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Jose Mari M. Calamlam, Rachel V. Ocampo, Zenaida Q. Reyes

Understanding is the connection of concepts that forms a general idea. Educational institutions focus on the understanding of the subject which is the main goal of instruction, thus brought to the aim of this study – to analyze student understanding through examining their self-made questions. The study revolves in an assumption that understanding could be represented on how students make their own questions. To satisfy the purpose of this study, by examining self-made questions, the researchers sought to find out how students understand the concepts of linear equations, and the common misconceptions of students in linear equations. Qualitative content analysis is used to 20 self-made questions to identify the types of understanding and kinds of misunderstanding students showed in their questions. Results showed that three types of understanding were evident in students’ self-made questions namely translate, extend, and judge. Students did not show idea type of understanding in their self-made questions. Consequently, six misconceptions were shown in students’ self-made questions: choices present unnecessary details, choices present vague responses, choices do not answer the question, problem given does not present a question, questions present incomplete given, and intercepts are not coordinates. Analysis of the self-made questions reached to following conclusions that students have various forms of understanding and misconceptions are more on the recognition of the main idea.