Learners’ prevalent misconceptions about force and experiences of Flipped classes

Misconceptions challenge science learning. This study investigated Grade eleven learners’ prevalent misconceptions about force using Force Concept Inventory (FCI) and experiences of flipped class. The sample comprised 190 learners for FCI 14 Focus Group Discussions (FGD). A quasi-experimental design Experimental (EG), which was taught Flipped classes Control (CG) Talk Chalk method (TCM). Descriptive statistics, concentration analysis, t-test thematic analysis were used to analyse data. Results show an 81.8% prevalence in seven categories. most common patterns Low (LL) Medium (LM), while the least included (MM). Two themes emerged from FGD: interesting learning Isaac Newton's background identifying their incoherent knowledge force. It suggests that minimised created interest gifted less learners, resulted improved performance