Division Local Heritage Theme Matrix in Teaching Conservation of Mechanical Energy for Junior High School Students

Aim: This study examined the effectiveness of the Division Local Heritage Theme Matrix (DLHTM) in teaching the conservation of mechanical energy to Grade 9 students in a public secondary school under the Schools Division of Catbalogan City.Specifically, it compared the pre-test and post-test scores of students taught using the DLHTM with those taught through the traditional method, determined whether the difference was statistically significant, and developed a DLHTM-based lesson plan for Junior High School instruction.Methodology: A quantitative quasi-experimental design with non-equivalent groups was employed.The control group received traditional instruction, while the experimental group was taught using the DLHTM, a localized and contextualized teaching strategy.A validated 30-item test (reliability coefficient = 0.868) assessed students' conceptual understanding before and after the intervention.Data were analyzed using frequency, mean, standard deviation, the Shapiro-Wilk test, and an independent samples t-test.Results: Students taught using the DLHTM achieved a higher post-test mean score (M = 21.77)than those in the traditional group (M = 18.07).Statistical analysis showed a significant difference in favor of the DLHTM group, t = -2.865,p < .05,indicating that localized instruction substantially improved understanding of the conservation of mechanical energy. Conclusion:The DLHTM proved effective in enhancing both comprehension and retention of scientific concepts.The DLHTM-based lesson plan developed through this study offers a practical resource for making physics instruction more relevant, meaningful, and engaging for Junior High School students.