ABSTRACT
A descriptive-correlational study was conducted to describe and compare the level of Science Process Skills of Grade 7 Students in Corazon C. Aquino High School and the level of their Science Achievement. This study utilized one hundred (100) purposefully chosen Grade 7 students as subjects. Data was gathered through the utilization of 50-item SPS test and 40-item science achievement test. The total average of SPS level of the students is 52.2% (Average). It seems that students have better level of basic SPS such as observing (76.0%) and inferring (69.0%), while exhibiting significant weaknesses in integrated skills. Experimenting emerged as the lowest-performing skill, indicating that students struggle to design, conduct, and evaluate scientific investigations, a finding consistent with the limited hands-on inquiry-based learning opportunities in Philippine science classrooms. Communicating and formulating hypotheses also scored poorly, suggesting challenges in articulating scientific ideas and developing testable propositions. Science achievement was at an average level (63.5%). Pearson correlation analysis revealed a statistically significant positive relationship between SPS and science achievement (r = 0.285, p = 0.004), leading to the rejection of the null hypothesis. Based on these findings, a 12-week action plan was developed targeting the four weakest SPS indicators. The study provides empirical evidence supporting the integration of explicit, inquiry-based SPS instruction aligned with the MATATAG curriculum to improve scientific literacy and performance in national and international assessments.
Keywords: Science Process Skills, Science Achievement, Grade 7 students, Experimentation, Integrated Science Process Skills, Descriptive-Correlational Study, MATATAG curriculum
https://zenodo.org/records/21889208
