Scientific Skills and Performance of Stem Students in Conducting

Experimental Research in San Agustin National High School

A Research Paper

Presented to the Faculty Members of Senior High School

San Agustin National High School

San Agustin, Naujan,

Oriental Mindoro

In Partial Fulfilment

Of the Requirements for the Subject

INQUIRIES, INVESTIGATION AND IMMERSION

Science, Technology, Engineering and Mathematics

by

Princess Adarlo

Jessa Marie Medina

Renz Axcel Nuestro

Rosa Camela Leuterio

Jelaica Jane Garan

Kenn Roman Berberabe

Cee Jey G. Rellora

March 2022
 CHAPTER I
INTRODUCTION

Background of the study

Scientific skills is defined using the terms scientific

method, scientific thinking and critical thinking. The ability to

use scientific knowledge to identify questions that can be

answered through scientific process and draw conclusions based on

facts to understand the natural world and the changes made to

it by human activity and to make help decisions about it (Prof.

Tagliagambe, 2006). It contributes unique skills, with its

emphasis on the hypothesizing, manipulating the physical world

and the reasoning from the data. It focuses on developing

competencies. This includes the ability to solve problems has

become one of the essential features together with critical

thinking, creativity, and logic. The insufficient scientific

skills of the students are one of the main reasons why they can’t

perform or conduct experimental research well. This shows how

students can improve and develop their skills of productivity,

strengths questioning, provide critical and creativity thinking

identifies problem encountered in daily life and produce

solutions, encourage to take social responsibility and work

collaboratively. Regards to the information, through this study

we will know their capabilities, their background knowledge, and

skills in conducting experimental research.

Experimental research includes a hypothesis, a variable

that can be manipulated by the researcher and variables that can

be measured, calculated, and compared. Most importantly

experimental research is completed. In a controlled environment.

It approaches important contribution to individuals and develop

thinking skills innovatively and creatively. This experiment

provides insight into cause and effect by demonstrating what

outcome occurs when a particular factor is manipulated. We’ll

focus on its effectiveness to students and on their skill needed

in performing the experimental research. We notice that this

approach with skills and productivity will improve their skills

in solving problems and creative thinking skills. Their skills

will be an effective approach in performing or conducting

experimental research.

Doing science experiments is believed to enable students to

actively construct knowledge (Škoda et al., 2015), develop

scientific reasoning, and science process skills while

practically experiencing how scientists work to generate

scientific knowledge (Abrahams & Millar, 2008; George-Williams et

al., 2020; Kanari & Millar, 2004; Toplis & Allen, 2012). Minds-on
activities such as science experiments are also essential for

internalizing procedures paramount for solving contemporary

problematic situations occasioned by disease, hunger,

environmental pollution and an exponential increase in the world

population leading to knowledge generation (Bernard et al., 2019;

Hammer & Manz, 2019). The emphasis on science experiments at high

school level is also informed by the global advocacy on Science,

Technology, Engineering and Mathematics (STEM) education given

the universal nature of (science) process skills.

In this research we will know if the knowledge and

scientific skill of the students are enough in conducting

experimental research. This research study aims to assess the

scientific skills in evaluating the level of capability and

skills in performing or conducting experimental research. This

learning aims to identify the problems faced by the students,

their capabilities, and scientific skills in conducting

experimental research of Stem Students in San Agustin National

High School (SANHS).

Statement of the Problem

This study will assess the scientific skills and performance

in conducting experimental research of Science Technology

Engineering and Mathematics (STEM) students in San Agustin

National High School.

Specifically, it sought answers to the following questions:

1. What is the extent of scientific skills of the respondents in

terms of?

1.1 background knowledge;

1.2 experience; and
1.3 interest?

2. What is the extent of the respondent’s performance in

conducting experimental research in terms of:

2.1 writing introduction;

2.2 writing methodology; and
2.3 writing results and discussion?

3. Is there a significant difference across the indicators of

performing experimental research?

4. Is there a significant relationship between scientific skills

and performance in conducting experimental research of the

respondents?

5. Based on the analysis of the study what intervention program

may be proposed?

Statement of the Hypothesis

 1. There is no significant relationship between scientific

skills and performance in conducting experimental research.

2. There is no significant difference across the indicators of

performance in conducting experimental research.

Significance of the Study

The outcome of the study will provide significant

information about the scientific skills and performance of

conducting experimental research of the grade 12 STEM students in

San Agustin National High School

The result of the study will be helpful to the following:

Students. The findings of this study may be used to encourage

students to develop scientific attitudes and improve their

performance in conducting experimental research.

Teachers. The result of this study may be used to help them

realize the importance of student’s mastery of basic process

skills and development of scientific attitude for them to find

appropriate ways of teaching the subject.

Institution. The result of this study may serve as basis for the

school to serve as motivators to students and conduct training

for students related to enhancing students’ knowledge in

conducting experimental research.

Community. The output of these students in conducting

experimental research may be used by the community to serve as

basis in creating new source of income.

Future Researchers. The findings of this study would serve as a

reference to the other researcher who would like to conduct the

same study. This would be a good basis for them to know the

scientific skills and performance in conducting experimental

research of the students.

Theoretical Framework

All the theories employed in this study support the

discussions of the researcher on the scientific skills and

performance in conducting experimental research of the Stem

students in San Agustin National High School

These are as follows:

Experiential Learning Theory (Kolb, 1984) is the process of

all the theories employed in this study support the discussions

of the researcher on the scientific skills and performance in

conducting experimental research of the STEM students in San

Agustin National High School.

Experiential Learning Theory (Kolb, 1984) is the process of

learning by doing. By engaging students in hands-on experiences

and reflection, they are better able to connect theories and

knowledge learned in the classroom to real-world situations.

Experiential Learning Theory (ELT) emphasizes the importance of

experience and its role in the learning process. Moreover, it

uses experience to describe its vital difference from cognitive

learning theory, which focuses on cognition and behavioral

learning theory. This theory is applicable in my research which

gives a clearer view that experience can create a good

performance in every aspect. The learnings which he adopts from

the environment are great help in executing these scientific

skills.

Self-determination Theory (Ryan & Deci, 2000) is an

empirically derived theory of human motivation and personality in

social contexts that differentiates motivation in terms of being

autonomous and controlled. Work leading to the theory began with

experiments examining the effects of extrinsic rewards on

intrinsic motivation. During more than thirty years since the

initial studies, we have developed five mini-theories to address

different, though related, issues: the effects of social

environments on intrinsic motivation; the development of

autonomous extrinsic motivation and self-regulation through

internalization and integration; individual differences in

general motivational orientations; the functioning of fundamental

universal psychological needs that are essential for growth,

integrity, and wellness; and the effects of different goal

contents on well-being and performance. This theory is capable of

our research on a personality on how a person thinks, feels, and

behaves. This influences how the person interacts with their

environment.

Personality theories are a variable and that we do change

our personality expression across time. In short, state-based

personality is a temporary expression of personality that is only

experienced for a period or based on a particular situation. This

is capable in on a background of an individual can affects their

performance. It influences one's skill because of pressure or

sometimes the difficulty in addressing their skills. All the

three theories discussed are distinctly different from one

another, however, each one of which was used by the researcher to

validate the phenomena under scientific skills and performance in

conducting experimental research of stem students at San Agustin

National High School.

These theories serve as an important theoretical and

conceptual bases of the study for the analysis of the data which

will be used in the study and how it is important in our society.

Conceptual framework

The hypothesized relationship and difference of the

variables of the study is shown in figure 1.

 IV DV

Performance in Conducting
Scientific Skills Experimental Research
 Background  Writing Introduction
knowledge  Writing Methodology
–  Experience  Writing Results and
 Interest Discussion

Intervention
Program

Figure 1. Hypothesized Relationship and Difference of

the Variable.

Shown in the preceding page is the conceptual framework of

this study upon which is anchored. As shown in the figure, there

are two major variables: one is the independent variable, and the

other is dependent variable. The Independent Variable (IV) is

known as the scientific skills in terms of background knowledge,

experience, and interest. On the other hand, the Dependent

variable (DV) of the study is the students’ performance in

conducting experimental research in terms of writing

introduction, writing methodology, and writing results and

discussion.

As we see in the figure, the single headed arrow connecting

the independent and dependent variables indicates hypothesized

relationships between them. Inside the box of dependent

variables, is a horizontal double headed difference arrow which

indicates the hypothesized across the indicators of scientific

skills and performance in conducting experimental research.

Scope and Delimitation

The focus of this study is to assess the scientific skills

and performance in conducting experimental research of STEM

students in San Agustin National High School.

The extent of scientific skills will be measured in terms of

background knowledge, experience, and interest. Meanwhile, the

extent of performance in conducting experimental research will be

measured in terms of writing introduction, writing methodology,

and writing result and discussion.

As result of the analysis of the study will be used to

design an intervention program. The respondents will be the STEM

students at San Agustin National High School. And this study will

be conducted at San Agustin National High School.

Definition of Terms

To facilitate better understanding of the study, the

following terms were defined operationally.

Background Knowledge. This pertains to the amount of information,

experience, or knowledge that the respondents have in terms of

conducting experimental research.

Experimental Research. This pertains to the study that strictly

adheres to a scientific research design. This includes how the

respondents experience the difficulties in conducting

experimental research.

Experience. This refers to the involvement of the students in any

scientific studies and activities.

Interest. This refers to the motivation of the student in

learning some scientific knowledge or skills in conducting

experimental research.

Intervention program. This pertains to the program that can be

proposed after the study was conducted. It is an activity for

improving the student’s scientific skills and performance in

conducting experimental research.

Scientific Skills and performance. This refers to the ability of

the student to include observations, communicating, classifying,

inferring measuring, and predicting to be used in conducting

experimental research.

Writing Results and discussion. This refers to how to write

results and discussions of the students in conducting

experimental research.

Writing Introduction. This refers to how to write the

introduction in conducting experimental research. This includes

the purpose of the research and the problem to be solved.

Writing Methodology. This refers to how the students write their

methodology in conducting experimental research.

 Chapter II

Review of Related Literature

This chapter presents various literature and studies

related to scientific skills and performance of the students in

conducting experimental research.

Related Literature

Scientific Skills

Skills refer to specific activities or tasks that a student

can proficien

tly do e.g. skills in coloring, language skills. Skills can be

clustered together to form specific competencies. (Maranan,2017).

Science Curriculum Guide (2012), states that science

education strives to create scientific literacy in students so

that they can become informed and engaged citizens who can make

informed decisions and decisions on how scientific knowledge can

be applied in ways that have social, health, or environmental

consequences. In addition to, De Guzman (2007) states that

observing and anticipating skills have a significant relationship

with science performance when it comes to mastery of basic

process abilities. Observing, inferring, and forecasting skills

show a significant association with remembering dimensions.

Understanding dimension is significantly associated to

communicating and forecasting abilities; analyzing dimension is

significantly related to inferring; and all basic process skills

are significantly related to creating. Based on the thesis of

Maranan (2017), s t a t i n g t h a t t h e m e a n l e v e l o f s t u d e n t s ’

mastery of the basic process skills is not

significantly related in science is partially

supported however as per indicated in the findings in

the theses of Maranan (2017), states that there is no

significant relationship between students’ attitude

and performance in science is partially confirmed.

Regarding the study of Sukarno, Permanasari,

Hamidah (2013), science process skills are a collection of skills

that are critical for every human being, not just in science but

also in dealing with everyday difficulties. School-based training

for the development of students' science process abilities is

essential.

Karamustafaolu (2011) discusses conclusions and

generalization. Observation, categorization, and finally

classification carry out the experiment referred to as the

science process skills (SPS). Science process skills are

frequently referred to as the skills or abilities that the

scientists must possess in the discovery process in science.

These abilities are separated.

Basic science process skills are divided into two

categories: watching, questioning, categorizing, measuring, and

predicting. The integrated science methodology was the second

group. Identifying and defining skills are among them. variables,

data collection and transformation, data tables, and graphs that

show how variables relate to one another analyzing data, altering

materials, and recording data making hypotheses, designing

investigations, formulating hypotheses.

Referring to the abilities and descriptions of the

scientific method, it is clear from the grasp of science

principles that mastery of concepts and skills in the science

process in science education, there are two sides to the coin,

therefore separation is impossible. Both parts are intertwined

and mutually beneficial. Process abilities in science that will

help with the understanding of scientific concepts and their

applications mastery of a good notion and mastery of applications

also enhance science process and application skills. As a result,

both factors must be considered in scientific learning

activities. (Sukarno et. al, 2013).

 As reported by Coronado (2016), Riovero describes

science as "greater than the sum of its parts." scientific

understanding Skills in the scientific method should be utilized

as a standard.

However, science process skills should not be presented as a

test. As a result, science knowledge provides a foundation for

lessons, but should not be included in the main lesson instead, a

greater emphasis should be placed on activities that help

students learn science ideas and improve their grades. Process

skills in science means that process skills collaborate with the

product.

According to Carlos (2021), Science process skills are

strategies that can help student’s scientific, critical, and

analytical thinking ability used to understand a complex and un

situations and help to create solutions that will be answered on

the specific problems. Scientific process skills can be their

instrument to provide options of understanding that is

scientifically based which is influenced by formal education.

Performance in conducting experimental research.

According to Maranan (2017), students are given an

accomplishment test to measure their academic success in science.

The term "science achievement" refers to the pupils' academic

success. It is a metric for determining pupils' knowledge,

understanding, skills, and appreciation. As evidenced by his

accomplishment test scores, he is interested in science. Students

can use science to learn about their surroundings and find new

things. Science is also an energetic topic that includes

activities such as hands-on labs and experiments, making it ideal

for active younger children (Batomalaque as cited by Barredo,

2013). However, Barrientos (2015) cited that in given the current

issues in the Philippine educational system, our commitment to

functional literacy as a means of empowering learners is

jeopardized. Our efforts are hampered by a lack of teachers,

substandard classrooms, and a lack of teaching materials, as well

as low student success and a rising number of out-of-school

children’s learners to be active participants in creating

meaningful lives.

According to Panoy (2013), the purpose of scientific

education is to develop scientists. Students' abilities and

allows folks to employ their abilities in their daily lives.

Individuals' personal, societal, and global lives are influenced

by these skills. Science Process Skills are required to generate

scientific data, conduct scientific research, and solve issues.

Thus, Amrita and Singh (2014), said that science’s

procedures and concepts are important to everyone in three ways.

The first is in their personal lives, for example, to correctly

identify the components of a healthy lifestyle. The second is in

their civic life, so that people may participate in informed

societal decisions, such as future electricity supply

possibilities. The third is in their professional lives, where

they must be able to adapt favorably to changes in their jobs'

science-related components. If the primary goal of scientific

education is to increase the number of specialized scientists,

technicians, and engineers, it could be argued that young people

who have a special aptitude for science should be encouraged to

pursue it. Therefore, performing experimental research is a

necessity for everyone to create useful and amazing things. The

importance of interest in determining how people choose and

process certain forms of information over others is substantial.

It is also claimed that when learners have a well-developed

individual interest, they attempt to maximize learning because

they need to feel good about the material they are learning.

(Mumba et. al, 2019). Thus, students performing experimental

research should have interest on what they are doing to create

best outputs.

Teaching ability, teacher and student attitudes,

library access, parents' educational attainments, attitudes about

their children's studies, and attitudes toward their own studies

all have a substantial impact on pupils' academic achievement

(Barientos 2015).
 As cited by the research of Kosgei et al. (2013) scholars

and researchers agree that school characteristics, such as

teacher management, play a more important effect on educational

attainment than other variables. The importance of instructors in

learning cannot be overstated. Teachers have a significant impact

on their students' classroom behavior. Teachers must possess and

utilize skills, otherwise their impact will not be reflected in

their students' academic success. The instructor must be

effective in their teaching for pupils to be able to draw the

connection between what is taught in school and its application

in real-life problem solving. There has been no agreement on the

value of certain teacher characteristics, leading to the

widespread conclusion that the empirical evidence does not

support this claim.

Metzler and Woessmann (2012) also discovered that teaching

quality is directly related to the students’ performance, and it

is very important for teachers to develop strong teaching

competencies to give students quality teaching. One of the

lecturers' qualifications they especially addressed in their

study was topic knowledge, since without it, the lecturer would

be unable to comprehend the students with the appropriate

information and skills required for that subject. As a result,

topic knowledge is critical for lecturers for students to achieve

the intended learning outcome and be happy with their education.

Foreign Studies
We live in a time when scientific knowledge has increased

enormously, and technology has advanced at a breakneck speed. Its

consequences may be observed in every part of our life. Science

education is important. For the future of societies, this is a

critical function. Ones across the world, particularly poor

countries, have been working to enhance the quality of scientific

education. (Rauf 2013)

According to Gobert et, al. n.d it is widely recognized that

to be successful in 21st-century businesses, students must have a

thorough understanding of science and well-honed learning

processes that allow them to apply their science knowledge in a

variety of ways. The national scientific frameworks, for example,

place a premium on inquiry abilities. The essence of science is

not only about the content but the process as well.

The data is gathered through observation or experimentation

to uncover answers and solve issues utilizing critical and

logical thinking abilities. Students have additional

possibilities to learn directly using the inquiry learning

methodology. Additionally, students may practice improving

process skills, thinking abilities, and scientific knowledge

(Jufri, 2013).
 In relation to this, Gunawan et al. (2019) states that

the specified talents of activities are referred to as skills in

the scientific process. Scientific process skills are abilities

that students acquire as scientists via the scientific discovery

process. Scientific process skills are behaviors that promote

knowledge acquisition.

The process of learning and teaching scientific process

skills is one in which students comprehend facts and concepts and

link them to science process skill theories and the students' own

attitudes. These abilities are separated into two categories. The

process of seeing, asking questions, categorizing, measuring, and

forecasting are all core science process abilities. Second,

integrated science process skills include identifying and

defining variables, gathering, and transforming data, creating

data tables and graphs, describing the relationships between

variables, interpreting data, manipulating materials, recording

data, formulating hypotheses, designing investigations,

summarizing, and generalizing (Karamustafaolu, 2011). Practicum

activities can be used to apply science's fundamental abilities.

According to the study of Sepitani and Rustaman (2017) The

study habits of students who place greater focus on manipulative

skills (hands on) without participating in the development of

students' intellectual or thinking abilities are contributing to

their low accomplishment in terms of Science Process Skills that

demand intellectual or thinking skills (minds on). This discovery

agrees with Sumartini's research. That vocational students who

learn through problem-based learning have better reasoning skills

than vocational students who study through traditional methods

(hands-on only). After the students finish their project in STEM

education, it will be tested to see if it is as planned.

Otherwise, it will be redesigned. This procedure is used since

STEM-based education focuses mostly on the engineering stage,

although it does interact with scientific procedures.

Suryawati and Osman (2017) state that science promotes

problem-solving and inquiry. Scientific and cognitive abilities

are employed in the process of enquiry and issue resolution. Any

scientific research requires scientific expertise. Experiments,

research, and projects are examples of activities that need

scientific knowledge. Students can talk, assist one another, and

exchange experiences with the learning community to solve

challenges that have arisen in the environment, generating

interest. Curiosity, in turn, increases pupils' interest in

learning, motivating them to learn more actively. Also, children

will be encouraged to study by active participation to grasp

concepts and principles through discovery learning. If teachers

engage in activities that drive students toward discovery, an

enquiring method can create scientific capabilities.

 Following regular methods can increase the efficacy of

science instruction. The teaching and learning methods utilized,

as well as the continual gathering of data to assess the level of

planning made possible and achieved the desired results, are two

crucial characteristics of systematic teaching. As a result,

science instructors' primary responsibility is to implement

teaching practices that enable effective scientific learning in

the classroom. Students can improve their critical thinking

capacity by focusing on process skills and problem-solving

abilities during the learning process. Students will be more

comfortable adopting problem solving and will be able to adapt

what they have learned to a range of circumstances if science

process skills are integrated into contextual learning.

Local Studies
Process Skills in Science as cited on Panoy (2013),

experimented with a technique that employed the abilities

involved in each Bloom's Taxonomy category as the independent

variable. He purposefully did a study that looked at a novel

teaching technique called differentiated strategy and assessed

its impact on the development of science process skills. His

research was created with the goal of assisting instructors in

developing a plan that would cater to the current state of ever-

increasing variety among students.

 Measuring, comparing, classifying, and problem solving are

the skills he assessed in his research. It proved the null

hypothesis, which asserts that there was a significant difference

in mean gain score between the experimental and control groups in

terms of skills in comparing, measuring, and interpreting data.

Moreover, Derilo (2019) said that students should have a

solid grasp of the scientific process skills (SPS) before

utilizing the procedures for effective science inquiry and hands-

on science learning. SPS are the foundations of critical thinking

and scientific enquiry. According to Çepni, Ayas, Johnson and

Turgut (1997), Derilo (2019) scientific process skills, improve

science learning, allow students to become more engaged, increase

learning feeling of responsibility, and increase learning

persistence.

Oloyede and Adeoye (2012) demonstrated how scientific

process skills are important for the accomplishment of pupils His

findings show that pupils who use SPS have a better likelihood of

achieving higher grades than kids who do not. He also said that

people with poor thinking ability had difficulty grasping

concepts, which resulted in decreased performance and success.

Furthermore, he stated that children with science process skills

are better capable of figuring things out logically, successfully

confronting difficulties and circumstances, and achieving greater

results. Furthermore, kids with SPS have a better inclination to

think critically and analytically, which leads to a higher

success rate than those without SPS.

Secondary schools in the country between 2005 and 2010 as

seen by the students' performance on the NAT, they displayed a

low degree of scientific literacy. The NAT findings show that

graduates of basic education have poor grasp of basic scientific

core abilities. Furthermore, the country was rated 42nd out of

participating countries in the 2003 TIMSS, indicating its weak

performance. This gives the perception that the country's science

education system is inadequate. As a result of these findings,

Filipino students' scientific literacy lags well behind that of

their Asian neighbors. As a result of this, concerning scenario,

the Department of Education developed a new curriculum, which was

passed as the K to 12 Law, also known as the Enhanced Basic

Education Act. (Department of Education 2013).

In light of the findings of the study of Derilo (2019) it is

recommended “that the science teachers integrate the development

and enhancement of the different basic and integrated science

process skills in their design of various classroom- and

laboratory-based activities to elevate students’ level of SPS.

The use of inquiry-based learning is also encouraged for it is

directed towards the cultivation of SPS among K to 12 learners.

Science as a process will not run properly without adequate

science process skills. The low level of SPS at junior high

school maybe the cause of students’ inability to perform various

experiment-based activities, such as inquiry and discovery, and

could even be the reason behind failures in the national and

international assessments. Therefore, it is recommended that

science teachers address these skills through proper designs of

inquiry-based, outcome-based learning opportunities and

activities that would foster the development and enhancement of

SPS. School administrators, in coordination with the

institutions’ science department, need to develop a training

program anchored towards the development of students’ SPS. Also,

the school may provide institutional access to related studies

and journals about SPS.”

Baldwin and Wilson (2017) found that sharing a book was

beneficial to both parties. Students were able to develop

scientific and literacy abilities because of this technique.

Scientific education in the future will be, students were able to

engage in a hands-on, outdoor activity related to their daily

lives and to reconcile expectations. Preschool is an ideal

period for youngsters to engage in scientific discussion and

investigation.
 Chapter III

Methodology

This chapter presents the methods to be use in the study.

This also presents the research design, research locale,

respondents of the study, the instrument to be employed, the data

gathering procedure and the statistical treatment of data.

Research Design

A descriptive-correlational and descriptive-comparative

research design were employ in this study. Descriptive research

design were use to characterize the scientific skills and

performance of stem students of San Agustin National High School.

Descriptive research is defined as a research method used to

describe the existing phenomena as accurately as possible

(Atmowardoyo, 2018). Descriptive studies look at the

characteristics of a population; identify the problems that exist

within a unit, organization, or population; or look at variations

in characteristics or practices in organizations or even

countries (Siedlecki, 2020). Correlational techniques of research

will also be applied to determine the degree of relationship

between the independent and dependent variables. On the other

hand, descriptive comparative was employ. Descriptive comparative

design is used to describe variables and examine differences in

variables in two or more groups that occur in setting.

Descriptive research design were used to characterize the

scientific skills and performance of STEM students of San Agustin

National High School. A comparative study is a kind of method

that analyzes phenomena and then puts them together to find the

points of differentiation and similarity (MokhtarianPour, 2016).

Comparison provides a basis for making statements about empirical

regularities and for evaluating and interpreting cases relative

to substantive and theoretical criteria. In this broad sense,

comparison is central to empirical social science as it is

practiced today (Ragin, 2014). Correlational techniques of

research will also be applied to determine the degree of

relationship between the independent and dependent variables. On

the other hand, descriptive comparative was employed. Descriptive

comparative design is used to describe variables and examine

differences in variables in two or more groups that occurs in

setting.

Research Locale

This study will be conducted in San Agustin National High

School.

Respondents of the Study

The respondents of the study were 34 grade 12 STEM students

composed of sixteen male and nineteen female students. The

respondents of this study will be taken from the entire students

in San Agustin National High School during the year of 2021-2022.

Sampling Techniques

This study considered the scientific skills and performance

of STEM Students of San Agustin National High School in

conducting experimental research, on the other hand, were chosen

using the non-scientific sampling called purposive sampling

wherein the samples were identified according to the purpose of

the researcher.

Research Instrument
 A self-structured questionnaire was used as a research

instrument to gather the needed data for this study. This

instrument is composed of three parts and each indicator consists

of 5 questions.

Scoring and Qualification

The extent of scientific skill and performance in conducting

experimental research of the STEM students in San Agustin

National High School was describe using the scale with

statistical limits as shown below.

Table 2. Numerical Scale, Statistical Limits, and Verbal

Interpretation.

Numerical Scale Statistical Limits Verbal

Interpretation

4 4.50-5.00 Strongly Agree

3 3.50-4.49 Agree

2 2.50-3.49 Disagree

1 1.50-2.49 Strongly Disagree

Validation of the research instrument

Reliability of the Instrument

The self- structured questionnaires were administered to all the

grade 12 Stem students as respondents to solicit their perception

on the extent of community linkages and readiness of the school,

and to determine their perception on the extent of stakeholders'

and acceptance. These respondents were participants in the study

since they were taken from the same secondary schools. Cronbach's

Alpha was used to determine the coefficient of reliability and

the consistency of the responses of all the respondents of the

study. According to the Institute for Digital Research and

Education (2016) Cronbach’s alpha is a measure of internal

consistency, that is, how closely related a set of items are as a

group.

Table 3. Test on the reliability of the research instrument

Variable Cronbach's Alpha Interpretation

Scientific Skills
Background Knowledge 0.871 Good
Experience 0.831 Good
Interest 0.805 Good
Conducting Experimental Research
Writing Introduction 0.792 Acceptable
Writing Methodology 0.832 Good
Writing Results and
Discussion 0.849 Good

Data Gathering Procedure

 A letter of request for the conduct of the study was sent to

the head teacher at the Senior High School for her approval. Upon

approval, the researcher sought the approval of the school head

in coordination with the adviser of the students to personally

administer the instrument of the study to the respondents to

ensure that each item was answered appropriately. On the other

hand, the researcher, through the help of the school head of the

respondent’s school conducted a Group Discussion among parents,

student representatives, and teachers to gather their ideas about

the senior high school program they preferred. The objectives of

the study were clarified among the percipients at the beginning

of the discussion. The focus of the discussion was the Senior

High School Track scientific skills and performance and the

reasons of conducting experimental research. All the participants

collaboratively shared their thoughts regarding SHS program with

the researcher as the facilitator.

Statistical Treatment of the Data

After administering and retrieving the accomplish

questionnaire, the data was then categorized, organized, and

treated statistically using descriptive correlation and

comparative statistics namely: frequency, and percentage, mean

and rank.
Analysis of variance (ANOVA). This was used to determine whether

there is any statistically significant difference across the

indicators of scientific skills and performances in conducting

experimental research.

Pearson'R. This was used to determine which is the significant

relationship lies between scientific skills and performances in

conducting experimental research.

Chapter 4
Results and discussion

This chapter presents the analysis and interpretation of

data regarding the responses of the respondents on the two

variables under study including their indicator.

1. Scientific Skills
Table 1.1. Mean perception of the student-respondents on the
scientific skills in terms of background knowledge.
skills in terms of background knowledge.

Item Mean Verbal Rank

interpretation
1. I have enough 2.88 Agree 5
background knowledge
about planning and
designing experimental
research.
2. I use my background 3.22 Agree 2
knowledge in reviewing
relevant literature and
studies.
3. It is easy for me to 3.14 Agree 3
formulate possible
outcomes of the
investigation using
inferential and
descriptive statistics.
4. I use my background 3.48 Agree 1
knowledge to select
appropriate methods of
data collection.
5. Analyze the data 3.11 Agree 4
obtained, draw
conclusions, and make
recommendations.
Overall mean 3.16 Agree

Table 1.1 presents the mean perception of the respondents on

the scientific skills in terms of background knowledge.

As shown, item 4, I use my background knowledge to select

appropriate methods of data collection, got the highest mean

score of 3.48 and described as agree. On the other hand, item 1,

I have enough background knowledge about planning and designing

experimental research got the lowest mean score of 2.88 and

described as agree.

All the items referring to background knowledge got the

overall mean score of 3.16 described as agree. The findings imply

that students have good scientific skills in terms of their

background knowledge.

Previous research has demonstrated that background

information influences the ease of concept learning, but little

study has been conducted to evaluate its implications on the

speeded categorization of examples once the category has been

fully acquired (Lin et al, 2016).

Table 1.2. Mean perception of the student-respondents on the

scientific skills in terms of experience.
Item Mean Verbal Rank
interpretation
1. Conducted experimental 3.22 Agree 2
research through
identifying scientific
problem or questions.
2. Designed a strategy of 3.2 Agree 5
steps that will address
the scientific question.
3. Collecting and presented 3.08 Agree 3
data in logical manner.
4. Writes a complete 3.08 Agree 4
 scientific report paper.
5. Defend the science 3.31 Agree 1
project before a panel
Overall mean 3.17 Agree

Table 1.2 presents the mean perception of the respondents on

the scientific skills in terms of experience.

As shown, item 5, defended the science project before a

panel and got the highest mean score of 3.31, described as agree.

On the other hand, item 2, designed a strategy of steps that will

address the scientific question got the lowest mean score of 3.2

and described as agree.

All the items referring to experience got the overall mean

score of 3.17 described as agree. The findings imply that

students have good experience and skills in experimental

research.

According to Bagalayos (2017) the experiential learning

technique requires learners to perform something, which improves

and develops their skills and knowledge. Furthermore,

experiential learning allows students to investigate, evaluate,

and grasp the world around them. According to Lewis and Williams

(1994), "introduce the youngsters to a variety of activities; in

this way, they will learn: in short, "learning by doing." It is

also linked to the constructivist view of how students learn

best. "Learners are granted the rights and advantages of

thinking, reflecting, and associating with ideas, objects, and

many other things."

Table 1.3. Mean perception of the student-respondents on the

conducting of experimental research in terms of writing
introduction.
Item Mean Verbal Rank
interpretation
1. I am interested in 3.22 Agree 3
conducting experimental
research and identifying
scientific problem.
2. I am fond of designing a 3.25 Agree 2
strategy of steps that
will addressed the
scientific question.
3. Collecting and 3.17 Agree 4
presenting data in
logical manner interest
me the most.
4. I have a matter in 3.2 Agree 5
writing a complete
scientific report or
paper
5. I am attentive in 3.37 Agree 1
defending the science
project before a panel.
Overall mean 3.24 Agree

Table 1.3 presents the mean perception of the respondents on

the scientific skills in terms of interest.

As shown, item 5, I am attentive in defending the science

project before a panel and got the highest mean score of 3.37,

described as agree. On the other hand, item 4, I have a matter in

writing a complete scientific report or paper got the lowest mean

score of 3.2 and described as agree.

All the items referring to interest got the overall mean

score of 3.24 described as agreed. The findings imply that

students have good interest and skills in experimental research.

“The higher the interest of students, the higher the skills

of students according to their gender. It can be said that

success can be seen from the level of understanding, mastery of

the material, and student achievement. The higher the

understanding and mastery as well as learning achievement, the

higher the level of learning success.” Budiarti et. al (2022)

Table 1.4. Mean perception of the student-respondents on the

conducting experimental research in terms of writing
introduction.
Item Mean Verbal Rank
interpretation
1. Presented the 3.05 Agree 5
introduction from
general to specific.
2. Relate local to global 3.28 Agree 1
or global to local
scenario in the study.
3. I include proper 3.17 Agree 3
citations in the
introduction.
4. Presented the problem of 3.11 Agree 4
the present scenario.
5. Presented legal basis or 3.28 Agree 2
records based on
research.
Overall mean 3.17 Agree
 Table 1.4 presents the mean perception of the respondents on

conducting experimental research in terms of writing

introduction.

As shown, item 2, Relate local to global or global to local

scenario in the study and got the highest mean score of 3.28,

described as agree. On the other hand, item 1, presented the

introduction from general to specific got the lowest mean score

of 3.05 and described as agree.

All the items referring to writing introduction got the

overall means score of 3.17 described as agree. The findings

imply that students have good skills in writing introductions in

conducting experimental research.

Throughout general, the Introduction's purpose is to

communicate the subject or thesis that authors emphasize in their

articles. It serves as an introduction and draws the reader in

while outlining the importance of the subject. (Cheung, 2012;

Hashim, 2005; Samraj, 2002 & 2005; Stapa, Tengku Mohd Maasum, &

Abd Aziz, 2014, Nimehchisalem 2017)

However, in the study of Nimehchisalem 2017 entitled

“Undergraduate ESL Students’Difficulties in Writing the

Introduction for Research Reports” states that the professor

advised the students to first become familiar with the subject

they are researching, the scholars engaged, and the subject

experts to better their writing, particularly for the

Introduction section of the research report. The professor argued

that the supervisor must put in a little extra effort to discuss,

mentor, and pique students' interests in research projects while

simultaneously emphasizing the format of a research report.

The speaker asserts that the Introduction must be able to

pique the interest of the audience to qualify as a good

Introduction segment. The instructor will determine whether the

information written relates to the topic or not.

Table 1.5. Mean perception of the student-respondents on the

conducting experimental research in terms of writing methodology.
Item Mean Verbal Rank
interpretation
1. I have the enough prior 3.11 Agree 5
knowledge in writing the
methodology.
2. I use my experiences in 3.28 Agree 2
methological process of
my research.
3. I read different 3.34 Agree 1
research to come up with
good methodology.
4. I use methods of other 3. Agree 3
research. 17
5. I properly follow steps 3.17 Agree 4
and procedure in making
experimental research.
Overall mean 3.21 Agree

Table 1.4 presents the mean perception of the respondents on

conducting experimental research in terms of writing methodology.

 As shown, in item 3, I read different research to come up

with good methodology and got the highest mean score of 3.34,

described as agree. On the other hand, item 1, I have enough

prior knowledge in writing the methodology got the lowest mean

score of 3.11 and described as agree.

All the items referring to writing methodology got the

overall mean score of 3.21 described as agree. The findings imply

that students have good skills in writing methodology in

conducting experimental research.

“Methodology is key to research, and based on this

understanding, stressing proper understanding of it is not an

overemphasis. The paper identified areas that students and some

other researchers find problem in research as the „Design of the

Study‟ which includes population, sampling, and the techniques of

determining appropriate sample of a study. Statistical Techniques

of data analysis like measures of central tendency, measures of

relationship were identified as some used in Educational

Research. The paper made recommendations which would hopefully

improve performances of students and other researchers if they

are adopted.” Adukwu n.d.

Table 1.6. Mean perception of the student-respondents on the

conducting experimental research in terms of writing results and
discussion.
Item Mean Verbal Rank
interpretation
 1. 1. I can write a good 3.17 Agree 2
results and discussion.
2. I use results of our 3.25 Agree 1
research in writing
results and discussion.
3. The result of my study 3.08 Agree 3
is same with my
expectations.
4. I write results and 3.4 Agree 5
discussion based on the
results of the study.
5. It’s sseasy for me to 3.11 Agree 4
write a discussion once
the study is processed
correctly.
Overall mean 3.20 Agree

Table 1.6 presents the mean perception of the respondents on

conducting experimental research in terms of writing results and

discussion.

As shown, item 2, I use results of our research in writing

results and discussion got the highest mean score of 3.25,

described as agree. On the other hand, item 4, I write results

and discussion based on the results of the study got the lowest

mean score of 3.4 and described as agree.

All the items referring to writing methodology got the

overall mean score of 3.20 described as agree. The findings imply

that students have good skills in writing results and discussion

in conducting experimental research.

According to Shen, Carter, Zhang, (2019), researchers the

discussion is one of the most challenging sections for students

to write, if not the most difficult. Postgraduates, according to

supervisors, tend to place greater emphasis on their own

interpretations rather than on other academic sources to

contextualize statements. There is little empirical information

concerning the specific obstacles that PhD candidates have, both

perceived challenges and problems with productivity, with their

discussion section.

Correlational analysis between the scientific skills and

performance in conducting experimental research of Grade 12 STEM
students in San Agustin National High School
Computed
Scientific Skills r² Interpretation
r-value
Writing Significant
0.710 0.504
Introduction
Writing Significant
0.814 0.663
Methodology
Writing Results
0.731 0.534 Significant
and Discussion

Critical value 0.339

Degrees of
32
freedom
Level of
0.05
Significance

Table 4 presents the computed r-values to determine the

significant relationship between the scientific skills and

performance in conducting experimental research of the student-

respondents. Since the computed r-value ranged from 0.710 to

0.814 were greater than the critical value of 0.339 at 5% level

of significance using 32 degrees of freedom, the null hypothesis

is rejected. Thus, there is a significant relationship between

the scientific skills and performance in conducting experimental

research of the student-respondents. The findings imply that

students having well-developed scientific skills have an impact

on conducting experimental research. This means that students

with strong scientific skills often perform better and excel in

conducting experimental research.

Analysis of Variance (ANOVA)

Source of P- F Interpretatio
Variation SS df MS F value crit n
Between Not
Groups 0.047 2 0.023 0.047 0.954 3.09 Significant
Within
Groups 49.806 99 0.503
Total 49.853 101

As depicted on the table, the computed P-value of 0.954

failed to exceed the critical value of 3.09 with degrees of

freedom (2, 99) at 5% level of significance; thus, the null

hypothesis is accepted. There was no significant difference on

the extent of performing experimental research in terms of

writing introduction, writing methodology and writing results and

discussion.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions,

and recommendations of this study.

SUMMARY OF FINDINGS

1.Extent of scientific skills of the respondents in terms of;

1.1 Background knowledge

It can be noted that Item 4, I used my background knowledge

to select appropriate methods of data collection, obtained the

highest mean score of 3.48 and described as agree. On the other

hand, item 1, I have enough background knowledge about planning

and designing experimental research got the lowest mean score of

2.88 and described as agree.

1.2 Experience

As indicated, Item 5, defended the science project before a

panel and got the highest mean score of 3.31, described as agree.

On the other hand, item 2, designed a strategy of steps that will

address the scientific question got the lowest mean score of 3.2

and described as agree. The composite mean score is 3.17,

described as agree.

1.3 Interest

As indicated, Item 5, I am attentive in defending the

science project before a panel and got the highest mean score of

3.37, described as agree. On the other hand, item 4, I have a

matter in writing a complete scientific report or paper got the

lowest mean score of 3.2 and described as agree. The composite

mean score is 3.24, described as agree.

2.Extent of scientific skills in terms of;

2.1 Writing Introduction

It can be noted that Item 2, Relate local to global or

global to local scenario in the study and got the highest mean

score of 3.28, described as agree. On the other hand, item 1,

presented the introduction from general to specific got the

lowest mean score of 3.05 and described as agree.

2.2 Writing Methodology

It can be noted that Item 3, I read different research to

come up with good methodology got the highest mean score of 3.34,

described as agree. On the other hand, item 1, I have enough

prior knowledge in writing the methodology got the lowest mean

score of 3.11 and described as agree.

2.3 Writing Results and Discussion

As indicated, item 2, I used results of our research in

writing results and discussion got the highest mean score of

3.25, described as agree. On the other hand, item 4, I write

results and discussion based on the results of the study got the
lowest mean score of 3.4 and described as agree. The composite

mean score is 3.20, described as agree.

3.Relationship between the scientific skills and performance in

conducting experimental research of the student-respondents.

The computed r-value ranged from 0.710 to 0.814 were greater

than the critical value of 0.339 at 5% level of significance

using 32 degrees of freedom, the null hypothesis is rejected.

Thus, there is a significant relationship between the scientific

skills and performance in conducting experimental research of the

student-respondents. This implies that students having well-

developed scientific skills have an impact on conducting

experimental research. This means that students with strong

scientific skills often perform better and excel in conducting

experimental research.

CONCLUSIONS

Based on the findings of the study, the following

conclusions were drawn:

1.Students have enough background knowledge about planning and

designing experimental research, defend the science project

before a panel, and students are attentive in defending the

science project before a panel.

2. Students can relate local to global or global to local

scenario in the study, read different research to come up with

good methodology, and students use results of our research in

writing results and discussion.

3. Background knowledge affects the performance of students and

will be able to conduct experimental research if they have good

experience and interest.

4. Having good scientific skills is a big factor in a student’s

performance in conducting experimental research.

RECOMMENDATIONS

1. Encourage students to use their background knowledge to select

appropriate methods of data collection and in reviewing relevant

literature and studies in experimental research.

2. Encourage students to depend on the science project before a

panel and design a strategy of steps that will address the

scientific question.

3. Be attentive in defending the science project before a panel

to have a successful result.

 4. Used your experiences collecting and presented data in

logical manner to have a good paper.

5. Studies that focus on other variables like student’s

statistical knowledge, collaboration/teamwork, and critical

thinking should be considered for future researchers.