Basic Science Process Skills, Multi-Learning Practices and Students' Performance in Grade 10 Science: Direction toward the Development of Integrated Science Process Skills

Abstract

INTRODUCTION

Science process skills and multi-learning practices are not practiced discretely by the students. They use those skills and practices with no clear purpose. Students need to be equipped with those to help them discover what they should know and do so their difficulties learning activities can be planned to meet their needs.

METHODS

The subjects of the study were 228 students enrolled in Grade 10 at Tipas National High School, San Juan, Batangas during the school year 2017-2018. This study was descriptive in nature and made use of a questionnaire on basic science process skills, perception, and multi-learning practices. The achievement test served as a major instrument to determine the performance of the Grade 10 students in Science. The gathered data were analyzed using the mean, standard deviation, and the Pearson Product-Moment Correlation Coefficient.

RESULTS

The study revealed the following findings: The students practice the basic science process skills in terms of observing, measuring, inferring, classifying, predicting, and communicating at a high extent. The extent at which multi-learning practices was manifested among the students in terms of discussion, group work/collaboration, writing activities, and feedback/presentation activities is high. The students achieved a satisfactory rating in the mean performance in Grade 10 Science on the three domains of learning. There is no significant relationship between the students' mean performance in Grade 10 Science and the basic science process skills. There is a significant relationship between the students' mean performance in Grade 10 Science and the group work/collaboration under the affective domain. Meanwhile, the remaining multi-learning practices such as discussion, writing activities, and feedback/ presentation activities have no significant relationship with the performance of the students in science.

DISCUSSIONS

Based on the aforementioned findings, 1) the hypothesis which states that there is no significant relationship between students' mean performance in Grade 10 Science and basic science process skills is accepted. 2) The hypothesis stating that there is no significant relationship between students' mean performance in Grade 10 Science and group work/collaboration multi-learning practices is partially sustained.