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

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.

Author Biographies

• Paulo C. Tumamak, Faculty of Teacher Education, Visayas State University, Visca, Baybay City, Leyte, Philippines, 6521

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• Jennifer M. Sevillano, Faculty of Teacher Education, Visayas State University, Visca, Baybay City, Leyte, Philippines, 6521

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• Dan Rupert P. Lazona, Faculty of Teacher Education, Visayas State University, Visca, Baybay City, Leyte, Philippines, 6521

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• Julie Anne J. Dejaño, Faculty of Teacher Education, Visayas State University, Visca, Baybay City, Leyte, Philippines

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• Anton G. Argallon, Faculty of Teacher Education, Visayas State University, Visca, Baybay City, Leyte, Philippines, 6521

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• Joy A. Bellen, Faculty of Teacher Education, Visayas State University, Visca, Baybay City, Leyte, Philippines, 6521

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