Core Science Process Skills Profile of Grade 8 Learners at San Isidro National High School, Bislig City Division, Through Pre-Test and Post-Test Performance: A Quantitative Descriptive-Comparative Approach
DOI:
https://doi.org/10.5281/zenodo.20685059Keywords:
core science process skills, Grade 8 learners, pre-test and post-test performance, science education, scientific literacy, descriptive-comparative researchAbstract
This study determined the Core Science Process Skills profile of Grade 8 learners at San Isidro National High School, Bislig City Division, through pre-test and post-test performance using a quantitative descriptive-comparative approach. The respondents were 36 Grade 8 learners, composed of 16 male and 20 female students, who were included through complete enumeration. The study focused on observing, classifying, measuring, inferring, predicting, and interpreting and communicating data. A researcher-made 18-item Science Process Skills Test-Questionnaire was used, and the data were analyzed using mean, standard deviation, ranking of mean scores, and a paired samples t-test. Results showed that the learners' overall pre-test mean score was 2.69 out of 18, interpreted as Needs Enhancement, whereas their overall post-test mean score increased to 15.94 out of 18, interpreted as Highly Developed. Measuring obtained the highest mean score in both the pre-test (M = 0.89) and post-test (M = 2.97). Predicting obtained the lowest pre-test mean score (M = 0.14), while Classifying obtained the lowest post-test mean score (M = 2.42). The paired samples t-test showed a significant difference between the learners' pre-test and post-test performance, t(35) = 37.57, p < .001. The findings support the use of focused enhancement activities, particularly for Classifying and Interpreting and Communicating Data. Because the study did not include an experimental control group, the improvement should be interpreted as a significant performance difference rather than as proof of a direct causal effect.
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