WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.310-314
EDITHA O. ADAL, PhD
Master Teacher II
Gatchalian Elementary School/ Department of Education
Las Pinas City, Metro Manila, NCR, Philippines
Abstract
This action research investigated the effectiveness of simplified learning materials in improving the Science performance of Grade 5 learners. The study was conducted to address the challenges students encounter in understanding complex scientific concepts, which often result in low comprehension and limited engagement in class. Simplified instructional resources were designed with clear language, visual aids, and interactive activities to make Science lessons more accessible and engaging. A mixed-methods approach was employed, using pre- and post-tests to measure learning gains, surveys to capture student and teacher perceptions, and interviews to gather qualitative insights. Findings revealed that students exposed to the simplified materials demonstrated improved comprehension and retention of key concepts, with notable increases in participation and enthusiasm for Science lessons. Teachers likewise reported that the resources were effective in clarifying difficult topics and supporting differentiated instruction. The study concludes that simplified learning materials can serve as valuable supplementary tools to enhance Science education, foster deeper understanding, and promote positive attitudes toward learning among elementary students.
Keywords: simplified learning materials, Science education, Grade 5 learners, comprehension, action research
Introduction and Rationale
Science is a fundamental subject in the elementary curriculum, as it introduces learners to basic concepts that develop critical thinking, problem-solving, and inquiry skills. However, many students in the intermediate grades struggle with comprehending abstract scientific ideas, which are often presented using technical language and complex explanations. At the Grade 5 level, these difficulties can hinder both understanding and retention, resulting in poor academic performance and decreased motivation to engage with Science lessons. Studies have shown that when concepts are presented in ways that are developmentally appropriate and relatable, learners demonstrate greater comprehension and more positive attitudes toward the subject (Ganesan, Das, Edwards, & Okogbaa, 2004).
The challenge of simplifying Science instruction is particularly significant in contexts where learners come from diverse backgrounds and possess varying levels of readiness. Simplified learning materials that integrate visuals, straightforward explanations, and interactive elements can help reduce cognitive load and make lessons more accessible (Sweller, Ayres, & Kalyuga, 2019). According to Jones (2020), tailoring instructional resources to match learners’ developmental needs not only improves comprehension but also fosters sustained engagement in the classroom. In addition, Ngo, Nguyen, and Nguyen (2021) emphasize that student participation and active engagement are critical factors that contribute to long-term academic success in Science.
This action research was therefore undertaken to explore how simplified learning materials can enhance the Science learning outcomes of Grade 5 pupils. By focusing on making lessons clearer, more interactive, and easier to understand, the study aimed to address existing gaps in comprehension and to provide evidence on the value of using simplified resources as supplemental tools. The rationale for this research is grounded in the belief that building a strong foundation in Science during the elementary years is essential, as it prepares learners for more advanced scientific studies and equips them with skills necessary for lifelong learning (Kabilito, 2025; Lamaj, 2014).
Statement of the Problem
Despite the importance of Science in developing learners’ critical thinking and problem-solving abilities, many Grade 5 pupils continue to experience difficulty in mastering key concepts due to the complexity of instructional materials. Traditional textbooks and resources often present information in dense, technical language, which can overwhelm learners and lead to limited comprehension and poor retention of lessons. This problem is reflected in assessment results that show only moderate mastery levels in Science among elementary students, indicating the need for more accessible and engaging instructional strategies (Portana et al., 2021). Addressing this concern requires exploring innovative ways to simplify content delivery while maintaining the integrity of scientific ideas.
This study, therefore, seeks to investigate the effectiveness of simplified learning materials as a supplementary tool in teaching Grade 5 Science. Specifically, it aims to determine how these materials can improve pupils’ comprehension of scientific concepts, as well as to explore their influence on learners’ engagement and motivation in class. Furthermore, the research examines both student and teacher perceptions of the accessibility, clarity, and usefulness of the simplified materials in enhancing the teaching–learning process. By answering these questions, the study intends to provide evidence-based insights into how instructional innovations can support better learning outcomes and bridge gaps in Science education at the elementary level.
Methods
This study employed an action research design using a mixed-methods approach to evaluate the effectiveness of simplified learning materials in improving the Science learning outcomes of Grade 5 pupils. The participants were six sections of Grade 5 learners from Gonzalo Gatchalian Elementary School, with an average of fifty students per section, along with their Science teachers who facilitated the intervention. The inclusion of multiple sections allowed the study to capture a range of learning contexts and classroom dynamics, thereby providing a more comprehensive assessment of the intervention’s impact.
Data were collected through both quantitative and qualitative measures. To determine the effect of the intervention on academic performance, pre-tests and post-tests were administered to assess pupils’ comprehension of selected Science topics. These assessments measured improvements in learners’ ability to understand, recall, and apply key scientific concepts. Surveys were also distributed to both students and teachers to gather feedback on the accessibility, clarity, and usefulness of the simplified learning materials. To supplement these data, semi-structured interviews were conducted with a subset of pupils and teachers, which provided deeper insights into their experiences, challenges, and perceptions of the intervention.
The intervention itself consisted of the development and classroom integration of simplified learning materials that presented Science concepts in a clearer and more engaging format. These materials used simple language, visual aids such as diagrams and illustrations, and interactive activities that encouraged participation and critical thinking. Teachers were oriented on how to incorporate the resources into their daily lessons, ensuring consistency in implementation across all sections. The intervention was carried out over two months during regular Science classes.
Data analysis followed two complementary processes. Quantitative data from pre- and post-tests were analyzed using paired-samples t-tests to determine whether statistically significant improvements occurred in learners’ comprehension scores after the intervention. Qualitative data from surveys and interviews were thematically analyzed to identify recurring patterns related to student engagement, material usability, and teacher experiences. This combination of quantitative and qualitative analyses provided both measurable evidence of learning gains and contextualized insights into how simplified resources influenced the teaching and learning process.
Findings and Discussion
The results of the study revealed both encouraging outcomes and important insights into the use of simplified learning materials in Grade 5 Science. From a qualitative perspective, the intervention was positively received by both pupils and teachers. Many students expressed that they found Science more engaging and less intimidating when simplified resources supported lessons. They reported that the use of visuals, such as diagrams and pictures, along with short, clear explanations, made it easier for them to grasp and remember complex concepts. One pupil noted that before the intervention, topics in Science felt confusing, but the inclusion of illustrations and simplified words helped make the subject more understandable. Teachers echoed these observations, explaining that learners became more enthusiastic about participating in discussions, asking questions, and sharing their ideas. This increase in engagement aligns with the findings of Ngo, Nguyen, and Nguyen (2021), who argue that student participation is central to building sustained interest in Science.
Teachers also acknowledged that the simplified materials were generally effective in breaking down difficult topics, particularly for learners who previously struggled with text-heavy lessons. They observed that pupils retained information better and demonstrated greater confidence during class activities and assessments. However, some teachers reported initial challenges in integrating the resources into their daily lessons, as the materials required adjustments in teaching strategies to maximize their potential. Once teachers became more familiar with the approach, however, they noted that the resources complemented their instruction and allowed them to differentiate learning more effectively. Both students and teachers suggested further enhancements, including the addition of hands-on experiments and interactive quizzes, to deepen engagement and improve comprehension.
Quantitative findings from the pre- and post-tests provided mixed evidence of the intervention’s impact. Analysis of scores using paired-samples t-tests revealed that only one section, Matulungin, showed a statistically significant improvement after the intervention (t = -5.109, p < .001). This result indicates that for this group of learners, the simplified materials had a meaningful effect on comprehension and retention of Science concepts. The other sections- Makadiyos, Makatao, Makabayan, Makakalikasan, and Magalang- did not demonstrate statistically significant gains, with p-values ranging from 0.789 to 1.000. These findings suggest that while the materials had substantial positive effects in some contexts, their impact was not uniform across all groups.
The variation in outcomes can be attributed to several factors. It is possible that students in some sections already had relatively higher baseline competencies, making the added value of the intervention less noticeable. Teacher-related factors, such as differences in instructional style and levels of familiarity with the materials, may also have influenced the consistency of results. In addition, levels of student engagement and motivation likely varied among sections, shaping the degree to which the resources enhanced learning. These findings reflect earlier studies by Portana et al. (2021), which emphasized that the effectiveness of instructional strategies depends heavily on the context of implementation.
Overall, the results suggest that simplified learning materials have the potential to enhance comprehension, increase motivation, and improve learning outcomes in Science, but classroom-specific conditions influence their effectiveness. The positive feedback from both pupils and teachers highlights the value of simplified resources as supplementary tools in Science education, while the mixed quantitative results underscore the need for careful integration, teacher training, and contextual adaptation. Consistent with Sweller, Ayres, and Kalyuga’s (2019) theory of cognitive load, the materials reduced the complexity of content, which helped many learners focus on understanding key ideas. However, the uneven outcomes remind educators that instructional innovations must be tailored to meet the diverse needs of learners and the realities of classroom practice.
Conclusion
The findings of this action research demonstrate that simplified learning materials can play a significant role in enhancing Science education at the elementary level. Pupils and teachers alike found the resources useful in breaking down complex concepts, improving comprehension, and encouraging more active engagement during lessons. The qualitative data consistently highlighted that students became more motivated, confident, and enthusiastic about Science when the subject matter was presented in clearer, more accessible ways. Quantitative results also provided evidence of improvement, with one section showing statistically significant gains in performance, although other groups did not exhibit the same measurable progress. These outcomes suggest that simplified learning materials hold promise as valuable supplementary tools but that their effectiveness depends on several contextual factors, including teaching strategies, student readiness, and levels of classroom engagement. Overall, the study confirms that simplifying Science instruction can foster better learning outcomes and support the development of a stronger foundation for future scientific learning.
Recommendations
Based on the results of the study, several recommendations are proposed to strengthen the implementation of simplified learning materials in Science. Teachers are encouraged to continue using simplified instructional resources as supplemental tools to make abstract concepts more accessible to learners. To maximize their effectiveness, professional development and training programs should be provided to equip teachers with strategies for integrating these materials into daily lessons and adapting them to different classroom contexts. Future iterations of the materials should include more interactive features, such as experiments, games, and self-assessment tools, to further engage learners and reinforce comprehension. Regular monitoring and evaluation should be conducted to identify areas where learners continue to struggle and to refine the resources accordingly. The use of simplified learning materials may also be expanded to other grade levels and subject areas to explore their potential in addressing broader challenges in elementary education. Through these steps, simplified Science instruction can be continuously improved to ensure that all learners benefit from clearer, more meaningful, and more enjoyable learning experiences.
Reflections
Conducting this action research has been both a rewarding and enlightening experience for me as a teacher-researcher. Developing and implementing simplified learning materials allowed me to see firsthand how tailoring instruction to the needs of learners can transform their attitudes toward Science. Many of my pupils, who once found the subject overwhelming and difficult, began to participate more actively, ask thoughtful questions, and show greater enthusiasm for class discussions. Observing their progress reminded me of the importance of meeting learners where they are and providing resources that make complex ideas more approachable.
The process also highlighted the value of continuous reflection and adaptation in teaching. While the materials worked well for many learners, the varied results across different sections reminded me that no single approach can address all learning challenges. Teachers need to remain flexible, responsive, and willing to adjust strategies to fit the unique dynamics of their classrooms. I also realized the importance of equipping teachers with training and support, as the effectiveness of any innovation relies not only on the quality of the materials but also on how they are integrated into actual instruction.
Overall, this experience has strengthened my commitment to creating learning environments that are engaging, inclusive, and student-centered. Simplifying Science is not about reducing the richness of the subject, but about opening doors of understanding so that all learners can appreciate and build upon its concepts. This reflection motivates me to continue refining instructional materials, exploring new strategies, and sharing best practices with colleagues to ensure that learners receive the best possible foundation for lifelong learning.
References
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Jones, L. (2020). Simplified learning materials for enhanced student comprehension: An intervention in elementary education. Journal of Educational Research and Practice, 29(1), 102–115.
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Portana, H. V., Fronda, J. G., Policarpio, D. G. T., Rigat, K. A. R. C., & Llames, G. A. (2021). Effectiveness and acceptability of instructional materials in the enhancement of students’ academic achievement. International Journal of Advanced Engineering, Management and Science, 7(1), 12–15. https://doi.org/10.22161/ijaems.71.2
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DOI 10.5281/zenodo.17249958
