Optimizing Tenth Graders' Proficiency in Investigatory Projects and Its Impact on Their Academic Performance in Science

Abstract

Investigating the skills and academic performance of tenth graders in Science investigatory projects (SIPs) is essential for understanding the factors that contribute to successful scientific inquiry among students. This study focuses on the professional and technical skills of 54 tenth-grade students at the Patronage of Mary Development School in Boljoon, Cebu, and examines their academic achievements in Science.

The study employed a descriptive research design that described the levels of professional and technical skills among the 54 students and examined the relationship between these skills and their academic performance. Structured questionnaires were developed to assess the students' professional and technical skills related to conducting Science Investigatory Projects (SIPs). The student's academic performance in Science was obtained from school records to evaluate their academic achievement. Measures such as mean and standard deviation were calculated to describe the levels of professional and technical skills among the students. Techniques such as correlation analysis and regression analysis were used to explore the relationships between age, sex, technical skills, professional skills, and academic performance.

The majority of tenth graders possess good levels of professional and technical skills in their SIPs. They also exhibit outstanding academic performance in Science. The study identifies a significant relationship between the age of students and their technical skills in conducting SIPs. Further, the sex profile of students is significantly related to both their technical and professional skills. The research highlights that technical skills are a significant predictor of professional skills in SIPs.

A generally high competence among the students in conducting scientific investigations suggests that the school's Science instructional methods are effective in developing the professional and technical skills in conducting investigatory projects. This study also suggests that the skills acquired through SIPs likely contribute to better understanding and performance in  Science subjects. It underscores the value of practical, hands-on projects in enhancing theoretical knowledge and academic success. Older students may have more developed cognitive and motor skills, experience, and possibly greater exposure to scientific methods, which enhances their technical abilities. Moreover, age-appropriate interventions and support might be necessary to develop technical skills in younger students.

The findings emphasize the need for gender-sensitive approaches in teaching and learning to ensure that both boys and girls are equally supported in developing their skills in Science projects. Students who are more adept technically are also likely to exhibit higher professional competencies, such as project management, presentation skills, and critical thinking. It underscores the importance of fostering technical skills as a foundation for broader professional development in scientific inquiry.