INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Development of a Learning Packet on Heat Transfer as

Supplementary Materials

Aminah A. Macmod., Elesar V. Malicoban., Monera A. Salic-Hairulla., Vanjoreeh A. Madale., Arlyn R.

Alcopra., Ariel O. Ellare

Department of Science and Mathematics Education, College of Education, Mindanao State University –

Iligan Institute of Technology, Bonifacio Ave. Tibanga, Iligan City, 9200 (Philippines)

DOI: https://doi.org/10.47772/IJRISS.2025.91100645

Received: 11 December 2025; Accepted: 20 December 2025; Published: 29 December 2025

ABSTRACT

Heat transfer is one of the most challenging topics for Grade 7 students due to its abstract nature and persistent

misconceptions about conduction, convection, and radiation. These difficulties are often exacerbated by limited

instructional resources, lecture-based teaching, and the lack of contextualized materials that support visualization

and active learning. This study aimed to develop and validate a printed learning packet on heat transfer as

supplementary material to support instruction in Grade 7 science. Using a developmental research design guided

by the 4D Model (Define, Design, Develop, and Disseminate), the study began with a needs assessment

involving five in-service junior high school science teachers to identify instructional gaps, learning challenges,

and material requirements. Findings indicated learner misconceptions, difficulty distinguishing the modes of

heat transfer, and limited opportunities for hands-on activities due to resource constraints. Guided by these

findings, a printed learning packet incorporating simplified explanations, structured activities, illustrations, and

real-life applications was developed and evaluated by five validators composed of in-service science teachers

and science education specialists using a standardized rubric. The evaluation yielded a grand weighted mean of

2.85, interpreted as Very Highly Valid, with all criteria rated as Very Highly Acceptable. These results indicate

that the developed learning packet is a pedagogically sound and contextually appropriate supplementary material

for Grade 7 science instruction. Future studies may implement the packet in classroom settings and examine its

effectiveness through pre-test and post-test designs and learner feedback.

Keywords: Heat Transfer, Learning Packet, Supplementary Material, MATATAG Curriculum, Science

Education, 4D Model.

INTRODUCTION

Heat transfer is a fundamental yet challenging topic in junior high school science, requiring students to

understand how thermal energy moves through conduction, convection, and radiation. However, many learners

struggle to visualize these processes, often holding misconceptions such as believing that heat and temperature

are the same or that heat travels as a substance (Adadan & Yavuzkaya, 2018; Sozbilir, 2003). In the Philippine

context, traditional teaching methods remain heavily lecture-based, limiting opportunities for hands-on and

inquiry-driven learning (Isa et al., 2020). These challenges become more pronounced in resource-limited schools

where laboratory tools and multimedia materials are scarce. Research emphasizes that conceptual understanding

improves when learners are provided with structured, contextualized, and activity-based materials that support

visualization and active exploration (Mayer, 1974; Kolb, 1984; Awudi & Danso, 2023). Furthermore,

misconceptions about heat transfer persist when instruction lacks real-world applications and scaffolding aligned

with students’ developmental levels (Driver et al., 1994; Stylos et al., 2021). In response to these instructional

gaps, this study developed a printed learning packet grounded in constructivist, experiential, and cognitive

theories aimed at strengthening conceptual clarity and supporting science teachers in delivering more interactive

lessons. The material is aligned with the MATATAG Curriculum, which emphasizes contextualized, learner-

centered science instruction in the Philippines.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Objectives of the Study

This study seeks to achieve:

1. Conduct a needs assessment to determine teachers’ experiences, challenges, current practices, and

instructional needs in teaching heat transfer, including the use and potential benefits of supplementary

printed materials.

2. Develop a supplementary printed learning packet that integrates conceptual content, guided activities,

experiments, worksheets, and assessments.

METHODS

This study employed a Research and Development (R&D) research design aimed at systematically developing

and validating a printed learning packet on heat transfer as supplementary material for Grade 7 Science. The

study was guided by the 4D Model, specifically the Define, Design, and Develop phases, as these were the

portions completed by the researcher. Five in-service junior high school science teachers participated in the needs

assessment to determine teachers’ experiences, challenges, current practices, and instructional needs in teaching

heat transfer, including the use and potential benefits of supplementary printed materials. Five validators

composed of in-service science teachers and science education specialists evaluated the developed learning

packet using an adapted and validated evaluation rubric. The instrument covered key domains, including content

accuracy, curriculum alignment, instructional design, clarity of presentation, and relevance of activities. Each

indicator was rated using a 4-point Likert scale ranging from 0 (Not Acceptable) to 3 (Very Highly Acceptable).

Weighted means and standard deviations were computed to determine the level of validity and acceptability of

the developed learning packet.

Data Gathering Procedure

Data were gathered through a Needs Assessment Questionnaire adapted from Hadji Shaeef (2023) and the

validator ratings of the developed learning packet using a standardized evaluation rubric adapted from Araya et

al. (2024). The questionnaire consisted of open-ended questions designed to elicit teachers’ experiences, current

teaching practices, observed student difficulties, and suggestions for improving instructional materials on heat

transfer. The rubric was used by the evaluators to assess the quality and effectiveness of the learning packet

across key components, including content alignment, instructional design, real-life integration, and assessment

strategies, ensuring relevance, clarity, and pedagogical appropriateness. Prior to administration, permission from

the school administration was secured, and participants were informed about the purpose of the study. Responses

were coded anonymously (e.g., NA:ST1–NA:ST5), collected over a two-week period, and transcribed for

analysis. Ethical standards were strictly observed to ensure the security and proper handling of all data and

documents.

Data Analysis

The data gathered in this study were analyzed using descriptive statistics to interpret the results of the needs

assessment and the validator ratings of the developed learning packet. Frequencies and percentages were used

to summarize the responses of the five science teachers regarding the challenges in teaching heat transfer,

limitations of existing instructional materials, and areas where students commonly exhibit misconceptions. To

evaluate the developed learning packet, weighted mean and standard deviation were computed based on the

rubric ratings given by the validators. These statistical measures determined the clarity, scientific accuracy,

content alignment, and overall pedagogical quality of the material, with scores interpreted on a scale where the

highest ratings indicated Very High Validity and High Acceptability. Qualitative comments from validators were

analyzed through thematic analysis to highlight specific strengths and recommended improvements for the

learning packet.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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RESULTS AND DISCUSSION

Needs Assessment for Science Teachers

Part I. Experience in Teaching Science (Heat Transfer)

Table 1. Summary of In-Service Science Teachers’ Responses to the Needs Assessment Survey on Their

Experience in Teaching Science (Heat Transfer)

Theme

Coded for

Quote

Challenges

Due Lack of materials, “Demonstrating the real transfer of heat between objects... Safety

to

Limited insufficient

concerns and limited resources make hands-on demonstrations

Resources

Safety

Constraints

and equipment,

safety

and difficult.” (NA-ST1)

issues

lesson

“Demonstrating the concept is difficult as it can be harmful to let

students do activities with heat sources.” (NA-ST3)

affecting

implementation

“Some students lack prior knowledge, and insufficient lab materials

make it challenging to conduct experiments.” (NA-ST2)

Challenges

Due Students’ difficulty “Students have difficulty understanding abstract concepts because

concepts they rely on memorization rather than observation.” (NA-ST4)

Misunderstanding and low motivation

to

Student grasping

“Students often lose focus during lessons and struggle to visualize

heat movement. Different learning paces make engagement more

challenging.” (NA-ST5)

and

Engagement

Low during lessons

Integration

Visual

Experiential

Learning

of Use of visual aids, “To overcome these hurdles, effective teaching strategies must

and demonstrations,

simulations,

emphasize sensory experiences through hands-on demonstrations

and like comparing heat conduction in metal and wood...” (NA-ST1)

hands-on

experiences

“By using visual aids such as showing videos or images and also

connecting the discussion to everyday experiences.” (NA-ST2)

Approaches

“I address students’ difficulties by using simple, hands-on activities

like heating a metal spoon in hot water for conduction...” (NA-ST4)

Promotion

Interactive

of Encouraging

active “To help students better understand the concept of heat transfer, I

and participation, group use videos, simple demonstrations, and interactive activities such

Student-Centered

Learning

work, and discussion as group experiments and games.” (NA-ST5)

“Real-life examples are the best way to make the topic

understandable for students, as well as using visual methods like

modules.” (NA-ST3)

Combination

Traditional

Experiential

Approaches

of Lecture and hands-on “I use a mix of lecture and discussion to introduce the concepts,

and

followed by simple experiments using available materials to

observe conduction, convection, and radiation.” (NA-ST4)

The needs assessment reveals five major themes describing teachers’ experiences in teaching heat transfer,

highlighting both instructional challenges and the strategies they use to support student learning. First, teachers

reported significant challenges due to limited resources and safety constraints, which restrict them from

conducting hands-on experiments. Insufficient laboratory materials and safety risks make it difficult to

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demonstrate heat transfer processes effectively. This aligns with Reyes and Alonzo (2020), who found that

inadequate laboratory resources limit experiential learning and hinder students’ understanding of abstract science

concepts. Similarly, Mendoza and Villanueva (2023) emphasized that visual and printed instructional materials

help compensate for the lack of laboratory tools. Kim and Lee (2021) also noted that safety issues often prevent

hands-on activities, but simulations and structured materials can bridge the gap between theory and practice.

Second, teachers emphasized student misunderstanding and low engagement, noting that students often rely on

memorization and struggle to visualize heat movement. The abstract nature of heat transfer contributes to

disengagement, especially when lessons lack real-life connections. These findings are supported by Santos and

Villanueva (2020), who reported that purely theoretical instruction leads to poor conceptual understanding.

Ramirez and Cruz (2021) found that visual demonstrations and real-life examples improve comprehension, while

Kim and Park (2022) highlighted that multimodal and interactive strategies enhance focus and learning

outcomes. Additionally, Mendoza and Alonzo (2019) noted that connecting lessons to everyday experiences

increases motivation and relevance.

Third, teachers use visual and experiential learning approaches, such as simple experiments, visual aids, and

everyday analogies, to explain conduction, convection, and radiation. These methods help students transform

abstract ideas into concrete understanding. This is consistent with Hernandez and Santos (2019), who found that

hands-on and visual activities strengthen conceptual learning. Lopez and Villanueva (2020) also showed that

real-life examples enhance application of knowledge, while Kim and Lee (2021) emphasized that visualizations

help students interpret scientific concepts more accurately. Martinez and Cruz (2022) further demonstrated that

simulations, videos, and practical demonstrations increase student curiosity and engagement.

Fourth, teachers prioritize interactive and student-centered learning, using group experiments, collaborative

tasks, and games to sustain interest and deepen understanding. These strategies support diverse learning styles

and encourage active participation. This mirrors Tan and Reyes (2019), who found that interactive strategies

improve retention of complex science concepts. Garcia and Lim (2020) highlighted that student-centered

approaches promote critical thinking and engagement in middle school science, while Park and Choi (2021)

observed that integrating games and interactive tasks fosters deeper comprehension of abstract ideas. Santos and

Velasco (2022) also noted that practical, exploratory activities boost motivation and long-term retention.

Finally, teachers use a combination of traditional and experiential approaches, starting with lectures for

foundational knowledge and reinforcing concepts through demonstrations, videos, printed materials, and real-

life examples. This blended approach helps students understand and apply heat transfer concepts even with

limited resources. Research supports this strategy: Martin and Santos (2019) found that combining lectures with

hands-on activities enhances understanding of scientific concepts. Reyes and Velasco (2020) emphasized that

experiential learning helps students apply abstract ideas. Cruz et al. (2021) showed that using discussions

alongside demonstrations and printed materials creates a more interactive environment, and Gomez and Lim

(2022) concluded that blended instruction improves retention and performance.

Overall, the findings highlight the need for supplementary instructional materials, visual resources, and safe

alternatives to laboratory experiments to improve the teaching and learning of heat transfer. Despite constraints,

teachers effectively integrate multiple strategies to make learning more engaging, meaningful, and accessible for

students.

Part 2. Use of Supplementary Printed Materials in Teaching

Table 2. Summary of In-Service Science Teachers’ Responses on the Needs Assessment Survey Regarding the

Use of Supplementary Printed Materials in Teaching

Theme

Coded for

Quote

Developed

Use of worksheets “I use supplementary printed materials when teaching heat transfer, primarily

of

Printed and visual aids to consisting of worksheets that feature diagrams illustrating conduction,

Visual Aids

convection, and radiation, along with concise explanations and practice

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and

reinforce

learning problems. These materials provide students with a tangible reference that

Worksheets and comprehension

reinforces learning.” (NA-ST1)

“I use printed materials including worksheets and other visual aids. These are

quite effective because they encourage student participation and enhance

understanding of the topic.” (NA-ST2)

“In addition to giving students their own copies, printed materials visually

show the process of how heat transfers between different materials, making

learning clearer and more interactive.” (NA-ST3)

Effectivene

ss of independent

Supplement collaborative

ary Printed learning through

structured exercises

and visual diagrams

Independen

t and Group

Learning

Supporting

“I use activity sheets and visual diagrams that explain heat transfer in simple

and terms. They are effective because students can work independently or

collaboratively, reinforcing learning even without digital tools.” (NA-ST4)

“Printed worksheets, visual aids, and activity sheets support learning by

providing diagrams, exercises, and short passages. They help visual learners

and serve as references for review or missed lessons, making lessons

organized and accessible.” (NA-ST5)

Materials

for

Enhanceme

Using

printed “A printed learning packet can improve student engagement, comprehension,

nt

Comprehen

sion and comprehension,

of learning packets to and self-assessment. It provides structured content, practice problems, self-

improve

check quizzes, and diagrams that reinforce understanding and retention.”

(NA-ST1)

Independen

t Learning

self-paced learning,

and engagement

“It improves comprehension by allowing students to analyze material

independently while supporting the main concept.” (NA-ST3)

“The packet helps students learn at their own pace, with clear explanations,

diagrams, and exercises, serving as a handy reference for study or review.”

(NA-ST5)

Accessibilit

Providing

“Printed materials help students follow lessons in an organized way. They are

y

and organized

and accessible and convenient, ensuring all students can participate in the

Organizatio

accessible

learning process.” (NA-ST2)

n

in resources to support

inclusive learning

“These resources allow students to learn at their own pace even without

gadgets or internet access. They reinforce key concepts and make learning

engaging and accessible.” (NA-ST4)

Learning

The table presents the summary results of the assessment in using supplementary printed materials in teaching

answered by five science teachers, highlighting the challenges, teaching strategies, and instructional needs in

teaching heat transfer in Grade 7 Science. Four themes were identified. The first theme shows that teachers

frequently use printed visual aids and worksheets to strengthen understanding of conduction, convection, and

radiation. Worksheets with diagrams, explanations, and practice problems provide students with concrete

references that support both comprehension and retention. This aligns with Santos and Martin (2019), who found

that printed visual aids enhance understanding of abstract science concepts. Velasco and Reyes (2020) similarly

reported that structured worksheets with diagrams improve engagement and promote independent learning. Cruz

et al. (2021) noted that printed materials help bridge theory and practice, making complex ideas more accessible.

In addition, Lim and Gomez (2022) emphasized that visual aids support retention and accommodate diverse

learning preferences.

The second theme indicates that supplementary printed materials effectively support both independent and

collaborative learning. Activity sheets and visual diagrams allow students to follow step-by-step explanations,

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work independently, or collaborate in groups even without digital tools. These findings are consistent with Santos

and Martin (2019), who noted that worksheets provide structure for both individual and group learning. Velasco

and Reyes (2020) found that activity sheets strengthen comprehension and teamwork. Cruz et al. (2021)

emphasized that printed materials promote continuous learning beyond classroom instruction. Likewise, Lim

and Gomez (2022) highlighted that printed diagrams and worksheets benefit visual learners and support

inclusive, student-centered learning.

The third theme highlights that printed learning packets enhance comprehension and independent learning.

Learning packets provide structured content, practice problems, diagrams, and self-check quizzes that help

students learn at their own pace, review lessons, and assess their understanding. These findings reflect Reyes

and Santos (2019), who stated that printed learning materials strengthen comprehension through structured

activities and visual support. Lim and Cruz (2020) found that self-paced packets increase engagement and

personalize learning. Velasco et al. (2021) reported that printed packets improve retention by combining visual

and guided elements. Gomez and Tan (2022) further emphasized that structured packets promote self-directed

learning and help students apply scientific ideas in real-life contexts.

The fourth theme demonstrates that printed materials enhance accessibility and organization in learning,

allowing students to participate regardless of access to technology. Printed resources provide clear, organized,

and step-by-step guidance that students can use independently, supporting inclusive learning environments. This

is supported by Santos and Villanueva (2019), who highlighted that well-structured printed materials help

students follow lessons at their own pace. Lim and Gonzales (2020) found that printed resources improve

accessibility in low-tech classrooms. Cruz et al. (2021) noted that organized packets increase engagement and

understanding through visual and structured activities. Additionally, Medina and Tan (2022) emphasized that

printed materials serve as effective alternatives when digital tools are limited, ensuring equitable learning

opportunities.

Overall, the findings show that supplementary printed materials such as worksheets, visual aids, and learning

packets play a vital role in enhancing student comprehension, supporting independent and collaborative learning,

and ensuring accessibility in teaching heat transfer. These materials help simplify abstract concepts, reinforce

lessons, and provide structured guidance that supports diverse learners, particularly in contexts with limited

technological or laboratory resources.

Development of the Printed Learning Packet on Heat Transfer

Revision 1

Table 1. Face Validation of the Developed Learning Packet on Heat Transfer

Image 1,

Before Revision

Comment/s

suggestion

and

 Create a unique title for the packet.

 Remove the colored elements from the illustration, as they can be distracting.

Simplifying the color scheme will help students focus on the main content rather

than the decorative artwork.

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After revision

No table of content provived

Image 2,

Before Revision

Comment/s

suggestion

and Add a table of contents to the packet

After revision

Image 3,

Before No overview provided

Revision

Comment/s

suggestion

and It could be enhance with a short overview or visual diagram before presenting the

heat-transfer content.

After revision

As shown in Table 4.2.1, the panel recommended revising the packet title to make it more distinct and simplifying

the colored elements in the illustrations, since excessive colors may distract students from the key concepts.

These adjustments enhance visual clarity and ensure that students focus on the main scientific ideas. This aligns

with Hernandez and Santos (2019), who emphasized that visually focused and simplified learning materials help

students better grasp abstract scientific concepts. The evaluator also suggested adding a table of contents and

including a brief overview or visual diagram before the lesson. These features help organize information and

allow students to connect new content with prior knowledge. This recommendation is consistent with Bybee

(2013), who highlighted that well-organized instructional materials improve lesson flow, and with Ausubel

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(1968) and Kim and Lee (2021), who found that advance organizers significantly improve comprehension of

complex science topics.

Revision 2.

Table 2. Revision of the Developed Learning Packet on Heat Transfer

Image 1, Before

Revision

Comment/s and Use “Lesson” instead of “Chapter” in the table of contents, because “Chapter” sounds too

suggestion

broad. Using “Lesson” makes the content feel more focused and appropriate for a learning

packet.

After revision

Image 2, Before

Revision

Comment/s and Revise the learning objectives to ensure clear alignment with the lesson content. Remove the

suggestion

third objective since its ideas are already covered in Objectives 1 and 2.

After revision

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Image 3, Before

Revision

Comment/s and Place the activities right after each topic to ensure a clear and logical flow from concept to

suggestion

application

After revision

As shown in Table 4.2.2, teachers suggested replacing the term “Chapter” with “Lesson” to make the structure

clearer and more appropriate for a learning packet. They also recommended revising the learning objectives to

ensure alignment with the content and removing redundant objectives for clarity and precision. These

improvements reflect Bybee’s (2013) assertion that clearly defined and organized lesson components support

student understanding and engagement. Furthermore, teachers recommended placing activities immediately after

each topic to reinforce learning and allow students to practice concepts right away. This supports Kolb’s (1984)

experiential learning approach, which emphasizes that understanding deepens when learners apply concepts

shortly after they are introduced. Hernandez and Santos (2019) similarly noted that structured and aligned

activities enhance retention of abstract scientific concepts, making the packet more effective and student-

centered.

Revision 3.

Table 3. Final Revision of the Developed Learning Packet on Heat Transfer

Image

1,

Before Revision

Comment/s and The directions should be placed before each question to guide students clearly on how to

suggestion

respond. Ensure the instructions specify the format expected (e.g., multiple choice, short

answer, matching) and are concise but complete. This will help students focus and reduce

confusion during assessment.

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After revision

As presented in Table 4.2.3, teachers recommend placing clear directions before each question to guide students

on how to respond and minimize confusion during assessment. Providing explicit instructions enhances

comprehension and helps students focus on demonstrating understanding. This is aligned with Hernandez and

Santos (2019), who noted that clear guidance in instructional materials reduces cognitive load and supports better

performance in science tasks. The addition of a table of contents was also recommended to improve organization

and navigation of the learning packet. A clear structure allows students to follow the lesson sequence more

independently, consistent with Bybee (2013), who emphasized that well-organized materials improve

instructional flow and learner engagement. These final revisions ensure that the packet is accessible, user-

friendly, and aligned with best practices in science pedagogy

Evaluation of the Printed Learning Packet on Heat Transfer

Table 4. Summary of Rubric Evaluation Results for the Printed Learning Packet

Criteria

Indicator

Weighted Mean SD

Verbal Interpretation

Content Focus

Integration of heat transfer concepts 2.80

throughout the packet

0.45

Very Highly Acceptable

Clear and contextualized key concepts 3.00

(conduction, convection, radiation)

0.00

Very Highly Acceptable

Alignment with Grade 7 Science standards 3.00

0.00

0.45

Very Highly Acceptable

Learning

Objective

SMART objectives (Specific, Measurable, 2.80

Attainable, Relevant, Time-bound)

Objectives expressed in behavioral terms

2.60

0.55

0.45

Very Highly Acceptable

Objectives

promoting

conceptual 2.80

understanding & inquiry

Science

Content

Accuracy and alignment with science 2.80

standards

0.45

Very Highly Acceptable

Logical and age-appropriate presentation

2.80

0.45

Very Highly Acceptable

Builds conceptual understanding of heat 2.80

transfer

Encourages independent exploration & 3.00

application

0.00

Very Highly Acceptable

Real-Life

Connection

Connection of concepts to

contexts

real-life 3.00

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Assessment

Integration

summative assessments

of

diagnostic,

formative, 2.60

0.55

0.00

0.45

0.00

0.55

Very Highly Acceptable

Supports

thinking

understanding

and

critical 3.00

Instructional

Design

Clarity of format, layout, and flow 2.80

Clear

directions,

visuals,

structured 3.00

activities

Closure

Activities

Reflection or synthesis at lesson end

2.60

Linking content to real-world situations

3.00

0.00

Overall

2.85

0.28

Very

Highly

Acceptable

The evaluation results presented in Table 4 show that the Printed Learning Packet on Heat Transfer is highly

acceptable across all major criteria, with weighted means ranging from 2.60 to 3.00. Strengths emerged in

content clarity, alignment with Grade 7 standards, well-designed visuals, and real-life contextualization—each

receiving perfect ratings of WM = 3.00. The packet effectively integrates key concepts such as conduction,

convection, and radiation, while also promoting independent application, critical thinking, and meaningful

connections to everyday experiences. These findings align with studies highlighting that clear explanations and

contextualized science content significantly improve students’ conceptual understanding of heat and temperature

(Adadan & Yavuzkaya, 2018; Stylos et al., 2021). Similarly, research emphasizes that structured visual aids and

real-life examples help learners overcome difficulties with abstract scientific concepts, supporting the strong

evaluator response to the packet’s instructional design (Lopez & Villanueva, 2020; Rivera & Torres, 2023).

However, slightly lower ratings of 2.60 to 2.80 in behavioral objectives, varied assessment types, and reflection

or synthesis activities suggest areas for refinement. These findings indicate the need to strengthen the packet’s

alignment with performance-based learning and assessment diversity. Educational literature supports these

conclusions: studies show that clearly written behavioral objectives enhance learning direction and outcomes

(Depaepe et al., 2015), and that integrating diagnostic, formative, and summative assessments promotes deeper

conceptual understanding and metacognition (Danili & Reid, 2004). Additionally, research confirms that

reflection-based activities are essential for reinforcing conceptual change, especially in heat and thermodynamics

topics (Lee, 2014; Valkanou et al., 2024).

Overall, the evaluation and supporting literature affirm that the Printed Learning Packet is an instructionally

sound, curriculum-aligned, and effective learning tool for Grade 7 science, yielding an Overall Mean of 2.85

(SD = 0.28). With targeted improvements in learning objectives, assessment variety, and reflective components,

the packet has strong potential to advance from “highly acceptable” to an exemplary instructional material

grounded in evidence-based science teaching practices.

CONCLUSION AND RECOMMENDATIONS

This study developed and validated a printed learning packet on heat transfer to address the challenges identified

by teachers such as lack of resources, safety limitations, and students’ misconceptions highlight the importance

of providing structured, accessible, and activity-based materials that can enhance classroom instruction even in

resource-constrained environments. The learning packet, designed using the 4D Model, received a grand

weighted mean of 2.85 (Very Highly Acceptable), confirming its clarity, accuracy, and strong alignment with

curriculum standards. Teachers agreed that the material effectively simplifies conduction, convection, and

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radiation, supports independent learning, and enhances engagement through structured activities and real-life

examples.

In light of these findings, it is recommended that the learning packet be used as supplementary material in

teaching heat transfer, especially in resource-limited classrooms. Future enhancements may focus on improving

behavioral objectives, diversifying assessment tasks, and incorporating more reflection activities. Teacher

orientation on the effective use of activity-based printed materials is also encouraged. Further research using

classroom implementation and pre-test–post-test designs is recommended to determine the packet’s impact on

student learning and misconception reduction.

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2. Awudi, I. T., & Danso, S. (2023). Effectiveness of demonstration-based instructional materials in

improving students’ understanding of heat transfer concepts. International Journal of Science and

Education Research, 7(2), 112–126.

3. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science:

Research into children’s ideas. Routledge.

4. Isa, M. A., Bongcales, M., & Lomerio, R. (2020). Teaching challenges in Philippine science classrooms:

A basis for improving instructional delivery. Philippine Journal of Education and Human Development,

8(1), 34–45.

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