Improving Conceptual Understanding of the Endocrine System: The Role of Animation and Simulations for Grade 10 Learners

This study assessed changes in Grade 10 learners’ conceptual understanding of the endocrine system following instruction integrating animations and simulations and used the findings to inform lesson plan enhancement. Employing a quantitative, one-group pretest–posttest quasi-experimental design, the study involved 30 purposively selected learners at Cangawa National High School, Buenavista, Bohol, during School Year 2025–2026. Adapted, expert-validated instruments assessed five endocrine competencies and learners’ perceptions of instructional usability and engagement; descriptive statistics and t-tests were used for analysis. Pretest understanding was low in hormone action and very low in feedback mechanisms, specific glands and hormones, regulation and homeostasis, and endocrine disorders. Posttest scores increased significantly across all five competencies (all p < .001), including hormone action (M = 2.20 to 8.67) and specific glands and hormones (M = 0.67 to 6.93). Learners also rated the instructional materials highly for usability and engagement (overall M = 4.60). These findings indicate that the instructional sequence was associated with improved conceptual understanding and favorable learner experiences. The study recommends incorporating guided animations, interactive simulations, and targeted formative assessments into an enhanced Grade 10 Science lesson plan, supported by teacher development and appropriate digital resources. Its small, single-school sample and absence of a comparison group limit generalizability and causal inference. The findings provide locally grounded evidence for technology-supported Biology instruction and educational sustainability, contributing to Sustainable Development Goal 4 (Quality Education) through improved opportunities for conceptual learning.