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Photovoice is a pedagogical tool that enables a teacher to learn about her teaching effectiveness by having students express their understanding of the concepts learned in class through photos taken by the students themselves. This study is a practical action research that examines the viability of photovoice as a classroom activity in supplementing and enhancing the learning process of students in undergraduate introductory physics courses. Participants in this study consists of students from the General Physics II (Electricity and Magnetism) class of the author. A total of 98 students are in the class. Twenty-eight students participated in the photovoice activity where they took photos, recorded events, reflected on their everyday experiences, and relate them to the physics concepts learned in the class. The students then share their photographs and experiences in a group discussion with their classmates. Findings show teachers gain qualitative data to evaluate students’ understanding of the topic and students develop a more personal appreciation of the topics as they reflect and explain the physics behind their photos to their classmates. The process enhances students’ interests in learning the lesson. Photovoice gives teachers a good supplemental tool in enhancing student learning and appreciation of physics.

AN ACTION RESEARCH: ENHANCING LEARNING IN UNDERGRADUATE INTRODUCTORY PHYSICS COURSES USING PHOTOVOICE