Science Process Skills Implementation and Attitudes Toward Science Among Junior High School Learners of Mahogany Integrated School, Division of Surigao del Sur: A Descriptive-Correlational Study Toward Innovative Science Teaching Strategies
DOI:
https://doi.org/10.5281/zenodo.20259738Keywords:
Science Process Skills, attitudes toward science, Junior High School learners, science education, inquiry-based learning, innovative science instructional strategiesAbstract
This study examined the implementation of Science Process Skills (SPS) and the attitudes toward science of Junior High School learners of Mahogany Integrated School, Lingig II District, Division of Surigao del Sur. It aimed to determine the learners' level of SPS implementation in terms of observing, classifying, measuring, inferring, predicting, communicating, and experimenting; assess their attitudes toward science in terms of interest, enjoyment, perceived usefulness, and motivation; determine the relationship between SPS implementation and attitudes toward science; and propose innovative science instructional strategies based on the findings. The study employed a quantitative descriptive-correlational survey design. A total enumeration of 107 Junior High School learners from Grades 7 to 10 participated in the study. A researcher-made questionnaire was used to gather data on SPS implementation and attitudes toward science. The data were analyzed using weighted mean and Pearson correlation. Results revealed that the implementation of Science Process Skills was very high, with an overall mean of 4.72. Among the SPS dimensions, communicating obtained the highest mean (4.80), followed by predicting (4.79), inferring (4.77), classifying (4.76), measuring (4.73), experimenting (4.60), and observing (4.60). Learners also demonstrated a very high level of attitude toward science, with an overall mean of 4.73. Enjoyment of science learning obtained the highest mean (4.84), followed by interest in science (4.76), motivation to learn science (4.69), and perceived usefulness of science (4.63). Correlation analysis showed a statistically significant weak positive relationship between SPS implementation and attitudes toward science (r = 0.209, p = 0.0304). The findings indicate that learners who demonstrate stronger science process skills also tend to show more positive attitudes toward science. Although the relationship was weak, it suggests that inquiry-based, hands-on, collaborative, and real-life science activities may help sustain learners' positive attitudes while strengthening their science process skills. The study recommends the use of innovative science instructional strategies such as inquiry-based skill rotation, predict-observe-explain activities, laboratory challenges, real-life problem-based tasks, science journals, and peer collaboration.
Downloads
References
Abungu, H. E., Okere, M. I., & Wachanga, S. W. (2014). The effect of science process skills teaching approach on secondary school students’ achievement in chemistry. Asian Journal of Education and e-Learning, 2(1), 1–7.
Aktamis, H., & Ergin, O. (2008). The effect of scientific process skills education on students’ scientific creativity, science attitudes and academic achievement. Asia-Pacific Forum on Science Learning and Teaching, 9(1).
Arnado, A. A., Pene, A. J. P., Fuentes, C. J. F., & Astilla, K. M. (2022). Fostering sustainable STEM education: Attitudes and self-efficacy beliefs of STEM teachers in conducting laboratory activities. International Journal of Studies in Education and Science, 3(1), 54–74. https://doiorg/10.46328/ijses.33
Asio, J. M. R., Gadia, E., Abarintos, E., Paguio, D., & Balce, M. (2022). Students’ level of science process skills acquisition and its relationship to students’ academic achievement in science. Central Mindanao University Journal of Science, 26(1).
Balmeo, M. G. (2022). Junior high school students’ science process skills evaluation through alternative laboratory experiment. Scholarum: Journal of Education, 2(1), 72–86.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bernardo, A. B. I., Ganotice, F. A., & King, R. B. (2015). Motivation and learning strategies in Philippine science classrooms. Asia Pacific Education Review.
Bøe, M. V., Henriksen, E. K., Lyons, T., & Schreiner, C. (2022). (Re-)Designing a measure of students’ attitudes toward science: A longitudinal psychometric approach. International Journal of STEM Education, 9(1), 17.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Capito, R. J. L. (2025). Students’ science process skills, learning environment and attitude in a thermodynamic laboratory through scaffolded instruction.
Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Impact of guided inquiry-based laboratory experiments on secondary school students’ attitudes toward biology in Ethiopia: A quasi-experimental study. PLOS ONE, 20(12), e0326278. https://doi.org/10.1371/journal.pone.0326278
Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students’ science process skills through guided inquiry-based laboratory activities in biology. PLOS ONE, 20(4), e0320692. https://doi.org/10.1371/journal.pone.0320692
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach (5th ed.). SAGE Publications.
Dah, N. M., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
Dela Cruz, J. P. (2021). Science process skills and academic performance of junior high school students in modular learning. Philippine Journal of Science Education.
Deliguin, L. H. (2024). Effectiveness of independent science project plan (ISPP) in enhancing scientific inquiry skills of Grade 7 Filipino students. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 816–828. https://doi.org/10.11594/ijmaber.05.03.07
Department of Education, Schools Division of Surigao del Sur. (2023, September 9). Division Memorandum No. 471, s. 2023: Utilization of portfolio assessment in Science, Technology and Engineering (STE) implementing schools for SY 2023–2024. https://depedsurigaodelsur.com/sites/default/files/DM%20471_1.pdf
Department of Education. (2016). K to 12 science curriculum guides. https://www.deped.gov.ph/wp- content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
Department of Education (DepEd). (2016). K to 12 learners: A generation of innovators. Department of Education, Philippines.
Department of Education. (n.d.). MATATAG curriculum: Science grades 4 and 7. https://www.deped.gov.ph/wp- content/uploads/MATATAG-Science-CG-Grade-4-and-7.pdf
Deliguin, L. H. (2024). Effectiveness of independent science project plan (ISPP) in enhancing scientific inquiry skills of Grade 7 Filipino students. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 816–828. doi: 10.11594/ijmaber.05.03.07.
Diata Cruz, J. A., & Lagura, R. T. (2025). Effects of inquiry-based learning methods on students’ science process skills: A systematic literature review. American Journal of Multidisciplinary Research and Innovation, 5(2), –8. https://doi.org/10.54536/ajmri.v5i2.6449
Dinamika Jurnal Ilmiah Pendidikan Dasar, 14(2). Rahmadani, W., Winarno, N., Sriyati, S., & Supriyatin, T. (2025). Problem- based learning on students’ attitude towards science: Action research. ASEAN Journal of Science and Engineering Education. 91–111. https://doi.org/10.30595/dinamika.v14i2.13303
Downing, J. E., & Filer, J. D. (1999). Science process skills and attitudes of preservice elementary teachers. Journal of Elementary Science Education, 11(1), 57–64.
Edillor, J. A. A. (2024). Inquiry-based instruction in science among Grade 8 students in Rizal National High School, Surigao City Division. International Journal of Educational Contemporary Explorations, 1(2), 129–137. https://doi.org/10.69481/VQZX1256
Esguerra, D., Federizo, R. L., & Feliciano, J. (2025). Synergizing virtual laboratory application in science and guided inquiry activities in leveraging basic science process skills of Grade 7 students. Psychology and Education: A Multidisciplinary Journal, 37(7), 678–692. https://doi.org/10.70838/pemj.370703
Ergul, R., Simsekli, Y., Calis, S., Ozdilek, Z., Gocmencelebi, S., & Sanli, M. (2011). The effects of inquiry-based science teaching on elementary school students’ science process skills and science attitudes. Bulgarian Journal of Science and Education Policy, 5(1).
Esguerra, D. C., Federizo, R. L. A., & Feliciano, J. S. (2025). Synergizing virtual laboratory application in science and guided inquiry activities in leveraging basic science process skills of Grade 7 students. Psychology and Education: A Multidisciplinary Journal, 37(7), 678–692. doi: 10.70838/pemj.370703.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw- Hill Education.
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(9).
Gao, X., Tey, N. P., & Lai, S. L. (2023). Absenteeism and students’ attitudes toward science: Impact on exam results among eighth-grade students in Malaysia and Singapore. Journal of Baltic Science Education, 22(6), 991–1010. https://doi.org/10.33225/jbse/23.22.991
Ganajová, M., Orosová, R., Sotáková, I., & Letošníková, P. (2025). The effect of inquiry-based teaching on students’ attitudes toward science as an academic subject as well as science and technology in general. Frontiers in Education, 10, 1708139. https://doi.org/10.3389/feduc.2025.1708139
Gizaw, G., & Sota, S. S. (2023). Improving science process skills of students: A review of literature. Science Education International, 34(1).
Harlen, W. (2014). Helping children’s development of inquiry skills. Inquiry in Primary Science Education.
Ignacio, J. D., & Yabut, J. D. (2025). Integrated science process skills of Science, Technology and Engineering students: Challenges and opportunities for improvement. Formatif: Jurnal Ilmiah Pendidikan MIPA, 15(1).
International Association for the Evaluation of Educational Achievement. (2024, December 4). TIMSS 2023 international report and results now available. https://www.iea.nl/news-events/news/timss-2023-international-report-and-results- now-available
Jurnal Pendidikan IPA Indonesia. Wola, B. R., et al. (2024). Research trends of science process skills in Indonesian science education journals. Journal of Turkish Science Education.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kharuddin, A. F., Ibrahim, K. F. K., Mustafa, Z., Azid, N., & Kharuddin, D. (2021). An international comparative study of students’ attitude towards science in four Asian countries. International Journal of Academic Research in Business and Social Sciences, 11(4).
Lederman, N. G., Lederman, J. S., & Antink, A. (2017). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 5(3), 138–147.
Majeed, S., Yasmin, F., & Ahmad, R. (2023). Inquiry-based instruction and students’ science process skills: An experimental study. Pakistan Journal of Social Sciences, 43(1), 155–166.
Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2022). Effect of inquiry-based learning on students’ attitude towards learning biology at upper secondary schools in Rwanda. Journal of Baltic Science Education, 21(5), 862–874. https://doi.org/10.33225/jbse/22.21.862
Manguil, C. J. M., & De Leon, A. M. (2025). Influence of attitude towards science to the science process skills of Grade 10 online learners. Edukasiana: Jurnal Inovasi Pendidikan, 4(1), 113–125. https://doi.org/10.56916/ejip.v4i1.991
Maranan, V. M. (2017). Basic process skills and attitude toward science: Inputs to an enhanced students’ cognitive performance. International Journal of Research Studies in Education.
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. https://doi.org/10.3389/fpsyg.2021.784068
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://timssandpirls.bc.edu/timss2019/international-results/
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
National Research Council. (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Academy Press. OECD. (2019). PISA 2018 assessment and analytical framework. Paris: OECD Publishing.
OECD. (2024). Science literacy. Organisation for Economic Co-operation and Development. OECD. (2025). PISA 2025 Science Framework. Paris: OECD Publishing.
Organisation for Economic Co-operation and Development (OECD). (2023). PISA 2022 results: Country note – Philippines. OECD Publishing.
Organisation for Economic Co-operation and Development. (n.d.). PISA 2025 science framework. Retrieved March 26, 2026, from https://pisa-framework.oecd.org/science-2025/
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes toward science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
Othman, M., Cyril, N., Mangao, D. D., Thoe, N. K., Sinniah, D. N., & Rajoo, M. (2022). Southeast Asian students’ perspective in science and science education.
Padilla, M. J. (1990). The science process skills (Research Matters—To the Science Teacher No. 9004). National Association for Research in Science Teaching NARST. https://narst.org/research-matters/science-process-skills
Papalazarou, N., Lefkos, I., & Fachantidis, N. (2024). The effect of physical and virtual inquiry-based experiments on students’ attitudes and learning. Journal of Science Education and Technology, 33(3), 349–364. https://doi.org/10.1007/s10956-023-10088-3
Paynandos, J. R. R. (2025). Validation of the developed innovative supplemental materials (ISMs) on the least-learned competencies in Grade 8 physics. International Journal of Multidisciplinary: Applied Business and Education Research, 6(3), 1494–1512. https://doi.org/10.11594/ijmaber.06.03.34
Piaget, J. (1973). To understand is to invent: The future of education. Grossman.
Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129.
Ramos, R. M. T., & Israel, G. F. G. (2024). Students’ inquiry and science-related attitudes: The mediating effect of self- concept among senior high school students in Davao Oriental. European Journal of Education Studies. European Journal of Education Studies, 11(11). doi: 10.46827/ejes.v11i11.5693.
Robledo, R. (2020). Students’ attitudes toward science in relation to science achievement. International Journal of Science and Research, 9(5), 1209–1219.
Siew, N. M., & Chai, W. L. (2024). The integration of 5E inquiry-based learning and group investigation model: Its effects on level four science process skills of Form Four students. Problems of Education in the 21st Century, 82(1), 133–148. https://doi.org/10.33225/pec/24.82.133
Supornpanitkul, Y., Poonputta, A., & Prasitnok, O. (2025). Development of science process skills and learning achievement using flipped classroom learning management through inquiry-based learning for Grade 8 students. Journal of Education in Science, Environment and Health, 11(1), 74–81. https://doi.org/10.55549/jeseh.761
Susilawati, Harjono, A., & Firdaus, F. (2024). Improving students’ science process skills through project-based learning models: A systematic review. Jurnal Penelitian Pendidikan IPA, 10(10), 721–730.
Tadura, J. P. (2024). Science laboratory environment and students motivation as predictors on attitudes towards chemistry lesson. International Journal of Research and Innovation in Social Science, 8(6), 1177–1223. doi: 10.47772/IJRISS.2024.806089.
Taghap, R., & Addani, S. S. M. (2024). Learners’ attitude and academic success towards science. Journal of Education Culture and Society.
Taghap, R., & Addani, S. S. M. (2024). Process skills and attitude towards science as the contributing factors in cognitive performance among Special Science Class students. International Journal of Research and Innovation in Social Science.
Tan, R., Yangco, R., & Que, E. N. (2020). Students’ conceptual understanding and science process skills in an inquiry-based flipped classroom environment. Malaysian Journal of Learning and Instruction, 17(1), 159–184.
Tinapay, A., Tirol, S., Cortes, J. A., & Punay, M. (2021). Attitude of learners towards science and their science process skills in the case of the spiral curriculum: A literature review. International Journal of Research Studies in Education, 10(15), 13–24. https://doi.org/10.5861/ijrse.2021.a106
Toma, R. B., & Greca, I. M. (2018). The effect of inquiry-based learning on students’ attitudes toward science. International Journal of Science Education, 40(3), 276–291.
Turiman, P., Omar, J., Daud, A., & Osman, K. (2019). Fostering the 21st century skills through scientific literacy and science process skills. Asia-Pacific Forum on Science Learning and Teaching, 20(2).
von Davier, M., Kennedy, A., Reynolds, K. A., Fishbein, B., Khorramdel, L., Aldrich, C. E. A., Bookbinder, A., Bezirhan, U., & Yin, L. (2024). TIMSS 2023 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://doi.org/10.6017/lse.tpisc.timss.rs6460
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.
Wahyuni, S., Batuseng, I., & Nureeyawaji. (2024). Evaluating STEM-based reform teaching observation protocol to enhance students’ communication skills in the context of sustainable development goals in science learning.
Wola, B. R., et al. (2024). Research trends of science process skills in Indonesian science education journals. Journal of Turkish Science Education.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
