A Quantitative Analysis on the Influence of Watching Science Documentaries in Reducing Scientific Misconceptions among Stem Students at College of the Immaculate Conception
DOI:
https://doi.org/10.65339/wjsam.V1.I2.4Keywords:
Audiovisual Learning, Conceptual Change, Science Documentaries, Scientific Misconceptions, STEM Students, Student PerceptionsAbstract
This study examined the perceived influence of science documentaries in addressing scientific misconceptions among Grade 11 and Grade 12 science, technology, engineering, and mathematics (STEM) students at the College of the Immaculate Conception in Cabanatuan City. Employing a quantitative descriptive research design, the study involved 50 students from ten STEM sections selected through quota purposive sampling. Data were collected using a researcher-developed, face-validated questionnaire and analyzed through frequency distributions, percentages, weighted means, and rankings. Findings revealed that intelligibility received the highest weighted mean (3.26), followed by fruitfulness (3.20), plausibility (3.19), and dissatisfaction (2.87). Students particularly valued visual explanations and narration for clarifying complex scientific concepts, while recognizing weaknesses in previously held misconceptions received comparatively lower assessments. The findings indicated that science documentaries were perceived as valuable supplementary instructional resources for improving conceptual clarity, encouraging critical reflection, and supporting scientific reasoning. Teachers should integrate documentaries with guided discussions, reflective activities, evidence evaluation, and practical applications to strengthen conceptual understanding. The study was limited to a single institution, a nonprobability sample, and self-reported perceptions without direct measurement of changes in misconceptions. By examining documentary-supported learning through four dimensions of Conceptual Change Theory, the study contributes context-specific insights into audiovisual science instruction and provides a foundation for developing instructional strategies and future investigations of measurable conceptual change.
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