Correlations between Science Process Skills and Test -Taking Abilities among Grade VIII Students: Input in Designing Test Matrix

Abstract

INTRODUCTION

The primary concern of this study was to identify the correlations of the Science Process Skills and Test-taking Skills of Grade VIII students in Nagcarlan District, Laguna. The study was intended to determine the level of performance in Science Process Skills acquired of grade VIII students and its correlations to their test-taking skills that will serve as an input in designing test matrix.

METHODS

In this study, 174 students of the four Secondary schools in Nagcarlan District served as respondents. In conducting the study, the researchers used a test as an instrument which consists of 150 items of multiple choice. The test was validated by experts and Science teachers from different schools. The students' scores in each component of the tests were also presented using the statistical treatment of mean, frequency, standard deviation, and Pearson's Correlations. The weighted mean and standard deviation were presented clearly shown the significant and not significant factors of the study to identify the correlations of the Science Process Skills and test-taking abilities of Grade VIII students.

RESULTS

Based on the respondents' test results, it shows that the level of performance in observing and measuring skills are in Approaching proficiency level while in classifying, inferring, making hypothesis interpreting data and defining operationally are in developing level. The respondents' level of test-taking skills based on their test results are in Developing level in terms of factual recognition, concept formation, critical thinking, pattern recognition, logical reasoning, simplicity of explanation and planning and organization while in the beginning level was the objectivity of observations.

DISCUSSIONS

There was a significant correlation between Science Process Skill and Test-taking abilities except in observing as to factual recognition, simplicity of explanation and planning and organization skills as well as making a hypothesis as to the simplicity of explanations. Another is interpreting data as to pattern recognition and simplicity of explanations. Since the majority of the skills were correlated the hypothesis that states that there was no significant relationship between the respondent's Science Process Skills and their test-taking abilities were not supported. It is recommended that developing basic Science Process skills should be included in the curriculum objectives starting Elementary since those skills are significantly related to their Test-taking abilities.