Designing and Implementing Scıence-Infused Reading Material (SIRM) for Improving Learners’ Conceptual Understanding on Work

This study highlights the need to improve students’ conceptual understanding in physics through contextualized instructional materials. Despite the implementation of existing instructional material, there was a lack of localized materials aligned with the newly implemented MATATAG Curriculum. To address this gap, the researcher designed and implemented a Science-Infused Reading Material (SIRM) to enhance Grade 8 learners’ conceptual understanding. The study aimed to identify the least-mastered topic, develop and validate the SIRM, and determine its effectiveness using formative assessment and pre- and post-test measures. The study employed a Research and Development (R&D) design guided by the ADDIE model. Findings revealed that Work and Energy was among the least mastered topics (MPS = 27.27%). The developed SIRM obtained an “Excellent” rating in content validation (M = 4.873) and full compliance in language validation. Learners achieved an average formative assessment score of 83% (Satisfactory). Pretest and posttest results showed a significant improvement (M = 6.69 to 12.28), with a normalized gain of 0.67 (average gain). The findings of this study imply that integrating reading strategies with visual elements into science instruction was an effective instructional material that enhanced learners’ conceptual understanding and supported improved academic performance in physics education.

Work, Physics Education, Conceptual Understanding

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