Supplementary Visual Learning Materials for Grade 7 Physical Science: Development, Evaluation, and Impact on Student Performance

Persistent low mastery in Grade 7 Physical Science competencies across public secondary schools in the Philippines underscores the need for targeted, evidence-based instructional materials. This study developed and evaluated Supplementary Visual Learning Materials (SVLMs) anchored on the least learned competencies of Grade 7 learners in three public secondary schools in Talacogon, Agusan del Sur, Philippines. Employing a developmental-evaluative research design guided by the ADDIE model, the study involved 90 Grade 7 learners (purposively selected based on pre-test performance), 14 Science teachers (complete enumeration), and five expert validators. Pre-test results confirmed that all six clustered Physical Science competency areas - heat transfer processes and particle model, heat energy and heat-to-electricity devices, effects of unbalanced forces, motion concepts and graphical representations, balanced and unbalanced forces with free-body diagrams, and forces acting between objects - were least learned (mastery range: 34.31%–52.22%). The developed SVLMs were rated Highly Appropriate in design (M = 4.98) and Very High in both pedagogical quality (M = 4.97) and effective integration into the teaching and learning process (M = 4.98). Teacher-observed student competency after exposure was rated Outstanding (M = 4.99). A paired samples t-test revealed a significant improvement in students' scores (pre-test M = 16.88; posttest M = 26.71; mean gain = 9.83; t = 27.44, p < .001), rejecting the null hypothesis of no improvement. Fisher's Exact Test showed a significant overall relationship between students' competency and design appropriateness (p = .013), particularly for behavioral engagement (p = .021). No significant relationship was found between pedagogical quality and effective integration (p = .163), and no significant difference was observed between student and teacher ratings of effective integration (Mann–Whitney U = 593.00, p = .642). The findings affirm that targeted, visually organized, and cognitively scaffolded instructional materials can produce meaningful improvements in Physical Science achievement, while highlighting that continued remediation and teacher facilitation are essential for learners to reach acceptable mastery thresholds.

supplementary visual learning materials, physical science, least learned competencies, ADDIE model, cognitive load theory, multimedia learning, Philippines

1. supplementary visual learning materials, physical science, least learned competencies, ADDIE model, cognitive load theory, multimedia learning, Philippines [Google Scholar] [Crossref]

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