Misconceptions and Difficult Concepts as Determinant of Students’ Academic Engagement and Retention in Physics

The study determined the predictive power of students’ misconceptions and difficult concepts in physics on academic engagement retention. adopted a correlational survey research design. population comprised 3148 science students Benue State. sample was 650 students. Six questions were answered six null hypotheses tested. instruments for data collection Physics Difficult Concepts Retention Test (PDCRT), Academic Engagement Scale (PAES), Students’ Misconceptions Identification (PSMI). PDCRT, PAES, PSMI faces validated PDCRT also content validated. An estimate internal consistency obtained through Cronbach’s Alpha PAES Kuder-Richardson (K-R21) PDCRT. coefficient 0.73 0.88 Regression analysis used analysis. It spotlighted that misconceptions, as well difficulty levels Physics, significantly predicted engagement. However, levels, do not predict retention Physics. found jointly Similarly, combination physics. recommended among others teachers should use instructional strategies allow self-directed learning could give emotional safety, reduce enhance guide using systematic procedures so they acquire relevant skills essential successful interplay to level understanding