Enhancing Mastery of Force, Motion, Energy Through Move-Meter Mission Boards Among Grade 6 Learners

Abstract

Learners find it difficult to understand fundamental principles, concepts, and processes of Science in topics dealing with force, motion, and energy (Department of Education, 2016). Test results show low ability levels among elementary students. The rationale behind these low scores is attributed to many reasons, including the continued use of traditional teaching methods that are not innovative or interactive, a lack of learning materials, low motivation of students, and a lack of hands-on experience, which has created an excellent conceptual understanding (Hattie, 2012). The study stated in this paper was conducted as a one-group pretest-posttest experimental study, which aimed to increase the Mastery of Grade 6 students in Barikir Elementary School in Nueva Era, Ilocos Norte, for the school year 2024-2025 through the use of MOVE-METER Mission Boards. This intervention was designed to engage students in making predictions, conducting tests, and recording results of movement using everyday household items. A validated 25-item teacher-made assessment was administered to 15 students to obtain data for the study. Descriptive mean scores and a paired t-test were utilized to analyze the results and findings. This indicated that using the MOVE-METER Mission Boards was effective in improving the Mastery of force, motion, and energy for students. To add, students demonstrated improved engagement, critical thinking skills, and applied concepts to real-world situations. Thus, it is highly recommended that the MOVE-METER Mission Board intervention be implemented in all Science classrooms to advance both conceptual understanding and academic achievement.