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Feb 24, 2025
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Abstract
The broad scope of science, coupled with the potential for boredom, can impact student performance; therefore, fostering a positive attitude toward science is crucial for developing science process skills (SPS) and achieving academic success. Developing SPS through hands-on, inquiry-based learning improves students' scientific understanding and performance (Gizaw & Sota, 2020). This study aimed to enhance the SPS of Grade 10 learners using interactive intervention material. A survey design assessed their attitude toward science and SPS, while correlational analysis examined the relationship between attitudes and SPS. Spearman’s rank correlation and the independent t-test were used to analyze the data. Developmental design was employed to create the intervention material.
Results showed that Grade 10 learners were proficient in all seven SPS, with mean scores ranging from 3.99 to 4.21. Inferring had the highest score (4.21), while interpreting had the lowest (3.99), indicating gaps in these skills. A significant positive correlation was found between attitude and proficiency in all skills. Since the skills fell under the proficient level and gaps existed, Sacapaño’s (2024) framework, where the least mean is considered a weakness and the highest as a strength, was used to determine which skills to target in the IIM. Communicating and interpreting, with the lowest scores, were identified for enhancement in the IIM. The validation of the IIM, with a weighted mean of 4 regarded as highly valid, suggested that the material could effectively enhance the communication and interpretation skills of Grade 10 learners in Candon City Division. Therefore, the researcher recommended adopting and incorporating the IIM into science instruction.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Cabalbag, M. A. (2025). Attitude and Proficiency Level of Grade 10 Learners in Science: Bases for An Interactive Intervention Material. International Journal of Multidisciplinary: Applied Business and Education Research, 6(2), 630-654. https://doi.org/10.11594/ijmaber.06.02.18
References
Journal
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Alkharusi, H., Al-Mamari, S., & Al-Balushi, S. (2019). The impact of self-assessment on students' academic performance: A study in Oman. Electronic Journal of Research in Educational Psychology, 17(2), 473-490. https://doi.org/10.25115/erije.v17i2.1781
Angganing, M. H., Nur, A. I., & Mulyadi, A. (2022). Communication skills of elementary school students in science learning in Central Java, Indonesia.
Araes, S. G., Apad, P. M., Bacalto, E. O., Cabrera, M. L. D., Dellosa, J. T., Garcia, M. L. D., ... & Pelandas, A. M. O. (2024). Process Skills and Attitude towards Science as the Contributing Factors in Cognitive Performance among Special Science Class Students: A Quantitative Study. International Journal of Research and Innovation in Social Science, 8(4), 2470-2479.
Asio, J. M. R., & Mondejar, H. C. U. (2022). Students’ Level of Science Process Skills Acquisition and Academic Achievement During the Pandemic. CMU Journal of Science, 26(2), 63-73. https://doi.org/10.52751/qw50j602
Bautista, M. A., García, L. F., & Rodríguez, A. F. (2021). The effects of inquiry laboratory activities on pre-service teachers' scientific knowledge and skills. International Journal of Educational Research, 110, 101777.
Bedin, R., de Lima, J., & Dias, G. (2023). A systematic review of strategies for improving science process skills in secondary education: Emphasizing interpreting data. International Journal of Science Education Research, 45(2), 167-184.
Beichumila, A., Huda, M., & Widiastuti, D. (2022). The impact of computer simulations and animations on the acquisition of science process skills. International Journal of Indian Psychology, 10(4), 776–791. https://doi.org/10.25215/1004.074
Delen, İ., & Kesercioğlu, T. (2012). How middle school students’ science process skills affected by Turkey’s national curriculum change?. Journal of Turkish Science Education, 9(4), 3-9.
Durmaz, H., & Mutlu, S. (2020). Do science process skills affect critical thinking in science? Differences in urban and rural contexts. International Journal of Evaluation & Research in Education, 2252-8822
Ekici, M., & Erdem, M. (2020, June). Developing Science Process Skills through Mobile Scientific Inquiry. Thinking Skills and Creativity, 36. https://doi.org/https://doi.org/10.1016/j.tsc.2020.100658
Fulmer, G. W., Ma, H., & Liang, L. L. (2019). Middle school student attitudes toward science, and their relationships with instructional practices: a survey of Chinese students’ preferred versus actual instruction. Asia-Pacific Science Education, 5(1), 1-21.
Gabbard, T., & Romanelli, F. (2021). Do Student Self-Assessments of Confidence and Knowledge Equate to Competence?. American Journal of Pharmaceutical Education.
Gizaw, G. G., & Sota, S. S. (2020). Improving science process skills of students: A review of literature. Education Resources Information Center (ERIC). https://files.eric.ed.gov/fulltext/EJ1409679.pdf
Goh, S., & Dole, S. (2002). The influence of self-assessment on students’ learning: The role of the teacher. Learning and Instruction, 12(2), 165–181.
Hacıeminoğlu, E., Dönmez, F., & Yıldız, G. (2022). Pre-service science teachers’ use of science process skills during home experiments and their learning methods. Journal of Science Teacher Education, 33(5), 849–867. https://doi.org/10.1007/s10972-022-09875-w
Harlen, W. (1999). The Teaching of Science in Primary Schools. Oxford University Press.
He, P., Zhang, Y., Li, T., Zheng, Y., & Yang, J. (2024). Diagnosing middle school students’ proficiency in constructing scientific explanations with the integration of chemical reactions and patterns: a cognitive diagnostic modeling approach. International Journal of Science Education, 1-28.
Huang, D. (2025, January 1). Innovative interactive instruction to enhance learning behaviors. Journal of Innovation and Knowledge, 10(1). https://doi.org/https://doi.org/10.1016/j.jik.2024.100641
Karaman, S. (2021). Meta-analysis of self-assessment and teacher assessment alignment in educational settings. Journal of Educational Measurement, 58(4), 451-465. https://doi.org/10.3102/0034654321986934
Kriswantoro, R., et al. (2021). Inquiry-based learning in science process skills development: A systematic review. Journal of Educational Science and Technology, 12(2), 45.
Kusuma, M., Wilujeng, I., & Susongko, P. (2024). Challenges for Middle School Science Teachers in Assessing Scientific Inquiry Skills: A Thematic Analysis. International Journal of STEM Education for Sustainability, 4(1), 97-109.
Lansangan, C., & Orleans, J. (2023). Critical Thinking Skills in Science Laboratory Class. Science Education International, 35(3), 283.
Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in psychology, 12, 784068.
Mirana, C. L. (2019). The Role of Observing in Basic Science Process Skills Development.
Montgomery, T. D., Buchbinder, J. R., Gawalt, E. S., Iuliucci, R. J., Koch, A. S., Kotsikorou, E., ... & Evanseck, J. D. (2022). The scientific method as a scaffold to enhance communication skills in chemistry. Journal of chemical education, 99(6), 2338-2350
Mushtaq, M., & Khan, R. A. (2012). Relationship between students' attitude toward science and their academic achievement in science at secondary school level. International Journal of Academic Research in Business and Social Sciences, 2(8), 74-86. https://doi.org/10.6007/IJARBSS/v2-i8/250
Okafor, N. P. (2021). Enhancing science process skills acquisition in chemistry among secondary school students through context-based learning. Science Education International, 32(4), 323-330.
Panjaitan, M. E., Siregar, R. A., & Syahputra, A. (2020). Inquiry-based learning model to improve science process skills and scientific creativity. International Journal of Emerging Technologies in Learning, 15(12), 134-142. https://doi.org/10.3991/ijet.v15i12.12696
Panjwani, S. (2019, June 1). Underestimation in Self-Assessment. American Journal of Pharmaceutical Education, 83(5). https://doi.org/https://doi.org/10.5688/ajpe7353
Richey, R. C. (1994). Developmental Research: The Definition and Scope.
Sacapaño, R. (2024). Content and instructional competencies of mathematics teachers in schools division of Candon City: Basis for a training design. [Unpublished manuscript]. Don Mariano Marcos Memorial State University.
Sari, R., Widodo, H., & Setiawan, B. (2020). The role of self-assessment in promoting critical thinking and awareness of academic strengths. International Journal of Educational Research, 99, 101-114. https://doi.org/10.1016/j.ijer.2020.102159
Senisum, M., Susilo, H., Suwono, H., & Ibrohim. (2022). GIReSiMCo: A Learning Model to Scaffold Students’ Science Process Skills and Biology Cognitive Learning Outcomes. Education Sciences, 12(4), 228. https://doi.org/10.3390/educsci12040228
Tan, C. K., Ang, C. S., & Wong, P. Y. (2020). The impact of an inquiry-based flipped classroom on conceptual understanding and science process skills in secondary school. Journal of Educational Technology & Society, 23(3), 195-207. https://doi.org/10.1007/s11423-020-09701-4
Unlu, Z. K., & Aladag, Y. (2019). Middle school student attitudes toward science and their relationship with achievement. Asia-Pacific Science Education, 5(1), 1–16. https://doi.org/10.1186/s41029-019-0037-8
Wilke, R. R., & Straits, W. J. (2005). Practical advice for teaching inquiry-based science process skills in the biological sciences. The American Biology Teacher, 534-540
Yacoubian, T. (2015). The Role of Communication in Science Education. International Journal of Science Education, 37(9), 1495-1512.
Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementation. Educational Psychology Review, 35(3), 81.
Wannathai, P., & Pruekpramool, C. (2024). Investigating the Ability in Constructing Scientific Explanations of Thai Grade 10 Students: Insights from Learning Achievement, Attitude, and School Size. Science Education International, 35(2), 143-153.
Website
American Association for the Advancement of Science. (1989). Science for all Americans. Oxford University Press.
Department of Education. (2019, December 4). Statement on the Philippines ranking in the 2018 PISA results. Department of Education. https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-ranking-in-the-2018-pisa-results
Philippine Star. (2023, December 6). Philippines still lags behind in math, reading, and science in PISA 2022. The Philippine Star. https://www.philstar.com/headlines/2023/12/06/2316732/philippines-still-lags-behind-world-math-reading-and-science-pisa-2022
RITQ. (2023). PISA 2022 results: The Philippines ranked second to last in creative thinking assessment. RITQ. https://www.ritq.ph/?p=5086
Wilson College. (2024). Benefits and Examples of Student Self-Assessments. Wilson College. Retrieved from https://online.wilson.edu/resources/examples-of-student-self-assessment
File retrieved from Schools Division of Candon City
Department of Education, Bureau of Education Assessment. (2022-2023. National Achievement Test for Grade 10 (SY 2022-2023).
AlAli, R., & Barakat, A. (2024, June 3). Young children’s attitudes toward science learning in early learning grades. Asian and Development Studies, 13(4), 340-355. https://doi.org/https://doi.org/10.1108/AEDS-02-2024-0036
Alkharusi, H., Al-Mamari, S., & Al-Balushi, S. (2019). The impact of self-assessment on students' academic performance: A study in Oman. Electronic Journal of Research in Educational Psychology, 17(2), 473-490. https://doi.org/10.25115/erije.v17i2.1781
Angganing, M. H., Nur, A. I., & Mulyadi, A. (2022). Communication skills of elementary school students in science learning in Central Java, Indonesia.
Araes, S. G., Apad, P. M., Bacalto, E. O., Cabrera, M. L. D., Dellosa, J. T., Garcia, M. L. D., ... & Pelandas, A. M. O. (2024). Process Skills and Attitude towards Science as the Contributing Factors in Cognitive Performance among Special Science Class Students: A Quantitative Study. International Journal of Research and Innovation in Social Science, 8(4), 2470-2479.
Asio, J. M. R., & Mondejar, H. C. U. (2022). Students’ Level of Science Process Skills Acquisition and Academic Achievement During the Pandemic. CMU Journal of Science, 26(2), 63-73. https://doi.org/10.52751/qw50j602
Bautista, M. A., García, L. F., & Rodríguez, A. F. (2021). The effects of inquiry laboratory activities on pre-service teachers' scientific knowledge and skills. International Journal of Educational Research, 110, 101777.
Bedin, R., de Lima, J., & Dias, G. (2023). A systematic review of strategies for improving science process skills in secondary education: Emphasizing interpreting data. International Journal of Science Education Research, 45(2), 167-184.
Beichumila, A., Huda, M., & Widiastuti, D. (2022). The impact of computer simulations and animations on the acquisition of science process skills. International Journal of Indian Psychology, 10(4), 776–791. https://doi.org/10.25215/1004.074
Delen, İ., & Kesercioğlu, T. (2012). How middle school students’ science process skills affected by Turkey’s national curriculum change?. Journal of Turkish Science Education, 9(4), 3-9.
Durmaz, H., & Mutlu, S. (2020). Do science process skills affect critical thinking in science? Differences in urban and rural contexts. International Journal of Evaluation & Research in Education, 2252-8822
Ekici, M., & Erdem, M. (2020, June). Developing Science Process Skills through Mobile Scientific Inquiry. Thinking Skills and Creativity, 36. https://doi.org/https://doi.org/10.1016/j.tsc.2020.100658
Fulmer, G. W., Ma, H., & Liang, L. L. (2019). Middle school student attitudes toward science, and their relationships with instructional practices: a survey of Chinese students’ preferred versus actual instruction. Asia-Pacific Science Education, 5(1), 1-21.
Gabbard, T., & Romanelli, F. (2021). Do Student Self-Assessments of Confidence and Knowledge Equate to Competence?. American Journal of Pharmaceutical Education.
Gizaw, G. G., & Sota, S. S. (2020). Improving science process skills of students: A review of literature. Education Resources Information Center (ERIC). https://files.eric.ed.gov/fulltext/EJ1409679.pdf
Goh, S., & Dole, S. (2002). The influence of self-assessment on students’ learning: The role of the teacher. Learning and Instruction, 12(2), 165–181.
Hacıeminoğlu, E., Dönmez, F., & Yıldız, G. (2022). Pre-service science teachers’ use of science process skills during home experiments and their learning methods. Journal of Science Teacher Education, 33(5), 849–867. https://doi.org/10.1007/s10972-022-09875-w
Harlen, W. (1999). The Teaching of Science in Primary Schools. Oxford University Press.
He, P., Zhang, Y., Li, T., Zheng, Y., & Yang, J. (2024). Diagnosing middle school students’ proficiency in constructing scientific explanations with the integration of chemical reactions and patterns: a cognitive diagnostic modeling approach. International Journal of Science Education, 1-28.
Huang, D. (2025, January 1). Innovative interactive instruction to enhance learning behaviors. Journal of Innovation and Knowledge, 10(1). https://doi.org/https://doi.org/10.1016/j.jik.2024.100641
Karaman, S. (2021). Meta-analysis of self-assessment and teacher assessment alignment in educational settings. Journal of Educational Measurement, 58(4), 451-465. https://doi.org/10.3102/0034654321986934
Kriswantoro, R., et al. (2021). Inquiry-based learning in science process skills development: A systematic review. Journal of Educational Science and Technology, 12(2), 45.
Kusuma, M., Wilujeng, I., & Susongko, P. (2024). Challenges for Middle School Science Teachers in Assessing Scientific Inquiry Skills: A Thematic Analysis. International Journal of STEM Education for Sustainability, 4(1), 97-109.
Lansangan, C., & Orleans, J. (2023). Critical Thinking Skills in Science Laboratory Class. Science Education International, 35(3), 283.
Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in psychology, 12, 784068.
Mirana, C. L. (2019). The Role of Observing in Basic Science Process Skills Development.
Montgomery, T. D., Buchbinder, J. R., Gawalt, E. S., Iuliucci, R. J., Koch, A. S., Kotsikorou, E., ... & Evanseck, J. D. (2022). The scientific method as a scaffold to enhance communication skills in chemistry. Journal of chemical education, 99(6), 2338-2350
Mushtaq, M., & Khan, R. A. (2012). Relationship between students' attitude toward science and their academic achievement in science at secondary school level. International Journal of Academic Research in Business and Social Sciences, 2(8), 74-86. https://doi.org/10.6007/IJARBSS/v2-i8/250
Okafor, N. P. (2021). Enhancing science process skills acquisition in chemistry among secondary school students through context-based learning. Science Education International, 32(4), 323-330.
Panjaitan, M. E., Siregar, R. A., & Syahputra, A. (2020). Inquiry-based learning model to improve science process skills and scientific creativity. International Journal of Emerging Technologies in Learning, 15(12), 134-142. https://doi.org/10.3991/ijet.v15i12.12696
Panjwani, S. (2019, June 1). Underestimation in Self-Assessment. American Journal of Pharmaceutical Education, 83(5). https://doi.org/https://doi.org/10.5688/ajpe7353
Richey, R. C. (1994). Developmental Research: The Definition and Scope.
Sacapaño, R. (2024). Content and instructional competencies of mathematics teachers in schools division of Candon City: Basis for a training design. [Unpublished manuscript]. Don Mariano Marcos Memorial State University.
Sari, R., Widodo, H., & Setiawan, B. (2020). The role of self-assessment in promoting critical thinking and awareness of academic strengths. International Journal of Educational Research, 99, 101-114. https://doi.org/10.1016/j.ijer.2020.102159
Senisum, M., Susilo, H., Suwono, H., & Ibrohim. (2022). GIReSiMCo: A Learning Model to Scaffold Students’ Science Process Skills and Biology Cognitive Learning Outcomes. Education Sciences, 12(4), 228. https://doi.org/10.3390/educsci12040228
Tan, C. K., Ang, C. S., & Wong, P. Y. (2020). The impact of an inquiry-based flipped classroom on conceptual understanding and science process skills in secondary school. Journal of Educational Technology & Society, 23(3), 195-207. https://doi.org/10.1007/s11423-020-09701-4
Unlu, Z. K., & Aladag, Y. (2019). Middle school student attitudes toward science and their relationship with achievement. Asia-Pacific Science Education, 5(1), 1–16. https://doi.org/10.1186/s41029-019-0037-8
Wilke, R. R., & Straits, W. J. (2005). Practical advice for teaching inquiry-based science process skills in the biological sciences. The American Biology Teacher, 534-540
Yacoubian, T. (2015). The Role of Communication in Science Education. International Journal of Science Education, 37(9), 1495-1512.
Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementation. Educational Psychology Review, 35(3), 81.
Wannathai, P., & Pruekpramool, C. (2024). Investigating the Ability in Constructing Scientific Explanations of Thai Grade 10 Students: Insights from Learning Achievement, Attitude, and School Size. Science Education International, 35(2), 143-153.
Website
American Association for the Advancement of Science. (1989). Science for all Americans. Oxford University Press.
Department of Education. (2019, December 4). Statement on the Philippines ranking in the 2018 PISA results. Department of Education. https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-ranking-in-the-2018-pisa-results
Philippine Star. (2023, December 6). Philippines still lags behind in math, reading, and science in PISA 2022. The Philippine Star. https://www.philstar.com/headlines/2023/12/06/2316732/philippines-still-lags-behind-world-math-reading-and-science-pisa-2022
RITQ. (2023). PISA 2022 results: The Philippines ranked second to last in creative thinking assessment. RITQ. https://www.ritq.ph/?p=5086
Wilson College. (2024). Benefits and Examples of Student Self-Assessments. Wilson College. Retrieved from https://online.wilson.edu/resources/examples-of-student-self-assessment
File retrieved from Schools Division of Candon City
Department of Education, Bureau of Education Assessment. (2022-2023. National Achievement Test for Grade 10 (SY 2022-2023).