Science Investigatory Projects as Aids in Enhancing Scientific Skills of Grade Nine Learners
DOI:
https://doi.org/10.5281/zenodo.20710702Keywords:
collaboration skills, critical thinking, science investigatory projects, scientific skills, student engagement, science process skillsAbstract
This study determined the effectiveness of Science Investigatory Projects (SIPs) in enhancing the scientific skills of Grade 9 learners in a selected rural public school in Infanta, Quezon. A mixed-method experimental intervention design using a convergent parallel approach was employed. Quantitative data were gathered through pretest-posttest assessments, teachers' observational checklists, written-report rubrics, and oral-defense evaluations, while qualitative data were collected through focus group discussion with 10 learners. Results showed that both control and experimental groups started with comparable scientific-process-skill levels. After the intervention, the experimental group improved from a satisfactory overall pretest mean of 8.97 to a very satisfactory posttest mean of 14.84, while the control group remained satisfactory. The experimental group also achieved exemplary performance in written reports (M = 9.23) and proficient performance in oral defense (M = 7.89), compared with the control group's beginning and developing levels, respectively. Teachers' observations also favored the experimental group (M = 3.42, Always) over the control group (M = 2.49, Often). Qualitative findings revealed that SIPs developed learners' foundational and integrated science-process skills, research writing, communication, collaboration, motivation, resilience, and positive mindset, although learners encountered challenges related to resources, time management, and group conflicts. The study concludes that SIPs are effective instructional aids for strengthening scientific skills and holistic learner development when supported by structured guidance, collaboration, and adequate resources.
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