RESEARCH ARTICLE Adv.Sci.Lett.24,11,7866-7870(5) 1 Adv.Sci.Lett. Vol.24,11,7866-7870(5) DOI:https://doi.org/10.1166/asl.2018.12445 Copyright ©2018 American Scientific Publishers Advanced Science Letters All rights reserved Vol. 24.Number 11 Printed in the United States of America Predicting Conceptual Understanding of DC Circuits Using Intentional Learning Questionnaire Dr. Cecilia O. Bucayong 1, 2 , Dr. Bee Ching U. Ong Kian Koc 1 1 Science Education Department, De La Salle University, Manila 0922, Philippines 2 Physics Department, CAS, Central Mindanao University, Bukidnon 8710, Philippines Extensive researches have been conducted to promote conceptual understanding but few focused on the student’s intentional learning 5 . This study sought to determine the intentional learning factors, basing on students’ motivation and learning strategies used, which are highly correlated and predictive of the conceptual understanding of Direct Current (DC) circuits. The overall study consist of four phases used mixed research designs. The first and second phases, which were the focus of this paper, used an exploratory correlational method for the development of Intentional Learning Questionnaire in Electric Circuit (ILQ-EC). ILQ-EC was constructed based on the existing instruments which have bearing on motivation and learning strategies factors. The pilot testing of ILQ-EC instrument and data for correlation and regression analysis were gathered from two state universities in the Philippines. Statistical results showed that ILQ-EC could identify intentional learning factors that are highly correlated to the conceptual understanding of electric circuits. Specifically, perceived competence and critical thinking are the factors found to be most predictive in increasing the conceptual understanding of the students in this context. Keywords: Conceptual Understanding, DC Electric Circuit, Intentional Learning, Learning Strategies, Motivation INTRODUCTION Recent methodological advancements in educational researches are attentive in examining how the students learn not just on what to learn 1 . Accordingly, one way that guarantees students educational success is being an intentional learner 2 . Educators use intentional content in order to create an active learning or student centered classroom setting. 17 Intentional learning involves focus and determination on the part of the learners as they engage themselves in the educational processes. In other words, this involves cognitive processes with learning goals rather than just incidental outcomes 3 . This is in line with the “Hot Cognition” concept 4 which means learning becomes intentional when goals are incorporated with motivation and learning strategies. Therefore motivation and strategies play a crucial part in the aspects of how to study and learn However, many researchers are focusing on conceptual understanding, few are looking at the intentional ways that students engage in learning and how this engagement affects conceptual understanding 5 . This is still an ongoing trend in spite of the researchers’ belief that success of learning strategies in the classroom depends on the learner’s strategic thinking 3 . Teaching strategies must *Email Address: ceciliabucayong11384611@gmail.com therefore align with the students learning strategies. However, some studies presented that the student’s GPA shows independent effects on learning strategies 6, 7 . This aspect needs further investigations, hence being addressed in the present study. Research shows that when quantitatively measuring the fusion of skill and will of students to learn, it is necessary to have instrument that captures its conceptualizations, dispositions and skills 8 . Thus, the initial conduct of the study focused on the development of intentional learning questionnaire in electric circuit (ILQ- EC). ILQ-EC is different from existing electric circuit (EC) tests since the construct was not constructed for the assessment of learning. The instrument was designed to measure the motivational factors that the students engaged and their preferred learning strategies in electric circuit context. Moreover, ILQ-EC is intentional in the sense that this instrument measured the students’ self- initiated, purposive role and conscious engagement in the learning process 9 . Basing on the review of related researches, no intentional learning instrument was yet developed similar in context to the present study. BRIEF LITERATURE REVIEW Researches provide information on how motivation and learning strategies affect the performance of the