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The Competency Level of Learners in Physics: Basis for Designing and Implementing Multimedia-Enhanced Reading Materials

Author

Listed:
  • Iresh Jean C. Lumapas

    (Mindanao State University-Iligan Institute of Technology/College of Education, Department of Science and Mathematics Education)

  • Elesar V. Malicoban

    (Andres Bonifacio Avenue, Tibanga, 9200 Iligan City, Philippines)

  • Edna B. Nabua

    (N/A)

  • Dennis C. Arrogancia

    (N/A)

  • Monera A. Salic-Hairulla

    (N/A)

  • Ariel O. Ellare

    (N/A)

Abstract

Physics is essential for understanding natural phenomena and advancing technological innovation. However, its abstract concepts and heavy reliance on mathematics present major learning barriers. This study aimed to determine the mastery levels of Grade 10 learners in Physics competencies to serve as a basis for designing strategic interventions using multimedia-enhanced reading materials. A Research and Development (R&D) design combined with a quasi-experimental approach was employed. Data were gathered using a validated 40-item Competency Level Test in Physics (CLTP) administered to 72 conveniently sampled Grade 10 learners from Mindanao Mission Academy, Misamis Oriental. Results indicated a majority of students (90.3%) did not meet expectations, with Waves and Electricity and Magnetism topics recording the lowest mastery levels. Based on the findings, the study recommends designing multimedia-enhanced reading materials to improve visualization, engagement, and understanding of abstract concepts. This intervention could enhance students’ performance and confidence in Physics.

Suggested Citation

  • Iresh Jean C. Lumapas & Elesar V. Malicoban & Edna B. Nabua & Dennis C. Arrogancia & Monera A. Salic-Hairulla & Ariel O. Ellare, 2025. "The Competency Level of Learners in Physics: Basis for Designing and Implementing Multimedia-Enhanced Reading Materials," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 1742-1747, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:1742-1747
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