Development of Worksheet Aligned SDG 13 on Climate Action Simulation Lab (CASL) For Grade 9 Learners’

Abstract

The Philippines continues to experience increasingly severe climate-related hazards, highlighting the need to strengthen climate literacy among secondary learners. This study examined the short-term normalized gain associated with an SDG 13–aligned Climate Action Simulation Lab (CASL) designed for Grade 9 Science. Grounded in constructivism, experiential learning, and systems thinking frameworks, the CASL was developed using the 4D Model and aligned with Grade 9 Most Essential Learning Competencies (MELCs). A one-group pretest–posttest intervention design was employed involving 22 Grade 9 learners from a private school in Iligan City. The two-week intervention consisted of four CASL worksheets featuring scenario-based climate simulations. Quantitative data were collected using a researcher-developed test, while learner perceptions and open-ended responses provided complementary qualitative insights. Results showed a statistically significant increase in post-test scores compared to pre-test scores, supported by both a paired-samples t-test and a Wilcoxon signed-rank test. Normalized gain analysis indicated positive normalized gain for all participants. Learner feedback and thematic analysis suggested improved understanding of climate drivers, adaptation strategies, and the social and socioeconomic dimensions of climate change. Overall, the findings provide initial evidence that the CASL approach is a promising and feasible, curriculum-aligned instructional strategy for supporting climate learning in a specific classroom context. However, interpretations are limited by the one-group design, small sample size, and short duration of implementation. Further research using comparative and longitudinal designs is recommended.