Conceptual understanding of magnetostatic phenomena

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Education Major in Physics


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Lydia S. Roleda

Defense Panel Member

Bee Ching U. Ong Kian Koc
Roberto C. Roleda
Reuben V. Quiroga


This study aimed to explore students difficulties in learning the magnetic field theory. Specifically, it attempted to identify the common misconceptions of high school physics students on magnetostatic phenomena. A 15-item open-ended Magnetic Field Theory Test was used as an instrument. One hundred thirty students from three different schools in the Division of Camarines Sur are utilized in this study. Written answers and unstructured interviews are done to provide in-depth analysis and interpretation of data gathered. Explanations to the given situations were given emphasis.

Responses were categorized using adapted categories of description. Results revealed that students hold a mixture of Amperian, electrical, inherent nature, ingenuous realistic and few other conceptions. Amperian is the category for correct conception in all items. Frequency of responses and homogeneity in those responses revealed that students had serious difficulty in understanding specific magnetostatic phenomena. Careful analysis and interpretation of presented data would lead to the conclusion that indeed students hold various misconceptions in the magnetic field theory and that systematic measures are ought to be done to help the out in identifying their learning difficulties and assisting them in overcoming these difficulties.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.


Magnetism; Magnetostatics

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