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Assessing Teacher Trainee’s Misconception of Derived and Fundamental Quantities in Measurement: A Quantitative Survey in Gambaga College of Education

DOI: 10.4236/oalib.1114618, PP. 1-18

Subject Areas: Pedagogy

Keywords: Misconception, Teacher Trainees, Derived Quantities, Fundamental Quantities

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Abstract

This study was conducted to uncover and analyze the misconceptions that teacher trainees have about derived and fundamental quantities in integrated science in Gambaga College of Education. This study empirically identifies common misconceptions, while the literature review section discusses their potential causes and remedies. The study employed a survey design in which one hundred and ten (110) Level 100 teacher trainees (63 males and 47 females) were selected using purposive sampling technique. Data were collected with the aid of semi-structured questions which were designed on a five point likert scale ranging from Strongly agree, Agree, Neutral, Disagree to Strongly disagree and the data was analyzed using descriptive statistics. Analysis of the data of the study revealed that teacher trainees have less understanding and cannot adequately differentiate between the derived and the fundamental quantities.

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Shahadu, I. , Abdallah, S. , Alhassan, A. and Musah, M. (2026). Assessing Teacher Trainee’s Misconception of Derived and Fundamental Quantities in Measurement: A Quantitative Survey in Gambaga College of Education. Open Access Library Journal, 13, e14618. doi: http://dx.doi.org/10.4236/oalib.1114618.

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