ASSESSMENT OF STUDENTS’ MISCONCEPTIONS IN ENERGY CONSERVATION AND ITS IMPLICATIONS FOR PHYSICS TEACHING IN BIRNIN KEBBI METROPOLIS, KEBBI STATE.

ABSTRACT This study investigates students’ misconceptions in energy conservation and examines their implications for effective physics teaching in secondary schools within Birnin Kebbi Metropolis, Kebbi State. Despite the central role of energy concepts in the physics curriculum, persistent misunderstandings among learners continue to hinder meaningful learning and the development of scientific reasoning. The study adopted a descriptive survey design, using a structured questionnaire and diagnostic test to identify prevalent misconceptions related to the principle of energy conservation, including confusion between energy and force, belief that energy is “used up,” and misunderstanding of energy transfer processes. A sample of secondary school physics students was selected using a stratified sampling technique to ensure adequate representation across different schools. Data collected were analyzed using descriptive and inferential statistics. Findings revealed that a significant proportion of students hold deep-rooted misconceptions about energy forms, transformation, conservation, and system interactions. These misconceptions were found to negatively affect students’ problem-solving abilities and overall achievement in physics. The results further indicated that insufficient instructional strategies, inadequate use of instructional materials, and limited teacher awareness of learners’ prior conceptions contribute to the persistence of these misunderstandings. The study concludes that addressing misconceptions requires deliberate pedagogical intervention, including conceptual change strategies, inquiry-based learning, and formative assessment. The study recommends that physics teachers adopt diagnostic tools to identify students’ misconceptions early, employ interactive and student-centered teaching approaches, and integrate real-life demonstrations to enhance conceptual understanding. Teacher training programs should also prioritize the development of skills for recognizing and correcting misconceptions in physics. These measures will help improve students’ comprehension of energy conservation and promote more effective physics teaching in Birnin Kebbi Metropolis.