Basic Science Process Skills of Grade Seven Students in Southville IV National High School

Abstract

INTRODUCTION

The core of inquiry-based learning is the basic science process. To learn to do science is to master the science process skills and to apply them in a scientific investigation. The researcher observed the low achievement of many students in science. This low achievement was evident in the periodical assessments of grade 7 students. Therefore, this study was designed to assess the basic science process skills of students in Southville IV National High School to project the important points that must be given emphasis in the conduct of inquiry-based learning and to propose interventions based on the least mastered science process skills identified.

METHODS

The study made use of the descriptive research method. Using the Slovin's formula, there were 272 students from grade seven who answered the teacher-made questionnaire on science basic process skills. The test is composed of 30 items which are divided into five item-test for every component of Science Process skill such as observing, classifying, measuring, inferring, predicting and communicating. The data collected in this study were organized and treated using the percentage and frequency distribution to classify the students' level of mastery of their basic science process skills.

RESULTS

The result of the study revealed that almost half of the students "mastered" the observing skills which is essential to the development of the other science process skills. However, it also showed that students have "low mastery" in inferring and predicting skills. Moreover, the biggest percentage of students have "no mastery" in terms of communicating, measuring and classifying which may imply that an intervention program must be given to them to improve these skills.

DISCUSSIONS

Based on the gathered results, since the students have low mastery in inferring and predicting and have "no mastery" in measuring, classifying and communicating, they may be subjected to different interventions to develop these skills. Interventions may be through tutorials, workshops or even using instructional materials that suit their level of understanding. Inquiry-based learning and student-centered strategies may also be implemented in classroom activities which emphasize the basic science process skills