Enhancing the Science Process Skills and Related Attitudes of Grade 7 Students using Inquiry-Based Learning

Abstract

INTRODUCTION

The thrust of the K to 12 Basic Education Program is to produce lifelong learners who manifest scientific literacy and skills. The acquisition of science process skills is one of the prime objectives in the science curriculum used to develop students' creativity and critical thinking. As stipulated in the Republic Act 10533, the students' learning experience should be made meaningful and relevant using appropriate pedagogical approaches that adheres to the standards and principles of basic education curriculum. Thus, this study was conducted to determine the effect of inquiry-based learning as a pedagogical approach on the science process skills of Grade 7 students. Furthermore, it aimed to describe the students' related attitudes and determine its relationship to their test scores.

METHODS

The study made use of the descriptive and one group pretest-posttest research design. A standardized test called Test of Science-Related Attitudes (TOSRA) by B. Fraser was administered to describe the related attitudes of the students. Likewise, a validated science process skills test was given to the participants. Pretest and posttest score differences were obtained. This study was conducted from August to September 2017 at San Pablo City Science High School. 105 Grade Seven (7) students were the participants of the study.

RESULTS

Results showed that students exhibited positive attitudinal scores in their related attitudes in science including attitude to scientific inquiry, adoption of scientific attitude and enjoyment of science lessons. Consequently, results revealed that there is a significant difference between the pretest and posttest scores of the students in the science process skills test. Also, the students' related attitudes are significantly correlated to their test score differences. This implied that as the attitudinal scores increase, performance in science process skills tends to increase too.

DISCUSSIONS

The use of inquiry-based learning in science class improved the performance of the students in process skills tests. Their related attitudes towards science were also enhanced. Accordingly, inquiry-based learning is a way of acquiring information by investigation which focuses on student-constructed information. It is the cornerstone of good science learning which engages the students in the study and investigation of the nature of science. This involves activity, attitude and skills focused on the active search for knowledge and understanding to satisfy curiosity.