Abstract
This study examined senior secondary school students’ conceptions of the laws of conservation of energy and linear momentum in physics and explored the implications for STEM career pathways. Adopting a descriptive survey design, the study targeted all Senior Secondary School Two (SSS2) physics students in government-owned secondary schools in Enugu State, Nigeria. A sample of 361 students was selected using a multi-stage sampling procedure. Data were collected using the Conception Test on Laws of Conservation of Energy and Momentum (CTLCEM), an 18-item essay instrument with a Cronbach’s Alpha reliability coefficient of 0.711. Quantitative analysis using frequency and percentage addressed students’ levels of conception, while qualitative analysis examined how students articulated their understanding. Findings revealed that most students (76.9%) demonstrated no conception (NC), 14.4% exhibited alternative conceptions (AC), 5.8% showed partial understanding (PU), and only 2.8% demonstrated scientific conception (SC). These results indicate a generally low level of understanding of the laws of conservation of energy and momentum, with potential negative implications for students’ academic performance and their preparedness for STEM-related careers. The study highlights the need for student-centred instructional approaches, practical learning experiences, and targeted interventions to enhance conceptual understanding and support STEM career aspirations.