Science Process Skills, Research Competence, and Performance of First-Year College Students in Panay
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https://doi.org/10.5281/zenodo.20026438Keywords:
Science Process Skills, Research Competence, Performance, First-Year College Students, UniversityAbstract
The primary purpose of the study was to assess the science process skills, research competence, and academic performance of first-year college students enrolled in State Universities and Colleges (SUCs) in Panay Island, Philippines, and to determine the relationships among these variables. A descriptive-correlational research design was used in the study. Data were gathered through a validated researcher-made questionnaire composed of science process skills self-assessment inventory, research competence instrument, and the respondents’ final grade in Inorganic Chemistry gathered at the end of the first semester. A total of 157 first-year college students from six participating SUCs served as respondents. The data were analyzed using frequency count, percentage, mean, t-test, One-Way ANOVA, and Pearson’s r. The findings showed that the respondents had a high level of science process skills and a highly competent level of research competence. The respondents’ academic performance was rated as very good. No significant differences were found in science process skills, research competence, and academic performance when respondents were grouped according to age and sex. On the other hand, several variables showed significant differences across senior high school academic tracks, school location, and university affiliation. Furthermore, there is a significant relationship between science process skills and research competence, indicating that students with a high level of science process skills also tend to have highly competent research competence. However, no significant relationship was found between these variables and academic performance. The study concludes that the respondents generally possess strong foundational skills and competencies, and institutional factors and prior academic preparation appear to have a greater influence than demographic characteristics. To improve students’ competencies and academic performance, higher learning institutions are encouraged to enhance instructional approaches, research, and student support systems.
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