Title: Effectiveness of Claim-Evidence-Reasoning (CER) Framework in Students' Understanding of Projectile Motion
Authors: Aggabao, Kimberly C., Amano, Berlyn L., Mamaradlo-Carodan, Michelle M., Natividad, Rosanna Nina A.
Volume: 9
Issue: 8
Pages: 84-87
Publication Date: 2025/08/28
Abstract:
The study investigates the effectiveness of the Claim-Evidence-Reasoning (CER) Framework in enhancing students' understanding of projectile motion. Many students struggle with conceptualizing the projectile motion due to its abstract nature, necessitating innovative instructional strategies. This study aims to determine whether the CER framework improves students' comprehension of projectile motion concepts. A quasi-experimental design was employed which utilizes a two-group pretest-posttest setup, with one group exposed to the CER framework and the other receiving traditional instruction. The study was conducted among Grade 12 STEM students at Emilio Aguinaldo College-Manila, with data collected through adapted science process skills assessments and thematic analysis of student perceptions. Results indicated that students who were taught using the CER framework demonstrated significantly higher post- test scores compared to those in the traditional teaching group. Qualitative findings further revealed that students perceived the CER framework as beneficial in breaking down complex problems and deepens their critical thinking and conceptual understanding. The study concludes that the CER framework is an effective instructional strategy for improving students' grasp of projectile motion. It is recommended that educators incorporate CER-based exercises, guided practice sessions, and visual aids to enhance its implementation. Future research could explore its applicability in other physics topics and across different student demographics.