Acquired Basic and Integrated Science Process Skills and Academic Performance in Earth Science of Grade 11 Students in a Philippine Public High School

Evenizer C. Jardinico III, Joji D. Linaugo
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Abstract

requires Science Process Skills (SPS) to be incorporated into studying or teaching science at all levels of learning in basic education. This study investigated the relationship between the level of acquired basic and integrated Science Process Skills (SPS) and academic performance in Earth Science of Senior High School STEM students. Through descriptive and inferential analyses, the result showed no significant relationship between acquired integrated science process skills and academic performance in Earth Science. However, a significant relationship between acquired basic science process skills and academic performance in Earth Science was yielded. The findings revealed that students must first develop a strong foundation in basic science process skills to develop more advanced science process skills. Hence, the task cards, as supplementary instructional materials, may provide students with a structure to focus their search and strengthen their independent learning skills.
菲律宾一所公立高中11年级学生在地球科学中获得的基本和综合科学过程技能和学业表现
要求将科学过程技能(SPS)纳入基础教育各级学习的科学研究或教学中。摘要本研究探讨了高中STEM学生获得性基本与综合科学过程技能(SPS)水平与地球科学成绩的关系。通过描述性和推断性分析,结果显示获得的综合科学过程技能与地球科学学业成绩之间没有显著的关系。然而,获得的基础科学过程技能与地球科学的学业成绩之间存在显著的关系。研究结果表明,学生必须首先在基本的科学过程技能上打下坚实的基础,才能发展更高级的科学过程技能。因此,任务卡作为辅助教学材料,可以为学生提供一个集中搜索和加强自主学习技能的结构。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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