ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study explored the conceptual understanding of Grade 8 learners on Newtonian Mechanics using a Modified Force Concept Inventory (FCI) in selected science-oriented high schools in San Carlos City Division, namely Tandoc National High School and Turac National High School . Specifically, it examined students’ level of understanding across six conceptual dimensions: kinematics, free-falling objects, Newton’s First Law of Motion, Newton’s Second Law of Motion, Newton’s Third Law of Motion, and identifying forces. A descriptive research design was employed, and data were collected through a 25-item Modified FCI administered to the respondents. The results revealed that the overall level of conceptual understanding among students was low to moderate, indicating the presence of persistent misconceptions in key areas of Newtonian Mechanics. Among the six dimensions, students demonstrated relatively better understanding in kinematics, while significant difficulties were observed in free-falling objects and Newton’s Third Law of Motion, where misconceptions such as confusion between force and motion, and action-reaction force pairs, were prevalent. The findings suggest that traditional instructional approaches may not be sufficient in addressing students’ alternative conceptions. Hence, the study recommends the use of targeted, concept-based instructional strategies and interactive learning activities to improve students’ conceptual understanding. The results of this study may serve as a basis for designing effective teaching interventions in physics education. Keywords: conceptual understanding, Newtonian mechanics, Force Concept Inventory, misconceptions, physics education