Mastery Level of Grade 12 STEM Learners on Temperature and Heat Competencies

Mastery Level of Grade 12 STEM Learners on Temperature and Heat Competencies

Cheva  Balinton¹,  Christian Agustin², Hayany Madca³ and *Edna  Nabua⁴

Mindanao State University – Iligan Institute of Technology, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90300043

Received: 13 February 2025; Accepted: 22 February 2025; Published: 28 March 2025

ABSTRACT

This research tried  to explore the mastery level and motivation of Grade 12 STEM learners in Temperature and Heat which may serves as a basis for the development of Gamified Manual and other instructional intervention material to address identified not mastered, least mastered and nearly mastered competencies. The objectives of the study were to determine the conceptual understanding of the grade 12 learners in temperature and heat and assess the Grade 12 learners’ level of motivation. Data collection was made using triangulation technique. A descriptive-survey research design was utilized in this study. The study was conducted in one of the public high schools in Iligan City. This utilized forty (40) Grade 12 STEM learners enrolled in the school year 2024-2025. The sampling technique was purposive since there are inclusion criteria that needs to be meet. A validated needs assessment test questionnaires was used to determine the learner’s conceptual understanding and level of academic achievement, while a physics motivation questionnaire was adapted to assess the learner’s level of motivation. The results of the needs assessment test revealed that most learners failed to demonstrate mastery of the learning competencies related to temperature and heat, with a failure rate of 50%. The results of the Physics Motivation Questionnaire indicated that learners have low motivation in terms of s of intrinsic motivation, self-efficacy, self-determination, and career motivation. However, the learners have high  motivation  in terms of grade motivation while learning temperature and heat.

Keywords: Academic Achievement, Conceptual Understanding, Motivation, Temperature and   Heat

INTRODUCTION 

The academic success of learners is heavily influenced by their ability to understand concepts and their motivation to learn. Conceptual understanding, which refers to the depth of comprehension that learners have about a particular subject, forms the foundation for the application and integration of knowledge. According to Bransford, Brown, and Cocking

(2000), learners with a strong conceptual understanding can connect ideas across various topics, solve problems effectively, and transfer learning to new contexts. However, for conceptual understanding to thrive, learners must also exhibit a degree of motivation that propels them to engage in the learning process.

Motivation in education is a multidimensional construct encompassing intrinsic and extrinsic factors. Intrinsic motivation is characterized by a genuine interest or enjoyment in the task itself, while extrinsic motivation involves external incentives such as grades, rewards, or recognition (Ryan & Deci, 2000). Research shows that motivation significantly impacts learners’ academic performance, influencing their persistence, effort, and overall attitude toward learning (Pintrich & Schunk, 2002). The synergy between conceptual understanding and motivation, therefore, plays a pivotal role in shaping the learning outcomes of learners.

Grade 12 learners face immense academic and psychological pressures, as this stage is a critical transition from secondary education to higher education or the workforce. This period demands a high level of conceptual understanding across contents to meet the expectations of standardized assessments and college readiness. Simultaneously, learners must remain motivated despite challenges such as academic stress, personal expectations, and external influences. Studies suggest that a lack of motivation or poor conceptual understanding can hinder learners’ ability to succeed, emphasizing the need for targeted interventions to support their learning journey (Ormrod, 2016).

Despite its importance, the interplay between conceptual understanding and motivation remains underexplored in the context of Grade 12 learners. Understanding this relationship is crucial for educators, policymakers, and curriculum developers aiming to design effective instructional strategies. Addressing gaps in conceptual understanding and enhancing student motivation can lead to improved academic performance and better preparation for post-secondary education or career paths.

This study seeks to investigate the conceptual understanding and level of motivation of Grade 12 learners. By analyzing the result, the study aims to identify underlying factors affecting these variables and propose gamification-based interventions to enhance the academic experiences of learners. The findings will contribute to the development of educational programs that foster both cognitive and emotional growth among learners. In this study, the researcher focused on the topic Temperature and Heat taken by the learners during their Senior High School. The topics were limited to all competencies under temperature and heat topics. This paper assessed the conceptual understanding and level of motivation of Grade 12 learners to temperature and heat topics. Specifically, this study aimed to determine the conceptual understanding of the Grade 12 learners in temperature and heat and to determine the learner’s level of motivation.

METHODS

The study employed a descriptive-survey research design. Validated needs assessment questionnaires were utilized to determine the conceptual understanding and academic performance of the learners on the topic temperature and heat. The questionnaire also assessed the mastery level of the learners in the competencies under temperature and heat. Moreover, an adapted physics motivation questionnaire (II) was adapted to determine the learner’s level of motivation in the subject matter.

Preparation. Firstly, the researcher utilized two (2) instruments: researcher made needs assessment questionnaire and physics motivation questionnaire II (PMQ-II) form. The PMQ-II was adapted from Glynn, (2011), while the needs assessment questionnaire went through a validation process.  In developing the test questionnaire, the researcher used the DepEd Most Essential Learning Competencies in identifying the learning competencies on temperature and heat. Secondly, a table of specification was created to assure distribution of questions based on the level of thinking in Bloom’s taxonomy. The needs assessment test questionnaire was composed of thirty-six (36) items with four (4) choices which had content questions and practical applications. The distribution consisted of fourteen (14) items for the easy category, eighteen (18) items for moderate category and  eight (8) items  for the difficult category.

3.2 Validation, Revision, and Try-out

Researcher-Made Needs Assessment Questionnaire. The research-made needs assessment test questionnaire underwent battery of processes and was validated by three (3) validators from physics major, from science education to scrutinize the content and methods. Initially, the version 1 of the needs assessment questionnaire was made. Then, the version 2 of the needs assessment questionnaire was generated after going through the validation process.

Table 1. Rating Range and the  Description used in Validating the Instrument

Finally, it was tried out to one hundred eighty-seven (187) learners in Agusan Del Sur Province, Philippines through google forms and an item analysis was conducted. The difficulty index and discrimination index were calculated for the item analysis and revealed that four (4) questions were eliminated. The final version considered as the version 3 was composed of thirty six ( 36)  items questionnaire for temperature and heat. The index of difficulty and discrimination with its descriptor is found below.

Difficulty Index by Raagas, Absin (2004)

 Discrimination Index by Edrina (2007)

Physics Motivation Questionnaire II. To examine learners’ physics motivation, Physics Motivation Questionnaire (PMQ) II was administered to measure the learners’ motivation in physics in terms of intrinsic motivation, career motivation, self-efficacy, grade motivation, and self-determination. The said instruments were responded by forty (40) learners.  Data obtained were tabulated and analyzed with descriptive statistics such as mean, frequency and percentage. Table 2 shows the interpretation of the level of motivation of the respondents and Table 3 shows the interpretation of the academic performance of the respondents.

Table 2. The Scale used in the Questionnaire

Table 3. Interpretation on Level of Motivation

RESULT AND DISCUSSION       

Table 4. Level of Academic Achievement

Interpretation: 75%-100%  =Passed         Below 75% =Failed

Table 4 reveals the learner’s individual performance in the assessment test questionnaire. It was found out that most of the learners failed in the learning competencies under temperature and heat with a percentage rate of 50%. This means that learners do not understand much of the concepts in physics. Perhaps an intervention is needed to enhance the teaching-learning process. Likewise, Table 5 shows the results of the learners’ level of motivation in Physics.

As shown in Table 5, the respondents have low intrinsic motivation, self-efficacy, self-determination and career motivation.  However, in terms of grade motivation, the learners have high motivation.

CONCLUSION AND RECOMMENDATION

The results of the physics assessment revealed that most learners failed to demonstrate mastery of the learning competencies related to temperature and heat, with a failure rate of 50%. This indicates that learners struggle with understanding fundamental physics concepts, particularly those involving temperature and heat. The poor performance suggests gaps in learners’ conceptual understanding and highlights the need for possible intervention to improve conceptual understanding. The results of the Physics Motivation Questionnaire (PMQ-II) indicated that respondents have low level of motivation in terms of intrinsic motivation, self-efficacy, self-determination, and career motivation. This suggests that while learners are externally motivated by grades, they lack internal drivers such as interest and self-belief in mastering physics concepts, which may hinder their engagement and deeper understanding of the subject.

In this light, the teachers may adopt interactive and learner-centered teaching strategies to improve engagement and comprehension. Methods such as inquiry-based learning, problem-based learning, and hands-on experiments may be integrated into classroom instruction to make abstract concepts more tangible and relatable. Technology-enhanced learning tools, such as simulations and virtual labs, may be employed to provide dynamic visualizations of temperature and heat phenomena, thereby improving conceptual understanding. Teachers may further develop and implement strategic interventions tailored to address specific learning gaps identified in the assessment result. These interventions may include remedial sessions, peer tutoring, and differentiated instruction to cater to diverse learning needs. Focused review sessions on temperature and heat competencies may also be conducted to reinforce foundational knowledge and correct misconceptions.

ACKNOWLEDGMENTS

The successful completion of this study would not have been possible without the guidance, support, and encouragement of several individuals and organizations. First and foremost, the author extends deepest gratitude to our Almighty God, for providing me with the wisdom, strength, and perseverance to undertake and complete this research. I also wish to thank my families and friends for their understanding, patience, and moral support during this research. Their love and encouragement kept me motivated and focused on our goals. Finally, I acknowledge the contributions of various authors and researchers whose works have provided valuable references and insights that enriched this study. To all who have been part of this journey, whether mentioned or unnamed, my heartfelt thanks and appreciation.

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