Effects of the VIMCC (Visual, Interactive, and Meaning-Centered Conceptualization) Approach on Students’ Conceptual Understanding, Learning Engagement, and Insights in Subatomic Particles
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Abstract
This action research focused on improving Grade 8 students' performance in differentiating subatomic particles by strengthening their conceptual understanding of atomic structure through the VIMCC (Visual, Interactive, and Meaning-Centered Conceptualization) approach. The study was conducted in a public high school in Leyte, Philippines, among selected Grade 8 students who had difficulty differentiating subatomic particles. Initial observations and pre-test results revealed that students had weak prior knowledge of atomic structure, which affected their understanding of subatomic particles. To address this problem, the researchers implemented the VIMCC Approach embedded in a 7E’s lesson plan. This approach integrated Visual tools (YouTube video presentations, color-coded learning materials, and 3D atomic models), Interactive activities (game-based matching task and model manipulation), and Meaning-Centered strategies (concept maps and the Frayer Model). The study employed participatory action research using formative assessments, classroom observations, and focus group discussions as data sources. Results showed significant improvements in students’ conceptual understanding and academic performance, with increasing post-test mean percentage scores in both Cycle 1 and 2. Normalized gain scores and paired t-test results indicated positive learning gains in both cycles. Observations revealed high levels of effort and initiative, accompanied by low levels of disruptive and inattentive behaviors. Focus group discussions further revealed that students perceived the VIMCC-based activities as enjoyable, engaging, easier to understand, and more interesting. The findings highlight the effectiveness of the VIMCC Approach in strengthening secondary students’ conceptual understanding of atomic structure, thereby improving their ability to distinguish among subatomic particles and enhancing their confidence in learning science.
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