers or films are not sensitive to red light
RESULTS
Table 13: Common Students’ Misconceptions on Various Light Phenomena
8. Why we get easily sunburned in ultraviolet light but not in visible light?

A. UV light penetrates C. Because of its

B. UV light has the highest D. UV light is not visible to
more deeply inside the enormous amount of
frequency that easily the naked eyes, making it
Question skin because of its shorter energy, UV light damages
burns the skin than visible very impossible to see if
wavelength, that visible the skin more compared
light. we are being sunburned.
light does not possessed. to visible light.

Why we get easily 10 7 13 3

sunburned in ultraviolet
light but not in visible
light?
Percentage 30% 21% 39% 10%

Table 13 presents the frequency and percentage of students’ responses on the reason why we get easily sunburned on UV light than visible light.
It can be seen that 39% of the student believe that it is because of enormous amount of UV light’s energy—-which is true. On the misconceptions,
30% falsely believe that UV light penetrates the skin more due to its shorter size, 21% chose the concept of high photon frequency and 10% for
its invisibility. It can be inferred that majority of the participants does not know the real reason on why we get sunburned from UV light from a
combined 61% on false answers and 39% from the true statement, thus a misconception exist
RESULTS
Explanation
8. Why we get easily sunburned in ultraviolet light but not in visible light?

C. Because of its enormous amount of energy, UV light damages the skin more compared to visible light.
RESULTS
Table 14 : Common Students’ Misconceptions on Various Light Phenomena
9. Why an image formed from a spoon’s inner side is inverted while it stays the same at the outer side?

C. The inner side acts as a D. The inner side acts as a

A. The inner side refracts
Question the incoming light while
the outer side reflects it.
B. The inner side reflects
concave mirror while the convex mirror while the
the incoming light while
outer side as convex outer side as concave
the outer side refracts it.
mirror. mirror.

Why an image formed 9 8 14 2

from a spoon’s inner side
is inverted while it stays
the same at the outer
side?
Percentage 27% 24% 42% 7%

Table 14 shows the frequency and percentage of students’ responses on the images formed from either side of a spoon. It can be seen that
42% of the student believe that the inner side acts as a concave mirror while the outer side as convex mirror—-which is true. On the
misconceptions, 27% falsely believe that it is due to refraction on the inner side and reflection on the outer side, 24% chose the inverse of
statement A and 10% for the inverse of statement C. It can be inferred that majority of the participants does not know the real reason on why a
spoon forms an image from a combined 58% on false answers and 42% from the true statement, thus a misconception exist
RESULTS
Explanation
9. Why an image formed from a spoon’s inner side is inverted while it stays the same at the outer side?

C. The inner side acts as a concave mirror while the outer side as convex mirror.
RESULTS
Table 15 : Common Students’ Misconceptions on Various Light Phenomena
10. Why light from a red laser passes more easily through red cellophane than green cellophane?

A. The red cellophane B. The red laser

allows more of the red undergoes destructive C. The thickness of each D. Red laser can pass
laser particles to be interference on green cellophane will dictate through each cellophane
Question
transmitted while green cellophane while how long will red laser as it travels on the
cellophane blocks or constructive interference pass on it. constant speed of light.
absorbs it. on red cellophane.

Why light from a red laser 11 10 6 6

passes more easily
through red cellophane
than green cellophane?
Percentage 33% 30% 18% 19%

Table 15 presents the frequency and percentage of students’ responses on why light from a red laser passes more easily through red cellophane
than green cellophane. It can be seen that 33% of the student believe that the red cellophane allows more of the red laser particles to be
transmitted while green cellophane blocks or absorbs it—-which is true. On the misconceptions, 30% falsely believe that it is due to destructive
and constructive interference, 18% reasoned the thickness of each cellophane and 19% chose the speed of light. It can be inferred that
majority of the participants does not know the real reason why this light phenomena occurs from a combined 67% on false answers and 33%
from the true statement, thus a misconception exist
RESULTS
Explanation
10. Why light from a red laser passes more easily through red cellophane than green cellophane?

A. The red cellophane allows more of the red laser particles to be transmitted while green cellophane blocks or absorbs it.
SUMMARY
This study was conducted to explore the misconceptions on various light phenomena that Grade 12 Physical
Science students of Simanu National High School perceived. After the data were tabulated and analyzed the following
findings emerged:
1. What are the students’ level of comprehension on the following light phenomena:
The student-participant registered a 0.35 mean score on the Light Phenomena Conceptual Assessment(LPCA)
meaning they have a poor comprehension on various light phenomena.
2. What is the most difficult light phenomena questions that students struggle with?
From the result of the study, the question “why we can see images in the water?” or topics on reflection have the
lowest passing rate of 21% from an average of 35%.
3. What are the participants’ level of misconception on various light phenomena?
Majority of the respondents a high level of misconception on colors of the sky, rainbows, varying colors of light,
color of clouds, energy of UV light vs. visible light, concave and convex mirror, and interference. Shadows and reflection on
the other hand has a very high misconception and red light on photographic rooms garnered a moderate misconception.
SUMMARY
4. What are the misconception/s that students associate with various light phenomena?
The following are the misconceptions with highest percentage on each choices on various light phenomena:
 The sun scatters bluer wavelength of light than red to yellow wavelength causing a blue sky at day and reddish during
sunsets(33%).
 Raindrops are clumped to refract certain colors as light enters it to form what we call rainbows(27%).
 Depending on our angle of sight, light bends to different direction forming a silhouette image of the object(45%).
 . The strong air pressure inside the clouds make it possible to turn it into a darker color(30%).
 Water has a good surface tension to retain a reflective image of its surroundings(36%).
 UV light penetrates more deeply inside the skin because of its shorter wavelength, that visible light does not
possessed(30%).
 The inner side refracts the incoming light while the outer side reflects it(27%).
 The red laser undergoes destructive interference on green cellophane while constructive interference on red
cellophane(30%).
CONCLUSION
The following are the conclusions derived from the results of the study:
1. The Grade 12 Physical Science students of Simanu National High School have a poor comprehension on the
various light-related phenomena they encounter everyday.
2. Topics associated with reflection is the light-related phenomena were students where underwitted with and
the most difficult topic for them.
3. The student lacks from the background knowledge from light-related phenomena they can use learning
optics and it is describe as high level of misconception.
4. Misconceptions affect students understanding of various light phenomena particularly on the topics of
reflection and shadows. The physical science teacher of the participants should make some intervention to
lessen the misconceptions of the students on various light phenomena.
RECOMMENDATION
The following are the conclusions derived from the results of the study:
1. The student should study more about the concepts of light to lessen their misconceptions on the
phenomena related to it.
2. The physics teacher should address this high rate of misconceptions on various light phenomena for the
students to comprehend concept associated on it.
3. Future researchers should explore the sources and effects of these misconception on various settings to
generate a foundation of knowledge on this phenomena.
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Science\INTEGRATIVE\IMPORTANT\IJESE_2093_article_5c18a15f29506.pdf
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THANKS FOR LISTENING!