Home⇛DAVAO RESEARCH JOURNAL⇛vol. 16 no. 3 (2025)

Enhancing Conceptual Understanding of Energy Through the Enerceptual Toolkit: A Participatory Action Research in Secondary Science Education

Paulo Tumamak | Jennifer Sevillano | Dan Rupert Lazona | Julie Anne Dejaño | Anton Argallon | Joy A. Bellen

Discipline: environmental sciences

 

Abstract:

Understanding potential and kinetic energy is essential for students’ grasp of physics and energy transformation, yet secondary-level instruction often struggles to convey these concepts effectively. This participatory action research (PAR) investigated the effectiveness of the Enerceptual Toolkit, a multimodal, constructivist-based intervention designed to improve conceptual understanding and engagement among Grade 8 students in a Philippine public high school. The Toolkit integrated lecture demonstrations, animations, digital simulations, game-based learning, and structured problem-solving activities, all delivered through the 7Es lesson plan model. Conducted over two PAR cycles involving 10 students, the study employed pre- and post-tests, classroom observations, and semi-structured interviews. Baseline data showed that no participant reached the 75% proficiency threshold in the pre-test. After the intervention, all learners exceeded this benchmark, with the class proficiency level (CPL) improving from “Beginning” in Cycle 1 to “Advanced” in Cycle 2. Observational data revealed increased engagement, confidence, and self-efficacy, along with a decline in off-task behavior. Thematic analysis of student interviews highlighted positive shifts in motivation, participation, and perceived relevance of energy concepts. These findings suggest that the Enerceptual Toolkit, grounded in active learning and conceptual scaffolding, is a promising strategy for enhancing energy instruction in junior high school science. The study highlights the potential of multimodal, student-centered approaches to address conceptual gaps and promote deeper learning. Implications for curriculum integration and teacher professional development are discussed.



References:

  1. Ahmed, S. K. (2024). Sample size for saturation in qualitative research: Debates, definitions, and strategies. Journal of Medicine Surgery and Public Health, 5, 100171. https://doi.org/10.1016/j.glmedi.2024.100171
  2. Amir, M. F., Hasanah, F. N., & Musthofa, H. (2018). Interactive multimedia-based mathematics problem solving to develop students’ reasoning. International Journal of Engineering & Technology, 7(2.14), 272–276. https://doi.org/10.31219/osf.io/qx63e
  3. Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), Article 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
  4. Bande, R. J., Cabahit, J. D., Macatual, K. M., Enero, C., Denden, R., & Bellen, J. (2025). Enhancing Grade 8 proficiency in analyzing Ohm’s Law concepts through the GameMap Pro Method. Journal of Interdisciplinary Perspectives, 3(8), 670–681. https://doi.org/10.69569/jip.2025.428
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
  6. Bentayao, G. J. L., & Ilagan, C. C. (2024). Learning attitude, academic interest, and self-efficacy towards physics subject of Grade 12 Science, Technology, Engineering, and Mathematics students. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 11(3), Article 16133. https://doi.org/10.36713/epra16133
  7. Buehl, D. (2017). Classroom strategies for interactive learning (4th ed.). Routledge. https://doi.org/10.4324/9781032680842
  8. Bundock, K., Shumway, J. F., Burnside, M., & King, J. (2023). Teachers’ actions and students’ engagement behaviors during number system knowledge discussions: Implications for enhancing active engagement. International Journal of Education in Mathematics, Science, and Technology, 11(2), 506–526. https://doi.org/10.46328/ijemst.2576
  9. Cadiz, G. S., Lacre, G. J. R., Delamente, R. L., & Diquito, T. J. A. (2023). Game-based learning approach in science education: A meta-analysis. International Journal of Social Science and Human Research, 6(3). https://doi.org/10.47191/ijsshr/v6-i3-61
  10. Cassar, A. G., & Jang, E. E. (2010). Investigating the effects of a game-based approach in teaching word recognition and spelling to students with reading disabilities and attention deficits. Australian Journal of Learning Difficulties, 15(2), 193–211. https://doi.org/10.1080/19404151003796516
  11. Deparon, R. (2024). Use of video-based instruction with code-switching to improve students’ attitudes and performance. JPAIR Multidisciplinary Research, 53. https://doi.org/10.7719/jpair.v53i1.844
  12. Department of Education. (2019). K to 12 science curriculum guide. https://www.deped.gov.ph/k-to-12/science-curriculum-guide/
  13. DeVito, M. (2016). Factors influencing student engagement (Master’s thesis). Sacred Heart University. http://digitalcommons.sacredheart.edu/edl/11
  14. Dietrich, H., Evans, T., & Tatto, M. (2022). Traditional lectures versus active learning – A false dichotomy? STEM Education, 2(4), 275–292. https://doi.org/10.3934/steme.2022017
  15. EDCOM 2. (2024, December 7). To improve PISA performance, go back to basics, focus on learners’ “foundational skills” – World Bank. EDCOM 2: The Second Congressional Commission on Education. https://edcom2.gov.ph/to-improve-pisa-performance-go-back-to-basics-focus-on-learners-foundational-skills-world-bank/
  16. Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing nature of science for science education. Springer.
  17. Estipular, M. K., & Roleda, L. S. (2018). The use of interactive lecture demonstration with interactive simulation in enhancing students’ conceptual understanding in physics. Research Congress Proceedings. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2018/lli-18.pdf
  18. Fuertes, H. G., Evangelista, I. A., Jr., Marcellones, I. J. Y., & Bacatan, J. R. (2023). Student engagement, academic motivation, and academic performance of intermediate level students. Zenodo. https://doi.org/10.5281/zenodo.8037103
  19. Garcia, C. (2024, September 25). Using video games to achieve academic standards. Edutopia. https://www.edutopia.org/article/using-video-games-school
  20. Hernik, J., & Jaworska, E. (2018). The effect of enjoyment on learning. In INTED2018 Proceedings (pp. 508–514). IATED.
  21. Herpratiwi, & Tohir, A. (2022). Learning interest and discipline on learning motivation. International Journal of Education in Mathematics, Science, and Technology, 10(2), 424–435. https://doi.org/10.46328/ijemst.2290
  22. Higham, P. A., Zengel, B., Bartlett, L. K., & Hadwin, J. A. (2021). The benefits of successive relearning on multiple learning outcomes. Journal of Educational Psychology, 114(5), 928–944. https://doi.org/10.1037/edu0000693
  23. Hofer, S. I., Schumacher, R., Rubin, H., & Stern, E. (2018). Enhancing physics learning with cognitively activating instruction: A quasi-experimental classroom intervention study. Journal of Educational Psychology, 110(8), 1175–1191. https://doi.org/10.1037/edu0000266
  24. Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19. https://doi.org/10.1177/2372732215624708
  25. Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
  26. Kindermann, T. A. (2016). Peer group influences on students’ academic motivation. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 157–176). Routledge.
  27. Laid, S. M. T., & Adlaon, M. S. (2025). A systematic review of innovative teaching strategies in science: Exploring hands-on learning, technology integration, and student-centered approaches. Acta Pedagogia Asiana, 4(2), 101–114. https://doi.org/10.53623/apga.v4i2.645
  28. Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
  29. Liu, M. (2022). The relationship between students’ study time and academic performance and its practical significance. BCP Education & Psychology, 7, 412–415. https://doi.org/10.54691/bcpep.v7i.2696
  30. Macaranas, J. R. (2021). Education: Re-examined in time of pandemic. Philosophia: International Journal of Philosophy, 22(1), 115–120. https://doi.org/10.46992/pijp.22.1.c.1
  31. Manurung, S. R., & Panggabean, D. D. (2020). Improving students’ thinking ability in physics using interactive multimedia-based problem solving. Jurnal Cakrawala Pendidikan, 39(2), 460–470. https://doi.org/10.21831/cp.v39i2.28205
  32. Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center.
  33. Nightingale, A. (2009). Triangulation. In Encyclopedia of Human Geography (pp. 489–492). Elsevier. https://doi.org/10.1016/B978-008044910-4.00552-6
  34. Pasquale, A. J., Fazzini, D. R., & Bennett, C. (2024). Work and energy. Pressbooks. https://cod.pressbooks.pub/physics1100/chapter/work-and-energy/
  35. PISA 2022 results. (2023). OECD Programme for International Student Assessment. https://www.oecd.org/pisa/publications/pisa-2022-results.htm
  36. Potane, J., & Bayeta, R. J. (2018). Virtual learning through PHET interactive simulation: A proactive approach in improving students’ academic achievement in science. Social Science Research Network. https://doi.org/10.2139/ssrn.3166565
  37. Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE handbook of action research: Participative inquiry and practice (2nd ed.). SAGE Publications.
  38. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  39. Samaco, C. M., Patalinghug, N., & Linog, B. (2020). Science Quarter 1 – Module 3: Potential energy and kinetic energy. Department of Education. https://depedtambayan.net/wp-content/uploads/2021/10/science8_q1_mod3_potential-and-kinetic-energy_v2.pdf
  40. Schmidt, S. J. (2020). Distracted learning: Big problem and golden opportunity. Journal of Food Science Education, 19(4), 278–291. https://doi.org/10.1111/1541-4329.12206
  41. Smiderle, R., Rigo, S. J., Marques, L. B., De Miranda Coelho, J. A. P., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), Article 3. https://doi.org/10.1186/s40561-019-0098-x
  42. Tan, R. M., Yangco, R. T., & Que, E. N. (2020). Students’ conceptual understanding and science process skills in an inquiry-based flipped classroom environment. Malaysian Journal of Learning and Instruction, 17(1), 159–184.
  43. Tinambunan, S. R., & Orongan, M. (2023). Game-based learning on students’ motivation and academic achievement in Science 9. International Journal of Multidisciplinary Research and Development, 10, 14–17.
  44. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  45. Wirihana, L., Welch, A., Williamson, M., Christensen, M., Bakon, S., & Craft, J. (2018). Using Colaizzi’s method of data analysis to explore the experiences of nurse academics teaching on satellite campuses. Nurse Researcher, 25(4), 30–34. https://doi.org/10.7748/nr.2018.e1516
  46. Wong, L.-H., Chai, C. S., Aw, G. P., & King, R. B. (2020). IDC theory: Interest-driven creator theory. In Interest-Driven Creator Theory (pp. 1–22). Springer.
  47. Zakirman, Z., Gusta, W., & Rahayu, C. (2022). The effectiveness of videos and animations in learning physics in junior high school heat materials. Jurnal Ilmu Pendidikan Fisika, 7(3), 256–262. https://doi.org/10.26737/jipf.v7i3.3152

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic