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

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.