Temporal reasoning as a cognitive predictor of students’ understanding of population growth limits and carrying capacity across grade levels

This study examined temporal reasoning as a cognitive predictor of students’ understanding of population growth limits and carrying capacity across grade levels. Specifically, it investigated the relationship between temporal reasoning and conceptual understanding, its predictive power, and differences across grade levels. A quantitative descriptive–correlational design with a comparative component was employed involving 150 junior high school students from Grades 8 to 10. Data were gathered using a Temporal Reasoning Test and a Conceptual Understanding Test on population ecology. Mean, standard deviation, Pearson correlation, simple linear regression, and one-way ANOVA were used for data analysis at a 0.05 level of significance.
Findings revealed that students demonstrated a high level of temporal reasoning ability (M = 25.76), while their conceptual understanding was at a moderate level (M = 22.61). A weak but significant positive relationship was found between temporal reasoning and conceptual understanding (r = 0.236, p = 0.0036). Regression analysis showed that temporal reasoning significantly predicted conceptual understanding, accounting for only 5.6% of the variance. Significant differences were also found across grade levels, with Grade 10 students outperforming lower grade levels in both temporal reasoning and conceptual understanding.
The study concludes that while students possess relatively strong temporal reasoning skills, their conceptual understanding of population ecology remains moderate. Temporal reasoning contributes significantly, though modestly, to conceptual learning, suggesting that other cognitive and instructional factors are also involved. The findings highlight the importance of integrating temporal cognition-focused strategies in science instruction to enhance students’ understanding of dynamic ecological systems.