Attitude and Capabilities of Grade 10 Junior High CORRECTED Copy - Edited PDF

Level of Attitude and Level of Capabilities of Grade 10 Junior
High School Students in St. Peter’s College of Toril, Inc.
on Science Investigatory Project
Avila, Krezza Marie V.
Cajetas, Katleen Grace S.
Dagani, Nicole Therese B.
Jubay, Dexter John R.
Ogayan, Jemma Rose M.
Tubog, Prince Ivan D.
October 2019
CHAPTER 1
Introduction
Though you are capable of doing something, attitude determines how well
you do it. Science investigatory project is more on hands-on working, which
involves experimental, investigation, and deep understanding. Science
investigatory project is not just merely a simple science research. There is a
need for high motivation and commitment in doing it. Some students feel
stressed out; feel anxiety, and difficulty of understanding scientific processes.
Some are having their self-doubt about being not so knowledgeable. Some are
not aware of the use of science investigatory project in academic life. Because
of it, their positivity and self-esteem become low and by this, many are not more
courageous to engage in it. The reason why the researchers conducted this
study was to assess the level of attitude and level of capabilities of students on
science investigatory project and also to see the relationship between these two
variables. Through this study, the researchers could give solutions to the
current problem experienced by the student upon doing their science
investigatory project, in particular there is a need to look at the proper way of
molding the attitude of students and enhancing their capabilities on that matter.
Collins, Osborne, and Simon (2010) in their study in London, UK, found out
that students attitude towards school science varies from the relevance of
specific sciences to life. Students engage in science, biology, chemistry, or

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physical science resulting in them to be intellectually complicated in various
situations, experiencing more difficulties in doing things related to memorizing,
identifying and determining aspects of science that they have to learn but failed to
perceive its relevance to their everyday lives. Without this essential ingredient
of importance, sustaining interests in science was then complicated, gaining the
interest of students towards science is the need for school science to be less
retrospective and more prospective. They pointed out that environmental
factors and gender are the factors that could influence the attitude of students
towards science.
According to Comia (2019) one of the schools in San Nicolas, Batangas, they
observed that the students in Maabud National High School are not aware of the
vital contribution of the research to man's life. They tend to ignore it as a subject,
which is manifested by their negative attitude towards it and low performance in
the research subject. That is why students tend to consider scientific
researches as a matter of compliance with their subject, which leads to the
negative attitude of students on science investigatory project and having low
performance as a result to it.
In the study conducted by Aparecio (2018) in the selected divisions of Region
X, Northern Mindanao showed that although there are students who can perform
competently in the research process, majority of the students have low
performance. And there is still a need to improve their knowledge and skills in
the scientific processes involved in conducting scientific investigations and may
especially require support and assistance from their teachers in performing

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science research tasks. Besides, their low performance may also account for
their experiences as novice investigators. They are yet to integrate and apply
their knowledge on the scientific processes involved in doing research projects.
Various factors may cause low performance, which may come from the teachers,
school environment, family background, or the students itself.
The beneficiaries of the study were the students, teachers, institution, and
future researchers. The study has focused on the participation of students at St.
Peter's College of Toril, Inc. This study made used to the responses of the
overall total population of 227 grade 10 junior high school students from St.
Peter's College of Toril, Inc. 2019-2020. This research talked about the level of
attitude and level of capabilities of students and has used quantitative analysis.
The uniqueness of the study was we aimed to assess the level of attitude and
level of capabilities of students on science investigatory project and the
relationship between these two variables.
Rationale
The researchers chose to study the level of attitude and level of capabilities
of students on science investigatory project because the researchers observed
that there was a problem on it. Some students do not take seriously the making
of science investigatory project and also they are ignorant in the process of
making it. Given these issues, the researchers would like to assess the level of
attitude and level of capabilities of grade 10 students on science investigatory

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project. Also, this study aimed to know the correlation between the attitude and
capabilities in making science investigatory project that could be beneficial to
students in assessing their level of attitude and level of capabilities and the
connection between these variables towards science investigatory project.
Statement of the Problem
This study aimed to assess the Level of Attitude and Level of Capabilities of
Grade 10 Junior High School Students in St. Peter’s College of Toril, Inc. on
Science Investigatory Project. It particularly sought to answer the following.
1. What is the demographic profile of grade 10 junior high school students in
St. Peter’s College of Toril, Inc. on science investigatory project in terms
of:
1.1 Sex
1.2 Section
1.3 Age?
2. What is the level of attitude of grade 10 junior high school students in St.
Peter’s College of Toril, Inc. on science investigatory project in terms of:
2.1 Willingness in Making Science Investigatory Project
2.2 Relevance to Academic Life
2.3 Achieving a Goal in Science Investigatory Project?

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3. What is the level of capability of grade 10 junior high school students in St.
Peter’s College of Toril, Inc. on science investigatory project in terms
of:
3.1 Making Science Investigatory Project Title
3.2 Formulation of Hypothesis
3.3 Data Analysis
3.4 Data Gathering
3.5 Conclusion and Recommendations?
4. Is there a significant difference in the level of attitude of grade 10 junior
high school students in St. Peter’s College of Toril, Inc. on science
investigatory project when analyzed by profile?
5. Is there a significant difference in the level of capabilities of grade 10 junior
investigatory project when analyzed by profile?
6. Is there a significant relationship between the level of attitude and level of
capabilities of grade 10 junior high school students in St. Peter’s College
of Toril, Inc. on science investigatory project?
7. What recommendation can be formulated from the study?

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Hypotheses
This section included the formulated hypotheses of the researchers.
H0: There is no significant difference in the level of attitude of grade 10 junior high
school students in St. Peter’s College of Toril, Inc. on science investigatory
project when analyzed by profile.
H1: There is a significant difference in the level of attitude of grade 10 junior high
project when analyzed by profile.
H0: There is no significant difference in the level of capabilities of grade 10 junior
investigatory project when analyzed by profile.
H1: There is a significant difference in the level of capabilities of grade 10 junior
investigatory project when analyzed by profile.
H0: There is no significant relationship between the level of attitude and level of
capabilities of grade 10 junior high school students in St. Peter’s College of
Toril, Inc. on science investigatory project.
H1: There is a significant relationship between the level of attitude and level of
capabilities of grade 10 junior high school students in St. Peter’s College of
Toril, Inc. on science investigatory project.

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Review of Related Literature
This section was composed of different literature that was linked or related to
the study about the level of attitude and level of capabilities on science
investigatory project.
General View on Science Investigatory Project
A science investigatory project also known as an investigatory project is the
same as in other research works. It is a research work that applies scientific
principles or concepts to determine solutions for a specific problem on a
phenomenon. There are two types of research: pure research that you have no
particular purpose in conducting it but you had produced solutions of difficulty in
other fields. Applied research, in contrast to the first one, had a goal in mind that
should have the immediate finished product and have less time and focuses on a
specific problem (Marist School Science Department, 2019).
The science investigatory project is a scientific process involving the use of
scientific methods within a specific area of investigation or inquiry. There are
five steps in scientific methods, namely: identification of the problem; formulation
of possible answers to the question; testing the formulated solutions; gathering
and analytic evaluation of all relevant data and drawing conclusion based on the
available data. Furthermore, a science investigatory project has applications in
all physical sciences, such as astronomy, biology, chemistry, geology or medicine,

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as well as disciplines of social sciences and economics, statistics or
computational finance. In each discipline, through those inventions that had
made will lead to discoveries that would help the foundation of structures in
society today. By the practical experiences of students in it and the conducted
investigations of professionals may lead to life-improving discoveries (Reodica,
2019).
A Science Investigatory Project (SIP) uses a scientific method to study and
test an idea about how something works. It involves a topic that inclined in their
interest, formulating a hypothesis that can be verified through their investigation,
conducting different and multiple experiments, and recording and reporting the
results. You need to follow these procedures if you are planning to enter a
project in a school science fair. However, doing a science investigatory project
is useful for anyone interested in the sciences as well as anyone who wants to
improve their problem-solving skills (Ruff, 2019). Furthermore, high school
investigatory projects enable students to choose topics with regards to their
interest and conduct research, these kinds of projects aid students in expanding
their knowledge of science, technology, engineering, mathematics, and everyday
life (Dotson, 2018).
Willingness in Making Science Investigatory Project
Students gain insight into science by working on different investigatory
projects about what interests them the most. Aside from that, with so many
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choices for investigatory projects, students can pick from anything that catches
their interest. Working on in their passions and working to solve problems gives
students greater insight into their surroundings and prepares them for higher
education (Dotson, 2018).
More so, special science classes of high performing public high schools in
Western Visayas successfully joined division and regional level research (SIP)
competitions. Students may say that research is difficult and challenging. But
they still possessed a positive attitude towards it through their willingness to
involve in activities that would enhance their knowledge and by looking at
research as useful in their daily lives. They are very proud of for producing
highly competitive science investigatory project (Chavez, 2014).
Department of Science and Technology Science Education Institute and
University of the Philippines National Institute for Science and Mathematics
Education Development (2011) affirmed that research shows that the quality of
science teachers greatly influences the quality of science education in schools.
Students' interest in science is directly linked to the quality of teaching as well as
learning interactions provided by their science teachers. Interviews with students
who excelled in science reveal that they were much inspired by science teachers
who engaged them in tasks that enabled them to inquire and solve problems.
According to the study of Cuartero (2016), financially better pupils would tend
to become interested in science and working scientific investigations because
they are provided enough materials and support from their parents. Pupils who
lacked financial support from parents are less interested to learn science due to
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the incapability of materials to work for the activities. In the results of her study
also showed that male and female pupils develop science process skills
differently while in the conduct of science investigatory projects.
Furthermore, learning is correlated with motivation. Student's level of
motivation is necessary because it pushes the students to learn; if a student is
motivated to learn, the student will take action and move toward learning.
Therefore, if education in the 21st century is all about computers, and there is no
motivation, then students are not going to succeed. The same thing will happen
to hands-on activities because if the students do not have a positive motivation,
then they will not be interested in learning (Guzman, 2017).
Relevance to Academic Life
Through the conduct of science investigatory projects, it yields the students
to create more understanding and unique ideas of the project of their own that is
reflective to the rational minds of the students. Their thoughts are more on the
practical one that hooks them into science and seeing how science concepts can
be applied in their everyday lives. By the investigations conducted of students,
they were educating their teachers, teaching in a way that the students'
discoveries are shared and told to their teachers which in result, the roles get
reverse there, students as the lecturer and teachers as learners (Mascarelli,
2011). Also, conducting a science investigatory project can be made with your
daily routine, lifestyle, or even the environment you surrounded. By the naturally
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existing forms, you can do more with it, then compare and analyze its concept.
In that way, scientific research exists wherever and whenever you are, and it is in
our everyday life (Dotson, 2018).
What's more is that learning research skills at a young age will give students
an ability that will serve them over a life times. This skill will not only be useful in
school but their everyday lives as they attempt to absorb ever-increasing
amounts of information (The Room 241 Team, 2013).
Science fair project has been familiar to any scientific inquiry which helps
students to be responsible and develop a sense of personal capabilities.
Additionally, it helps students develop an appreciation for nature and the
relevance of science in daily life, thereby promoting positive attitudes toward
science. However, the primary focus of science fair projects is on fostering the
cognitive and intellectual development of students (Balas, n.d).
The Synopsys Outreach Foundation (2012) conducted a survey of 1600
students in grades 4-12 in Santa Clara County developing science projects
during the 2011-2012 school year, "The Synopsys Outreach Foundation Student
Science Project Evaluation Report" showed that students increase their ability to
perform numerous "21st Century Workplace" skills. Including managing
deadlines, they are developing and conducting experiments, keeping a logbook,
analyzing data, creating a chart or graph, writing results, and creating a
presentation board. As a result, exposing students into it becomes more
professional in doing science investigatory projects, which leads to a discovery
that can improve the lives of people and protect the environment (Gomez, 2013).
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Aside from that, these skills can be learned if taught in a formal way of discussion
in the classroom with the use of proven teaching methods. Furthermore, these
skills can be retained for future use if lessons are based on science investigations
and practiced over a long time (Dela Cruz, 2015).
Furthermore, science investigatory project instruction does not end in the
classroom alone. Students' engagement in science fairs that are programmed
by the school contributes as well. Research outputs of students are showcased,
where they have to present their science studies. Undergo some question and
answer portion as a way of assessing their acquired knowledge while working on
their research (Tortop, 2013a). To encourage them to produce quality science
investigatory project, education agencies organize science fair as a competition.
Which result them to focus and make a good quality output to its investigatory
project for their science fair. Winning outputs shall participate and be the
representative for the regional and national level (Ndlovu, 2014).
By conducting a science investigatory project, students learn to be more
organized in their work, following set of rules given, and the scientific procedures
that should be followed. Through this, it influences them to be more accurate on
what they do, understanding what it is all about, and make their creativity show
and apply to its work. Originality and planned the characteristics of an excellent
investigatory project reflect the personality of the students as well, which
influences and enhance their self through it (Bernido & Bernido, 2014).
Science investigatory project can help a student to develop their scientific
investigation, and they will know what the different concepts, theories, principle,
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and law of nature are. Through science investigatory project, they can deal with
realistic objects on how they can find discoveries for that matter. As a result,
they are already being capable of widening their abilities in creating different
innovations (Salac, 2017). Besides, science investigatory project provides
students practical experience in using the scientific method and help them to
develop their interest in scientific inquiry (Lebednik, 2017). More so, in the
conduct of investigatory projects, students gained more understanding of science
concepts and skills in the quantitative analysis which results to the increase of
participants in every science fair competition (Gomez, 2013).
Achieving a Goal in Science Investigatory Project
Science fair programs can open doors to career opportunities, improve
speaking skills, and increase scientific knowledge. The advantages of
participating in science fairs are limited only by the amount of work you put into it
(Ravishankar, 2017). In contrast, project-based approach (PBA) is a kind of
project-based teaching which involves the use of classroom projects to facilitate
the learning of students. They will expose to some questions, which allows
them to develop research skills that can help in everyone's success in changing
society today (Gomez, 2013).
The Project-Based Approach provides students a well-rounded classroom
experience wherein the students are exposed to a reality-based situation. This
is the starting point of scientific inquiry and applies what they have learned to
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real-life experiences. While learning, it produces new knowledge that impacts
future learning. Means that learning is usually viewed as a process that is a
source of new knowledge, yet it is shaped by prior knowledge (Gomez, 2013).
Massachusetts Department of Higher Education (2011) suggested that for
students to gain more knowledge, they have to be exposed to different programs
that can attract their interests. Not only the students but as well as the teachers
and STEM professionals. Activities such as conducting science projects
whether it will be held at school or out of school programs, or a hands-on
experiment that would nurture their curiosities and skillfulness.
Students also have the low skill on having the initiative and self-direction,
which refers to their ability to achieve their goals and managing their time and
workload. However, it is reasonable to a high school student to have these level
of skill because of their dependency on their science teachers guidance upon
doing their science project specifically in doing their science investigatory project
(Gomez, 2013).
Furthermore, learning sciences should develop students as inquirers,
scientifically literate, caring and responsible individuals who will think critically
and creatively when solving problems and making decisions about aspects
affecting themselves, others and their social and natural environments - it is more
than simply learning technical scientific terminology (Dela Cruz, 2015).

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Science Investigatory Project Capabilities
High school investigatory projects allow students to engage with both
real-world and hypothetical situations to develop skills to aid them in future study.
Students learn to research, test hypotheses, and analyze their results. Students
are freely to choose topics of interest and conduct research by formulating
investigatory title in their preferred topics of interest (Dotson, 2018).
Dela Cruz (2015) affirmed that in the performance of the students in each skill
tested through the Integrated Science Process Skills Test. Science process
skills are defined as a set of broadly transferrable abilities that reflect the
behaviour of scientists. Even before the students went through the module, they
already have at least proficient level of the integrated science process skills
except for stating hypotheses where they only have skill level of developing
proficiency. It can be noted that 8% of the students learned the skill of
identifying variables, 11% acquired the skill of stating hypotheses, 16% learned
skill of operationally defining variables, 8% acquired the skill of graphing and
interpreting data, and 14% learned the skill of designing experiments.
Moreover, this study also found that students' perceptions and experiences in
conducting their science research projects are both positive and negative.
Through making investigatory projects, students have gained learning in the
different components of the scientific process, but also encountered some
difficulties. They have identified several mentoring needs especially in the

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assistance in selecting the research problem, forming the problem statements,
writing literature reviews, choosing appropriate methods, materials and tools to
collect data, and analyzing data and interpreting the results (Aparecio, 2018).
As student learns science they should become competent and confident in
accessing, using and communicating scientific information. Students are
expected to use scientific language correctly and select appropriate
communication formats for oral and written communication. They are also
expected to demonstrate critical-thinking skills to analyse and evaluate
information in order to make informed judgments in a variety of contexts (Dela
Cruz, 2015).
It has been detected that students’ “mostly” exhibited difficulties on the
execution of data collection, analysis and interpretation which were considered
as one of the crucial steps in scientific research. Thus, students must be
competent enough on execution of collecting data, analysis and interpretation of
data, for them to prove their scientific research investigations to have legit
evidences (Belarmino, Gramatica, & Mejos, 2016).
Student's research skills in conducting investigatory projects were generally
found to be not efficient enough to access and effectively use accurate
information. There was a need for them to understand the legal/ethical use of
data with the permission or acknowledgment of the owner. They tend to copy
and paste the information without giving justice of their works or without granting
permission to the owner. They lacked the competence to develop, implement,
and communicate new ideas from the gathered information (Gomez, 2013).
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Thus, science investigations are giving students an opportunity to undergo
the process of conducting an investigation using the scientific method making
them gain a considerable understanding of the nature of obtaining solutions to
problems or answers to questions in a systematic and scientific way (Dela Cruz,
2015).
Based on the findings the students had a low achievement level in data
collection, analysis and interpretation which indicates that they lack systematic
reproducibility of results, appropriate application of mathematical and statistical
methods. Moreover, insufficient data collected to support interpretation and
conclusions (Belarmino, Gramatica, & Mejos, 2016).
Synthesis
Science Investigatory Project contributes to the improvement of our society.
It helps students to be exposed into many real-life situations and practicality
which has the involvement of unlocking those premises that should be solved and
answered, however, in spite of the significant contributions of this, it leads them to
be in a vast of complications. Excessive exposure to information, corrections,
and updates of all the misconceptions lead to the complexities of these events.
Many programs had been established for the success of their goals of the
progress in society through this. Despite this reviewed literature, there is still a
need to conduct the study because this study aimed to assess the level of
attitude and level of capabilities of students on science investigatory project.

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Also, to contribute ideas on the improvisation to the misconceptions and
problems that exists. By this study, it can fill the gap between the student's side
to the science investigatory project (program) itself.
Theoretical Framework
This study was anchored to the Self-efficacy Theory of Albert Bandura in
1995. According to the proponent of Self-efficacy Theory, explains that it "refers
to beliefs in one's capabilities to organize and execute the courses of action
required to manage prospective situations" (p. 2). More simply, self-efficacy is
what an individual believes he or she can accomplish using his or her skills under
certain circumstances. The basic principle behind this theory is that individuals
are more likely to engage in activities for which they have high self-efficacy. And
less likely to engage in those they do not. Self-efficacy influences people's
ability to learn, their motivation, and their performance. As people will often
attempt to learn and perform only those task for which they believe they will be
successful. Judgments of self-efficacy are generally measured along with three
basic scales: magnitude, strength, and generality (Slaugenhoup, 2016).
This theory was linked to the study because it explains the relationship
between the attitude and capabilities of students in the success of their work. In
a sense that is having the mind set of believing in one's self that he or she can
accomplish the task and put it in a positive way thinking it results then to a good
quality of capabilities of an individual in the success of their work. Wherein the

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role now of self-efficacy is to influence the overall individual's ability to learn and
perform the given task. This will vary now on the self-efficacy of an individual in
finding out one's capability that resulted to a successful work.
This study was also be anchored to the Functional Attitude Theory of Daniel
Katz in 1960. According to the proponent of Functional Attitude Theory,
explains that attitudes can serve functions for the individual and outlines four
functional areas: Knowledge, Self / Ego-expressive, Adaptive, and Ego-defensive.
The basic idea behind the functional approach is that attitudes help a person to
mediate between their own inner needs (expression, defense) and the outside
world (adaptive and knowledge). This theory says that although two people
might have an attitude with the exact same valence, that attitude might serve very
different functions for each person. This implies that even though every
individual has the same positive or negative attitude, it differs on their function
and reason behind that attitude they have (McLeod, 2018).
This theory was linked to our study because it is used in the current study
given the importance of attitude on science investigatory project. This had
provided explanations about why such a person having that attitude on some
circumstance and elaborate more about its inner being. It had a deeper
understanding of the causes of someone having that attitude within them. It
could be their true identity, the general attitude to their group that is adapted, or
the attitude that justify their actions.

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Conceptual Framework
INPUT PROCESS OUTPUT

Independent Variable
The level of attitude of grade
10 junior high school students
in St. Peter’s College of Toril,
Inc. on science investigatory
project in terms of:
1.1 Willingness in Making
Science Investigatory
Project
1.2 Relevance to Academic
Life
1.3 Achieving a Goal in
Science Investigatory Recom
Project Survey mendat
Dependent Variable ion
The level of capabilities of

grade 10 junior high school
students in St. Peter’s
College of Toril, Inc. on
science investigatory project
in terms of:
2.1 Making Science
Investigatory Project Title
2.2 Formulation of Hypothesis
2.3 Data Analysis
2.4 Data Gathering
2.5 Conclusion and
Recommendations
Figure 1. Conceptual Framework of the Study
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CHAPTER 2
Method
This chapter presented the methods that have been used in the study, which
included research design, research locale, research respondents, instruments
used, data collection procedures, data analysis, and ethical considerations.
Research Design
This study is a descriptive-comparative correlational research design for it
defined the differences and relationship of two naturally occurring variables such
as level of attitude and level of capabilities of grade 10 Junior High School
students on science investigatory project when analyzed by handing out survey
questionnaires to be answered by the respondents. The answered
questionnaires will be gathered and will be used as the basis to determine the
level of attitude and level of capabilities of grade 10 students.
According to Punch (2013) a descriptive design seeks to describe the current
status of a variable or phenomenon. These research projects are designed to
provide systematic information about a phenomenon. There are types of
descriptive design and one of these is the descriptive-comparative. This

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approach to problem solving seeks to answer questions through the use of
comparison.
A correlational study is a quantitative method of research defined as a
relationship between the two variables level of attitude and level of capabilities of
students. This study sought to understand the relationship between these
variables and determine whether the latter has a correlation, or it has no
correlation. A correlational research best serve to answer the questions and the
purposes of the study.
Research Locale
The study was conducted in St. Peter's College of Toril, Inc. campus located
at MacArthur Highway, Toril, Davao City. St. Peter's College of Toril, Inc is a
private Catholic educational constitution founded in 1948, owned and managed
by the Presentation of Mary Sisters. The school was established to provide a
formal religious instruction program for the youth of Toril and its neighboring
districts. St. Peter's College of Toril, Inc. offers a comprehensive basic
education program which is from kindergarten to senior high school. Its senior
high school program, in particular, includes all strands under the academic track.
Moreover, it is recognized by the Department of Education and the Commission
on Higher Educated, and it is PAASCU Level II accredited.
St. Peter's College of Toril, Inc. has an academic program, the science
investigatory project, wherein the students from grade 7 to grade 10 must

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conduct investigation in part on the objectives with their science subject. It
depends on the students on the topic they will choose in their investigatory
project. St. Peter’s College of Toril, Inc. wants and supports their students to be
involved in a research-like activity which is the science investigatory project.
That is why the researchers have conducted the study at St. Peter’s College of
Toril, Inc. because it supports the great involvement of students on investigatory
project.
Research Respondents
The respondents of this study were the grade 10 Junior High School students
of St. Peter's College of Toril, Inc. In this study, the researchers utilized total
population in choosing the respondents because the grade 10 students were the
respondents of this study. It focuses with the level of attitude and level of
capabilities of students on science investigatory project, where the grade 10
students were exposed to it and will have more experience about it. Grade 10
students were the respondents of this study with a total population of 227
students that they participated in the process of conducting the survey. By
having a total population, it was beneficial to the researchers because having a
total population means all the students were the respondents of the study. So,
the greater the number of respondents was, the higher the reliability and validity
is.
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Prior to the giving of questionnaires, the researchers presented a consent
form that would signify the willingness of the respondents to participate in the
research study. The respondents will then answer the given questionnaires
appropriately.
Research Instrument
The study used a replicated survey questionnaire from the study conducted
by Elena C. Papanastasiou (2005) entitled “Factor Structure of the “Attitudes
toward Research” Scale” for the first variable (level of attitude) and originally
constructed the survey questionnaire for the second variable (level of
capabilities).
The replicated questionnaire that were adopted by the researchers are run
through editing those basic terms to change to be centered in the topic about the
students on science investigatory project because the replicated questionnaire
focuses on the attitude towards research.
The first part of the guide questionnaire was meant to establish the
demographic profile of the respondents in terms of their age, section, and sex. It
also indicates the instructions on how the respondents must answer the
questionnaires. The legends that will be used in the survey questionnaire are
also given definition on this part.

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The second part of the survey questionnaire was composed of statements
about the level of attitude of students on science investigatory project. It was
designed with the Likert Scale method wherein the survey questionnaire contains
a set of accurate and understandable statements which the respondents have to
respond by checking the box of their preferred choice. The tables are under the
given legends: five (5) as Strongly Agree, four (4) as Agree, three (3) as
Undecided, two (2) as Disagree and one (1) as Strongly Disagree. These
legends would be the basis to quantify the responses of the grade 10 Junior High
School students.
The third part of the survey questionnaire was composed of statements about
the level of capabilities of students on science investigatory project. It was
designed with the Likert Scale method wherein the survey questionnaire contains
a set of accurate and understandable statements which the respondents have to
respond by checking the box of their preferred choice. The tables are under the
given legends: five (5) as Strongly Agree, four (4) as Agree, three (3) as
Undecided, two (2) as Disagree and one (1) as Strongly Disagree. These
legends would be the basis to quantify the responses of the grade 10 Junior High
School students.
The following range of interpretation shall be used to describe the obtained
mean score of the respondents’ level of attitude and level of capabilities on
science investigatory project.

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Table 1. Table of Interpretation under the Level of Attitude of Grade 10 Junior

High School Students in St. Peter’s College of Toril, Inc. on Science Investigatory
Project
Range Description Interpretation
4.21 - 5.00 Strongly Agree Respondents possess very
satisfactory level of attitude on SIP
3.41 - 4.20 Agree Respondents possess satisfactory
level of attitude on SIP
2.61 - 3.40 Undecided Respondents possess moderate
1.81 - 2.60 Disagree Respondents possess fair
1.00 - 1.80 Strongly Disagree Respondents possess poor
Table 2. Table of Interpretation under the Level of Capabilities of Grade 10 Junior

High School Students in St. Peter’s College of Toril, Inc. on Science Investiagtory
Project
Range Description Interpretation
4.21 - 5.00 Strongly Agree Respondents possess very
satisfactory level of capabilities on SIP
3.41 - 4.20 Agree Respondents possess satisfactory
level of capabilities on SIP
2.61 - 3.40 Undecided Respondents possess moderate
1.81 - 2.60 Disagree Respondents possess fair
1.00 - 1.80 Strongly Disagree Respondents possess poor
Data Gathering Procedure
The study aimed to assess the level of attitude and level of capabilities of
grade 10 Junior High School students on science investigatory project and see
27
the relationship between these variables. In order to successfully gather the
data needed to justify this study, the researchers must provide an organized,
systematic process that will make the process of data gathering easier.
The researchers replicated a survey questionnaire relative to the statement of
the problem, after which was validated by a specified teacher that was asked
prior by the research adviser of this study to be the official validator. The
respondents of the survey, were from the grade 10 students of St. Peter’s College
of Toril, Inc. had given consent forms showing that they have the freedom to
disagree or to not respond to the request for survey. If the participants will agree,
they were given survey questionnaires to be answered honestly. After
answering, the researchers collected the survey questionnaires and started
analyzing the results. This was the difficult part of the process because the
gathered data will be checked and tallied thoroughly that took a long period of
time. After the data was analyzed, it was interpreted by the researchers in order
to provide the results of the study.
Data Analysis
Descriptive statistics, a test of difference, and the Pearson R test have been
used in the study.
Mean as a basic statistical measure is defined as the average value
attained. In this study, the mean was taken from the average of all the
summed up answers by column and category of the respondents. It was used

28
to determine the students’ level of attitude and level of capabilities on science
The standard deviation is a measure of the spread of score within a set of
data. In this study, the standard deviation will be used to know how varied the
numbers of the variables are with each other. It is use to indicate how to
disperse the data tend to be on the mean or if the data tend to be on a broader
range of values.
T-test assessed whether the mean of the two groups are statistically different
from each other. This analysis was appropriate whenever you want to compare
the means of two groups. In this study, the t-test is use to compare the level of
attitude and level of capabilities of the respondents on science investigatory
project and determine its significant difference when analyzed according to sex.
ANOVA is a measurable procedure that assessed possibility contrasts, this
test was also known as fisher examination fluctuation. This test widens the
interpretation of contrasts between variables compared to the t and z tests which
have the issue of just permitting the ostensible level variable on two
classifications. It was used to determine the significant differences in the
respondents’ level of attitude and level of capabilities on science investigatory
project when analyzed according to age and section.
Pearson R test is a statistical formula that measured the strength between
variables and relationships. In this study, Pearson R test was utilized to
determine how strong the relationship is between the two variables of the study
29
specifically the level of attitude and level of capabilities of grade 10 students on
Ethical Considerations
The researchers adhered to the formulated measures and set the mechanism
in the undertakings of quantitative research. In this study, the respondents will
be given prior consent form that would prove that they were to be a respondent in
this study. The privacy and confidential information of the respondents were
secured.
More so, the names and any confidential data coming from the respondents
were highly respected and will be put in observance of privacy. Any literature
and related studies that were used in this study were referenced and cited in an
APA format. The replicated questionnaire that was adopted by the researchers
should not contain any discriminating and other offensive statements that might
upset the respondents and must be solely related to the topic where this study is
centered.
30
CHAPTER 3
Results and Discussion
This chapter presented the analysis and its interpretation regarding the
collected data. It included the information of the respondents of the selected
grade 10 students in St. Peter’s College of Toril, Inc. It also showed the scores
obtained of each individual from the test that has been administered; significant
correlational results between respondents level of attitude and level of
capabilities. Correlation between age, section, and sex were also given
emphasis to translate the results of this study. The succeeding discussions
were anchored on the theories and related literature.
Demographic Profile of the Respondents
In this part the researchers answered the first statement of the problem which
is the demographic profile of grade 10 junior high school students in St. Peter’s
College of Toril, Inc. on science investigatory project that talked about the profile
of the respondents in terms of sex, section, and age. To answer this, the
researchers utilized different statistical tools as of frequency and percentage.
This was to get the number of students and its corresponding percentage
according to their profile that was used of the researchers in the study.
31
Table 3. Demographic Profile of the Respondents

PROFILE FREQUENCY PERCENTAGE
Sex
Male 102 44.9%
Female 125 55.1%
Section
BMR 46 20..3%
OLA 45 19.8%
OLG 45 19.8%
OLL 46 20.3%
OLP 45 19.8%
Age
14 2 0.9%
15 108 47.6%
16 113 49.8%
17 3 1.3%
18 1 0.4%
Overall 227 100%
As shown in table 3, the demographic profile of grade 10 students in terms of
sex was consisted of 102 male with a 44.9% and 125 female with a 55.1% with
the total number of 227 grade 10 students. In terms of section, Blessed Marie
Rivier was consisted of 46 students with a 20.3%, Our Lady of Assumption was
consisted of 45 students with a 19.8%, Our Lady of Guadalupe was consisted of
45 students with a 19.8%, Our Lady of Lourdes was consisted of 46 students with
a 20.3%, and Our Lady of the Presentation was consisted of 45 students with a
19.8% with the total of 100%. Also, the demographic profile of grade 10 students
in terms of age were consisted of 2 students at 14 years old with a 0.9%, 108
students at 15 years old with a 47.6%, 113 students at 16 years old with a 49.8%,
3 students at 17 years old with a 1.3%, and 1 student at 18 years old with a 0.4%
with the total of 100%.
This implied that in the respondents which were the grade 10 students in St.
Peter’s College of Toril, Inc. possessed unequal amount of number of population.

32
In terms of sex, the Female had the higher number of respondents which mean
that it had the greater tendency to had the higher level than the Male. In terms
of section, BMR and OLL had 46 students and the rest sections had 45 students
each, that means that whatever it was those respondents were having justifiable
number of respondents whom could represented each class. In terms of age,
most of the respondents were at the age of 15 and 16 years old, however, they
had also the younger ones at age 14 years old and the older ones at age 18
years old. Therefore, in terms of age, it was a good part to have different
variances from 14 to 18 years old so that it could actually show its differences.
Level of Attitude of Grade 10 Students on Science Investigatory Project
In this part the researchers presented the first variable of the study the level
of attitude of grade 10 students on science investigatory project which discussed
about the three indicators, willingness in making science investigatory project,
relevance to academic life, and achieving a goal in science investigatory project.
Willingness in Making Science Investigatory Project
In this part the researchers answered the second statement of the problem
which was the level of attitude of grade 10 junior high school students in St.
Peter’s College of Toril, Inc. on science investigatory project in terms of their

33
willingness upon making the investigatory project. To answer this, the
researchers utilized different statistical tools as of mean, standard deviation, and
its description. This was to measure the average score and the spread of score
of the respondents answered in each statement under the first indicator. Also,
by this given output of means the researchers interpreted the data and gave the
exact description on it.
Table 4.1 Level of Attitude of Grade 10 Junior High School Students in St. Peter’s
College of Toril, Inc. on Science Investigatory Project in terms of Willingness in
Making Science Investigatory Project
Willingness in
Making Science x sd Description
Investigatory Project
I enjoy making SIP. 2.991189427 0.986596857 Undecided
I am always ready for a 2.678414097 0.906037344 Undecided
I am interested in SIPs. 2.942731278 0.97820385 Undecided
I am willing to conduct 2.616740088 0.994801505 Undecided
another SIP.
I do SIP to learn not only 3.325991189 1.132536999 Undecided
for the sake of passing.
Overall 2.911013216 0.082274104 Undecided
As shown in table 4.1, the result indicated that the level of attitude of grade 10
students’ in terms of their willingness in making science investigatory project was
all had an undecided description of the study. Also, its overall mean indicated
the undecided description which means that the respondents possessed
moderate satisfactory level of attitude on science investigatory project. To sum
up, the level of attitude of grade 10 students in terms of their willingness in
making science investigatory project possessed moderate satisfactory level for
having the range of 2.911013216 that was undecided.

34
This implied that the respondents were somehow agree or disagree by the
concept of their willingness in making science investigatory project. If they will
be conducting another study or if they were really ready for a science
investigatory project or not. The respondents were not sure if they were
interested and enjoy the making of science investigatory project. Therefore,
there was a need to the respondents to make sure their feelings towards their
willingness in making science investigatory project, accepted the fact that making
science investigatory project was already a part of their student life, and acquire
more specific skill for their benefit from it.
According to Dotson (2018) students gain insight into science by working on
different investigatory projects about what interests them the most. Aside from
that, with so many choices for investigatory projects, students can pick from
anything that catches their interest. Working on in their passions and working to
solve problems gives students greater insight into their surroundings and
prepares them for higher education.
More so, students may say that research is difficult and challenging. But
they still possessed a positive attitude towards it through their willingness to
involve in activities that would enhance their knowledge and by looking at
research as useful in their daily lives. They are very proud of for producing
highly competitive science investigatory project (Chavez, 2014).
Furthermore, learning is correlated with motivation. Student's level of
motivation is necessary because it pushes the students to learn; if a student is
motivated to learn, the student will take action and move toward learning.
35
Therefore, the same thing will happen to hands-on activities because if the
students do not have a positive motivation, then they will not be interested in
learning (Guzman, 2017).
Relevance to Academic Life
Peter’s College of Toril, Inc. on science investigatory project in terms of the
relevance to academic life. To answer this, the researchers utilized different
statistical tools as of mean, standard deviation, and its description. This was to
measure the average score and the spread of score of the respondents
answered in each statement under the second indicator. Also, by this given
output of means the researchers interpreted the data and gave the exact
description on it.
College of Toril, Inc. on Science Investigatory Project in terms of Relevance to
Academic Life
Relevance to
Academic Life x sd Description
SIP is useful for my study. 3.466960352 1.035866109 Agree
SIP is very valuable. 3.431718062 0.963244035 Agree
I will employ SIP 3.088105727 0.973629932 Undecided
approaches in my
academic life.
The skills I have acquired 3.374449339 1.011377327 Undecided
in SIP will be helpful to
36
my academic life.
SIP is connected to 3.017621145 1.100943914 Undecided
my field of study.
As shown in table 4.2, the result indicated that the grade 10 students level of
attitude in terms of relevance to academic life of science investigatory project was
mostly having an undecided description of the study. Some agreed, especially,
on the usefulness and valuable of science investigatory project. Also, its overall
mean indicated the undecided description which means that the respondents
possessed moderate satisfactory level of attitude on science investigatory project.
To sum up, the level of attitude of grade 10 students in terms of relevance to
academic life of making science investigatory project possessed moderate
satisfactory level for having the range of 3.275770925 that showed undecided.
This implied that the respondents agreed with the relevance of science
investigatory project on the usefulness in academic and is valuable, however,
they were undecided to the part of employing their acquired skill on science
investigatory project to their academic life. In fact, in the given result showed
that they were not sure if the science investigatory project was connected in their
field of study in higher level. Therefore, there was a need to the respondents to
see the value, importance, and usefulness of making science investigatory
project to their academic life and should also look at the good side of this project
where they could benefit from it.
According to Salac (2017) science investigatory project can help a student to
develop their scientific investigation, and they will know what the different
37
concepts, theories, principle, and law of nature are. Through science
investigatory project, they can deal with realistic objects on how they can find
discoveries for that matter. As a result, they are already being capable of
widening their abilities in creating different innovations.
Besides, science investigatory project provides students practical experience
in using the scientific method and help them to develop their interest in scientific
inquiry (Lebednik, 2017). More so, in the conduct of investigatory projects,
students gained more understanding of science concepts and skills in the
quantitative analysis which results to the increase of participants in every science
fair competition (Gomez, 2013).
Achieving a Goal in Science Investigatory Project
Peter’s College of Toril, Inc. on science investigatory project in terms of achieving
a goal in science investigatory project. To answer this, the researchers utilized
different statistical tools as of mean, standard deviation, and its description.
This was to measure the average score and the spread of score of the
respondents answered in each statement under the third indicator. Also, by this
given output of means the researchers interpreted the data and gave the exact
description on it.
38
College of Toril, Inc. on Science Investigatory Project in terms of Achieving a
Goal in Science Investigatory Project
Achieving a Goal in
Science Investigatory x sd Description
Project
I always pay attention 3.392070485 0.907456152 Undecided
on the status of our SIP.
I conceive SIPs as 2.656387665 1.037351627 Undecided
competition.
I assure that our SIP 2.77092511 1.022075162 Undecided
product is better than
the others.
I adhere when someone 3.317180617 0.929275566 Undecided
has a good idea in
achieving our goal in SIP.
I put to consideration our 3.308370044 0.903322522 Undecided
objectives in SIP and
surely achieve it.
As shown in table 4.3, the result indicated that the level of attitude of grade 10
students in terms of achieving a goal in science investigatory project was all
having an undecided description of the study. Also, its overall mean indicated
moderate satisfactory level of attitude on science investigatory project. To sum
up, the level of attitude of grade 10 students in terms of achieving a goal in
science investigatory project possessed moderate satisfactory level for having
the range of 3.088986784 that was undecided.
This implied that the respondents were apparently not having the attitude of
achieving a goal in the process of making their science investigatory project.
They were confused if they conceived it as competition, in a simplest way, they
were unsure if they have the courage to achieve goals in their investigatory
39
project. Therefore, there was a need to the respondents to have specific goal in
it for them to have main objectives on how to achieve that goal and should look
for the brighter side that by the end of this, this will be their greatest achievement
as a student.
According to Gomez (2013) students also have the low skill on having the
initiative and self-direction, which refers to their ability to achieve their goals and
managing their time and workload. However, it is reasonable to a high school
student to have this level of skill because of their dependency on their science
teachers’ guidance upon doing their science project specifically in doing their
Level of Capabilities of Grade 10 Students on Science Investigatory Project
In this part the researchers presented the second variable of the study the
level of capabilities of grade 10 students on science investigatory project which
discussed about the five indicators, making science investigatory project title,
formulation of hypothesis, data analysis, data gathering, and conclusion and
recommendations.
40
Making Science Investigatory Project Title
In this part the researchers answered the third statement of the problem
which was the level of capabilities of grade 10 junior high school students in St.
Peter’s College of Toril, Inc. on science investigatory project in terms of making
science investigatory project title. To answer this, the researchers utilized
different statistical tools as of mean, standard deviation, and its description.
This was to measure the average score and the spread of score of the
respondents answered in each statement under the first indicator. Also, by this
given output of means the researchers interpreted the data and gave the exact
description on it.
Table 5.1 Level of Capabilities of Grade 10 Junior High School Students in St.
Peter’s College of Toril, Inc. on Science Investigatory Project in terms of Making
Science Investigatory Project Title
Making Science
Investigatory Project x sd Description
I am capable of 3.202643172 1.010297455 Undecided
formulating title within
my interest.
I can make a title in a 2.876651982 0.942004677 Undecided
creative way (catchy).
I can quickly think of a 2.748898678 1.005927619 Undecided
possible title for my SIP.
I am capable of making 3.22907489 1.009003946 Undecided
a simple title.
I can always make sure 3.198237885 1.004589678 Undecided
that my title summarizes
of what does my study
all about.
41
As shown in table 5.1, the result indicated that the level of capability of grade
10 students in terms of making science investigatory project title was all having
an undecided description of the study. Also, its overall mean indicated the
undecided description which means that the respondents possessed moderate
satisfactory level of capability on science investigatory project. To sum up, the
level of capabilities of grade 10 students in terms of making science investigatory
project title possessed moderate satisfactory level for having the range of
3.051101322 that was undecided.
This implied that the respondents were somehow confused of their capability
in formulating title to their science investigatory project or having difficulty in
choosing a topic in their project. They were having trouble if they can quickly
formulate and think of possible title for their science investigatory project.
Therefore, the respondents need to explore themselves on seeing and reading
SIP title from other schools and students project for them to have the skill and be
able to formulate easily a possible title. They should enhance the skill of making
titles in an attractive way which summarizes or describe or talk about the topic of
their project.
One of the most important considerations in picking a topic for your science
fair project is to find a subject that you consider interesting. You will be
spending a lot of time on it, so you do not want your science fair project to be
about something that is boring. Finding a topic is the hardest part of a science
fair project, and sometimes you just need a little help focusing on what sorts of
topics would be of interest to you (ScienceBuddies, 2019).

42
Formulation of Hypothesis
Peter’s College of Toril, Inc. on science investigatory project in terms of the
formulation of hypothesis. To answer this, the researchers utilized different
statistical tools as of mean, standard deviation, and its description. This was to
measure the average score and the spread of score of the respondents
answered in each statement under the second indicator. Also, by this given
output of means the researchers interpreted the data and gave the exact
description on it.
Peter’s College of Toril, Inc. on Science Investigatory Project in terms of
Formulation of Hypothesis
Formulation of
Hypothesis x sd Description
I can quickly formulate 2.991189427 0.982101726 Undecided
a hypothesis in my study.
formulating hypothesis
with the help of others.
I can create a 3.158590308 0.931956617 Undecided
hypothesis based
on my knowledge.
making a hypothesis
based on my title.
10 students in terms of formulation of hypothesis on science investigatory project

43
was all having an undecided description of the study. Also, its overall mean
indicated the undecided description which means that the respondents
possessed moderate satisfactory level of capability on science investigatory
project. To sum up, the level of capabilities of grade 10 students in terms of
formulation of hypothesis on science investigatory project possessed moderate
satisfactory level for having the range of 3.150881057 that was undecided.
This means that the respondents were somehow confused if they were able
to formulate hypothesis within the scope of their knowledge or not. They were
unsure of their capability on making hypothesis connected or out from their
investigated project. Therefore, the respondents should think properly and right
away of what could be the possible hypothesis out from their study. They
should have more knowledge about their study so that they can easily and be
able to formulate right or precise hypothesis. Also, it is beneficial for them to
engage their self in an activity where it enhanced the thinking capability of a
student in formulating hypothesis out from a specific study.
Hypothesis is a supposed statement but it is not a meaningless, unconnected
and illogical statement. Formulation of a hypothesis is an art and requires
mental, intelligence and guidance and support to formulate it. In scientific
knowledge, a hypothesis is arranged by logical relationship of cause and effect
when keeping in view the incident the material knowledge and wisdom help to
know the causes and through deduction a relation is established to investigate
through research. Students must have available knowledge, theories, analogies,
and personal intelligence and observation in order for them to formulate

44
hypothesis. The absence of clear theoretical framework, lack of ability to utilize
theoretical framework, and lack of acquaintance with available research
techniques will result you in difficulties of formulating hypothesis in the study
(Baba, 2014).
Data Analysis
Peter’s College of Toril, Inc. on science investigatory project in terms of data
analysis. To answer this, the researchers utilized different statistical tools as of
mean, standard deviation, and its description. This was to measure the average
score and the spread of score of the respondents answered in each statement
under the third indicator. Also, by this given output of means the researchers
interpreted the data and gave the exact description on it.
Peter’s College of Toril, Inc. on Science Investigatory Project in terms of Data
Analysis
Data Analysis x sd Description
I am capable of using 2.929515419 0.899538344 Undecided
any statistical software.
I can interpret the 2.977973568 0.928625085 Undecided
results of my data.
I am capable of using 2.925110132 0.871695714 Undecided
basic statistical
treatment.
I can analyze the data 3.039647577 0.937524446 Undecided
45
manually and make use

of other applications.
10 students in terms of data analysis on science investigatory project was all
moderate satisfactory level of capability on science investigatory project. To
sum up, the level of capabilities of grade 10 students in terms of data analysis on
science investigatory project possessed moderate satisfactory level for having
the range of 2.968061674 that was undecided.
This implied that the respondents were undecided to their skill of analyzing
data and their skill of using any statistical software. They were unable to decide
if they acquired a positive skill on analyzing data. Therefore, the respondents
should let them self-explored and used some any statistical software or
applications to have a prior knowledge about it. Experience more on
interpreting data so that they were able to enhance their skill right away. Also,
train their self on interpreting data results correctly.
According to Belarmino, Gramatica, & Mejos (2016) the students had a low
achievement level in data collection, analysis and interpretation which indicates
that they lack systematic reproducibility of results, appropriate application of
mathematical and statistical methods. Moreover, insufficient data collected to
support interpretation and conclusions.

46
Data Gathering
Peter’s College of Toril, Inc. on science investigatory project in terms of data
gathering. To answer this, the researchers utilized different statistical tools as of
mean, standard deviation, and its description. This was to measure the average
score and the spread of score of the respondents answered in each statement
under the fourth indicator. Also, by this given output of means the researchers
interpreted the data and gave the exact description on it.
Peter’s College of Toril, Inc. on Science Investigatory Project in terms of Data
Gathering
Data Gathering x sd Description
gathering the needed
data.
I can handle the 2.77092511 0.954931554 Undecided
pressure in collecting
the data.
I am able to determine 2.898678414 0.903948085 Undecided
the scope and
delimitation of the data
I am gathering.
I can ensure the ethical 2.973568282 0.930889311 Undecided
consideration is observed
during data gathering.
I am capable of gathering 2.828193833 0.922433199 Undecided
data myself even if it is
outside the academe.
47
10 students in terms of data gathering on science investigatory project were all
moderate satisfactory level of capability on science investigatory project. To
sum up, the level of capabilities of grade 10 students in terms of their willingness
in making science investigatory project possessed moderate satisfactory level for
having the range of 2.911013216 that was undecided.
This implied that the respondents were not sure if they are able to handle
pressure upon gathering the data needed and observed the ethical
considerations during data gathering. Also, at their age and grade level they
were not sure if they can gather data themselves even if it is outside the academe.
Therefore, the respondents should train their self in gathering data even if it is
only an exercise or just a simple thing to do because it can helped them to
acquire the skill of gathering correct and true/reliable data. Also, they should
make sure that during gathering data they should always remember the ethical
considerations to be considered while handling the pressure by understanding
different attitude you encounter to your respondents.
According to Gomez (2013) student's research skills in conducting
investigatory projects were generally found to be not efficient enough to access
and effectively use accurate information. There was a need for them to
understand the legal/ethical use of data with the permission or acknowledgment
of the owner. They tend to copy and paste the information without giving justice
48
of their works or without granting permission to the owner. They lacked the
competence to develop, implement, and communicate new ideas from the
gathered information.
Conclusion and Recommendations
In this part the researchers answer the third statement of the problem which
was the level of capabilities of grade 10 junior high school students in St. Peter’s
College of Toril, Inc. on science investigatory project in terms of conclusion and
recommendations. To answer this, the researchers utilized different statistical
tools as of mean, standard deviation, and its description. This was to measure
the average score and the spread of score of the respondents answered in each
statement under the fifth indicator. Also, by this given output of means the
researchers interpreted the data and gave the exact description on it.
Peter’s College of Toril, Inc. on Science Investigatory Project in terms of
Conclusion and Recommendations
Conclusion and
Recommendations x sd Description
finishing the
objectives of my study.
I always make sure 3.220264317 0.938334959 Undecided
that the discussions
in my conclusion are
anchored in the
result of my study.
I make use of 3.017621145 0.907026444 Undecided
49
transitional phrases
to connect my ideas
coherently.
I can make practical 3.158590308 0.883203013 Undecided
recommendations
based on the result
of my study.
drawing a reasonable
conclusion as a
summation of the
details I have used.
10 students in terms of conclusion and recommendations on science
investigatory project were all having an undecided description of the study. Also,
its overall mean indicated the undecided description which means that the
respondents possessed moderate satisfactory level of capability on science
investigatory project. To sum up, the level of capabilities of grade 10 students in
terms of conclusion and recommendations on science investigatory project
possessed moderate satisfactory level for having the range of 3.116299559 that
was undecided.
This means that the respondents were somehow capable or not capable of
coherently discussed their conclusion and on giving recommendations based on
the result of their study. They were not sure if they were not able to finish their
objectives in the study conducted. Therefore, the respondents should enhanced
their skill on making up decision in the gathered data and fixing on their ideas into
a joint one reasonable conclusion. They should also practice thinking critically
50
on making recommendations out from the conclusion and discuss the result
concise and precise to easily understand.
Writing a conclusion is an important part of any piece of writing. It is often
possible to get a good overview of an assignment by looking briefly at the
conclusion. However, writing a conclusion can be quite difficult. This is
because it can often be hard to find something interesting or useful to say in the
conclusion. Any conclusions that you draw must be clearly stated. Students
may encounter difficulty in making conclusions such as the main point is not clear,
too wordy, unorganized, too short that not all implications have been discussed,
not enough familiarity with the literature to contextualize the work, not enough
discussion of the significance of the outcomes, unjustifiable conclusions are not
supported, some results are ignored, and the interpretation obscures the true
meaning of the data (Chuang, 2017). In addition, the list of recommendations
reflects the conclusions. It proposes actions that should be taken. It is usually
combined with the conclusions in a section called conclusions and
recommendations. As a result, students base each recommendation on their
expert view of what can and should be done according to the outcome of their
conclusion. Recommendations may refer to a need, a new concept, a new
project, a solution to a problem where students see complications with gathering
up new ideas (Roberts, 2019).

51
In this part the researchers presented the first variable of the study the level
of attitude of grade 10 students on science investigatory project which discussed
about the test of difference when analyzed according to sex, section, and age.
Test of Difference When Analyzed According to Sex
In this part the researchers answered the fourth statement of the problem
which was the significant difference in the level of attitude of grade 10 junior high
project when analyzed according to sex. To answer this, the researchers
utilized different statistical tools as of mean, standard deviation, degree of
freedom, p-value, critical value, and its decision. This was to measure the
average score and the spread of score of the respondents answered in each
statement per indicator and to show the degree of freedom used, its p-value
obtained, and the critical value. Also, by the p-value obtained the researchers
interpreted the data and gave the decision on it.
Table 6.1 Test of Difference on the Level of Attitude of Grade 10 Junior High
School Students in St. Peter’s College of Toril, Inc. on Science Investigatory
Project When Analyzed According to Sex
Sex x sd df P-val Crit val Decision
Indicator 1. Willingness in Making Science Investigatory Project
Male 3.066666667 0.7054714 225 0.006253183 1.97056339 Accept the H1
52
Female 2.784 0.837276691 at 0.05 αlevel

Indicator 2. Relevance to Academic Life
Male 3.241176471 0.697002485 224 0.555032721 1.970610961 Accept the H0
Female 3.304 0.903612815 at 0.05 αlevel
Indicator 3. Achieving a Goal in Science Investigatory Project
Male 3.084313725 0.612371643 225 0.92494885 1.97056339 Accept the H0
Female 3.0928 0.743376775 at 0.05 αlevel
As shown on the table above were the significant differences of the
respondents’ level of attitude when analyzed according to sex. In terms of sex,
statistical results using t-test showed that there was a significant difference that
was established in the respondents’ response towards the first indicator
(willingness in making SIP) as indicated by the obtained p-value of 0.006253183
that led to the acceptance of the alternative hypothesis which means that it did
reject the null hypothesis. Still, there was no significant difference that was
established in the respondents’ response towards the second indicator
(relevance to academic life) as indicated by the obtained p-value of 0.555032721
that led to the acceptance of the null hypothesis which means it did reject the
alternative hypothesis. There was still no significant difference that was
established in the respondents’ response towards the third indicator (achieving a
goal in SIP) as indicated by the obtained p-value of 0.92494885 that led to the
acceptance of the null hypothesis which means it did reject the alternative
hypothesis.
This implied that the level of attitude of grade 10 students on science
investigatory project when analyzed according to sex under the first indicator
accepted the alternative hypothesis at 0.05 alpha level. In the second indicator
and third indicator, accepted the null hypothesis at 0.05 alpha level. Therefore,
53
it showed that whether you are a female or male, it has no differences in the level
of attitude in terms of seeing science investigatory project had relevance to
academic life and in achieving a goal. However, there was a difference in the
willingness of the student in making their science investigatory project.
Test of Difference When Analyzed According to Section
project when analyzed according to section. To answer this, the researchers
Project When Analyzed According to Section
Section x sd df Pval Crit val Decision
BMR 3.02173913 0.832910037 226 0.14018595 2.412311459
OLA 2.96 0.651711035 Accept the H0
OLG 2.64 0.963516287 at 0.05 αlevel
54
OLL 2.995652174 0.726010872

OLP 2.933333333 0.721110255
BMR 3.308695652 0.944416595 226 0.486904591 2.412311459
OLA 3.257777778 0.735616281 Accept the H0
OLG 3.093333333 0.947340775 at 0.05 αlevel
OLL 3.32173913 0.704876047
OLP 3.395555556 0.714128698
BMR 3.07826087 0.713648853 226 0.062560001 2.412311459
OLA 3.084444444 0.693461527 Accept the H0
OLG 2.848888889 0.836829031 at 0.05 αlevel
OLL 3.17826087 0.575388967
OLP 3.253333333 0.531550049
respondents’ attitude when analyzed according to section. In terms of section,
statistical results using ANOVA showed that there was no significant difference
that was established in the respondents’ response towards the first indicator
that led to the acceptance of the null hypothesis which means that it did reject the
alternative hypothesis. Still, there was no significant difference that was
hypothesis.
55
investigatory project when analyzed according to section under the first indicator,
second indicator and third indicator accepted the null hypothesis at 0.05 alpha
level. Therefore, it showed that whether you are in a different class composed
of different students, it has no particular differences in the level of attitude in
terms of the willingness of students in making their science investigatory project,
seeing science investigatory project as relevance to academic life and in
achieving a goal in science investigatory project.
Test of Difference When Analyzed According to Age
project when analyzed according to age. To answer this, the researchers

56
Project When Analyzed According to Age
Age x sd df Pval Crit val Decision
14 3 0 226 0.498970524 2.412311459
15 2.872222222 0.775059037 Accept the H0
16 2.927433628 0.812870552 at 0.05 αlevel
17 3.2 0.8
18 4.2 #DIV/0!
14 2.9 0.707106781 226 0.085096572 2.412311459
15 3.294444444 0.815943160 Accept the H0
16 3.228318584 0.802169940 at 0.05 αlevel
17 4.066666667 0.808290377
18 5 #DIV/0!
14 3.1 0.141421356 226 0.123154798 2.412311459
15 3.144444444 0.698106027 Accept the H0
16 3.008849558 0.672091288 at 0.05 αlevel
17 3.8 0.346410161
18 4 #DIV/0!
respondents’ attitude when analyzed according to age. In terms of age,

57
hypothesis.
investigatory project when analyzed according to age under the first indicator,
second indicator and third indicator accepted the null hypothesis at 0.05 alpha
level. Therefore, it showed that whether you are in a different age and maturity
level, it has no significant differences in the level of attitude in terms of the
willingness of students in making their science investigatory project, seeing
science investigatory project as relevance to academic life and in achieving a
goal in science investigatory project.
In this part the researchers presented the second variable of the study the
level of capabilities of grade 10 students on science investigatory project which
discussed about the test of difference when analyzed according to sex, section,
and age.
58
Test of Difference When Analyzed According to Sex
In this part the researchers answered the fifth statement of the problem which
was the significant difference in the level of capabilities of grade 10 junior high
project when analyzed according to sex. To answer this, the researchers
Table 7.1 Test of Difference on the Level of Capabilities of Grade 10 Junior High
Project When Analyzed According to Sex
Sex x sd df Pval Crit val Decision
Indicator 1. Making Science Investigatory Project Title
Male 3.147058824 0.711393262 224 0.088303943 1.970610961 Accept the H0
Female 2.9728 0.821620743 at 0.05 αlevel
Indicator 2. Formulation of Hypothesis
Male 3.071078431 0.709184313 225 0.176978469 1.97056339 Accept the H0
Female 3.216 0.902697570 at 0.05 αlevel
Indicator 3. Data Analysis
Male 3.044117647 0.626766577 221 0.170704872 1.97075627 Accept the H0
Female 2.906 0.883691852 at 0.05 αlevel
Indicator 4. Data Gathering
Male 2.92745098 0.680005368 225 0.995615563 1.97056339 Accept the H0
Female 2.928 0.823603412 at 0.05 αlevel
Indicator 5. Conclusion and Recommendations
Male 3.096078431 0.643462411 224 0.708503284 1.970610961 Accept the H0
Female 3.1328 0.833935094 at 0.05 αlevel
59
respondents’ capabilities when analyzed according to sex. In terms of sex,
statistical results using t-test showed that there was no significant difference that
was established in the respondents’ response towards the first indicator (making
SIP title) as indicated by the obtained p-value of 0.088303943 that led to the
acceptance of the null hypothesis which means that it did reject the alternative
hypothesis. Still, there was no significant difference that was established in the
respondents’ response towards the second indicator (formulation of hypothesis)
as indicated by the obtained p-value of 0.176978469 that led to the acceptance of
the null hypothesis which means it did reject the alternative hypothesis. There
was still no significant difference that was established in the respondents’
response towards the third indicator (data analysis) as indicated by the obtained
p-value of 0.170704872 that led to the acceptance of the null hypothesis which
means it did reject the alternative hypothesis. There was still no significant
difference that was established in the respondents’ response towards the fourth
indicator (data gathering) as indicated by the obtained p-value of 0.995615563
alternative hypothesis. Lastly, there was still no significant difference that was
established in the respondents’ response towards the fifth indicator (conclusion
and recommendations) as indicated by the obtained p-value of 0.708503284 that
led to the acceptance of the null hypothesis which means it did reject the
alternative hypothesis.
60
This implied that the level of capabilities of grade 10 students on science
investigatory project when analyzed according to sex under the first indicator,
second indicator, third indicator, fourth indicator, and fifth indicator accepted the
null hypothesis at 0.05 alpha level. Therefore, it showed that whether you are a
female or male, it has no significant differences in the level of capabilities in terms
of making science investigatory project title, formulation of hypothesis, data
analysis, data gathering, and conclusion and recommendations.
Test of Difference When Analyzed According to Section
project when analyzed according to section. To answer this, the researchers

61
Project When Analyzed According to Section
Section x sd df Pval Crit val Decision
BMR 3.065217391 0.863125429 226 0.365166635 2.412311459
OLA 3.062222222 0.633636291 Accept the H0
OLG 2.848888889 0.879209930 at 0.05 αlevel
OLL 3.165217391 0.812463302
OLP 3.111111111 0.657205593
BMR 3.163043478 0.953381979 226 0.065798739 2.412311459
OLA 3.372222222 0.775370553 Accept the H0
OLG 2.872222222 0.842112843 at 0.05 αlevel
OLL 3.217391304 0.700413956
OLP 3.127777778 0.775370553
BMR 2.967391304 0.847559725 226 0.1356116 2.412311459
OLA 2.983333333 0.735465221 Accept the H0
OLG 2.727777778 0.706749566 at 0.05 αlevel
OLL 3.005434783 0.794930343
OLP 3.155555556 0.780240600
BMR 2.8 0.904310664 226 0.273214501 2.412311459
OLA 2.884444444 0.714128698 Accept the H0
OLG 2.826666667 0.753898956 at 0.05 αlevel
OLL 3.069565217 0.756855943
OLP 3.057777778 0.636213547
BMR 3.108695652 0.842964633 226 0.329576795 2.412311459
OLA 3.142222222 0.719371218 Accept the H0
OLG 2.933333333 0.753175097 at 0.05 αlevel
OLL 3.126086957 0.857239700
OLP 3.271111111 0.537934696
respondents’ capabilities when analyzed according to section. In terms of
section, statistical results using ANOVA showed that there was no significant
difference that was established in the respondents’ response towards the first
indicator (making SIP title) as indicated by the obtained p-value of 0.365166635

62
(formulation of hypothesis) as indicated by the obtained p-value of 0.065798739
established in the respondents’ response towards the third indicator (data
analysis) as indicated by the obtained p-value of 0.1356116 that led to the
hypothesis. There was still no significant difference that was established in the
respondents’ response towards the fourth indicator (data gathering) as indicated
by the obtained p-value of 0.273214501 that led to the acceptance of the null
hypothesis which means it did reject the alternative hypothesis. Lastly, there
response towards the fifth indicator (conclusion and recommendations) as
indicated by the obtained p-value of 0.329576795 that led to the acceptance of
the null hypothesis which means it did reject the alternative hypothesis.
investigatory project when analyzed according to section under the first indicator,
null hypothesis at 0.05 alpha level. Therefore, it showed that whether you are in
a different class composed of different students, it has no particular differences in
the level of capabilities in terms of making science investigatory project title,

63
formulation of hypothesis, data analysis, data gathering, and conclusion and
recommendations.
Test of Difference When Analyzed According to Age
project when analyzed according to age. To answer this, the researchers
Project When Analyzed According to Age
Age x sd df Pval Crit val Decision
14 3.1 0.424264069 226 0.295199976 2.412311459
15 3.048148148 0.755723517 Accept the H0
16 3.028318584 0.800387074 at 0.05 αlevel
17 3.466666667 0.503322295
18 4.6 #DIV/0!
14 3.875 0.176776695 226 0.470896241 2.412311459
64
15 3.206018519 0.807260300 Accept the H0

16 3.097345133 0.842796173 at 0.05 αlevel
17 2.666666667 0.803637563
18 3.25 #DIV/0!
14 2.875 0.176776695 226 0.775140937 2.412311459
15 2.969907407 0.822946036 Accept the H0
16 2.957964602 0.755118438 at 0.05 αlevel
17 3 0.25
18 4 #DIV/0!
14 2.9 0.141421356 226 0.761080523 2.412311459
15 2.912962963 0.777377882 Accept the H0
16 2.955752212 0.760044412 at 0.05 αlevel
17 2.733333333 0.416333199
18 2 #DIV/0!
14 2.9 0.141421356 226 0.921468328 2.412311459
15 3.155555556 0.774033414 Accept the H0
16 3.077876106 0.752345678 at 0.05 αlevel
17 3.2 0.2
18 3.4 #DIV/0!
respondents’ capabilities when analyzed according to age. In terms of age,
(making SIP title) as indicated by the obtained p-value of 0.295199976 that led to
the acceptance of the null hypothesis which means that it did reject the
(formulation of hypothesis) as indicated by the obtained p-value of 0.470896241
established in the respondents’ response towards the third indicator (data

65
analysis) as indicated by the obtained p-value of 0.775140937 that led to the
hypothesis. There was still no significant difference that was established in the
respondents’ response towards the fourth indicator (data gathering) as indicated
by the obtained p-value of 0.761080523 that led to the acceptance of the null
hypothesis which means it did reject the alternative hypothesis. Lastly, there
response towards the fifth indicator (conclusion and recommendations) as
indicated by the obtained p-value of 0.921468328 that led to the acceptance of
the null hypothesis which means it did reject the alternative hypothesis.
investigatory project when analyzed according to age under the first indicator,
null hypothesis at 0.05 alpha level. Therefore, it showed that whether you are in
a different age and maturity level, it has no differences in the level of capabilities
in terms of making science investigatory project title, formulation of hypothesis,
data analysis, data gathering, and conclusion and recommendations.

66
Test of Relationship between the Level of Attitude and Level of Capabilities
of Grade 10 Students on Science Investigatory Project
In this part the researchers answered the sixth statement of the problem
which was the significant relationship between the level of attitude and level of
capabilities of grade 10 junior high school students in St. Peter’s College of Toril,
Inc. on science investigatory project. To answer this, the researchers utilized
different statistical tools as of mean, standard deviation, r-value, and its decision.
Also, the researchers utilized Pearson r interpretation in order to measure the
strength and direction of the relationship between the level of attitude and level of
capabilities of grade 10 students on science investigatory project. This was to
measure the average score and the spread of score of the respondents answer in
each statement of these variables. Also, by the given result to its correlation or
relationship value the researchers interpreted the data and gave the decision on
it.
Table 8. Test of Relationship between the Level of Attitude and Level of

Capabilities of Grade 10 Junior High School Students in St. Peter’s College of
Toril, Inc. on Science Investigatory Project
x sd r Decision
LEVEL OF ATTITUDE 3.091923642 0.675208400 0.750692431 Accept the H1
LEVEL OF CAPABILITIES 3.041371385 at 0.05 αlevel
As shown on the table above, the first variable which was the level of attitude
had a mean of 3.091923642 and a standard deviation of 0.675208400. In the

67
second variable which was the level of capabilities had a mean of 3.041371385
and a standard deviation of 0.674911476. Also, between these two variables, it
had a 0.750692431 relationship range which means that the level of attitude and
level of capabilities of grade junior high school students in St. Peter’s College of
Toril, Inc. on science investigatory project had a strong relationship to each other.
This implied that the two variables which were the level of attitude and level of
capabilities had a strong relationship with each other given the range of
0.750692431 according to the interpretation table of the Pearson r correlation
coefficient. This means that the level of attitude and level of capabilities of
grade 10 junior high school students in St. Peter’s College of Toril, Inc. on
science investigatory project accepted the alternative hypothesis and rejected the
null hypothesis which mean that these two variable had strong relationship to
each other. This means that with the given level of attitude of the student, it
greatly affected also the level of capabilities of the students in the process of
making the science investigatory project and so on.

CHAPTER 4
Summary, Conclusions, and Recommendations
Presented in this chapter were the summary, conclusions, and
recommendations based on the findings of the study. This briefly summarized
the way the study was conducted. The researchers main interest was to assess
and found out the relationship between the level of attitude and level of
capabilities of grade 10 junior high school students in St. Peter’s College of Toril,
Inc. on science investigatory project.
The researchers made use of two questionnaires to address the problem of
the study mainly the level of attitude and level of capabilities of students on
science investigatory project. There were two hundred twenty-seven (227)
respondents, composed of grade 10 Junior High School students only. All
indicators that belong to the level of attitude and level of capabilities showed that
the respondents possessed moderate satisfactory level on science investigatory
project that had the undecided description.
In terms of the significant differences, the level of attitude and level of
capabilities when analyzed by profile showed that the first indicator of the level of
attitude had only a significant difference when analyzed according to sex and the
rest were having no significant difference when analyzed by profile.

69
In terms of the significant relationship between the level of attitude and level
of capabilities, it showed that there was a strong relationship between these two
variables which means that in a given level of attitude of students it greatly
affected the level of capability of the student on science investigatory project.
Conclusions
The researchers found out that the 227 respondents from the grade 10
students in St. Peter’s College of Toril, Inc. we are having the level of attitude and
level of capabilities based on the given indicators:
The students’ willingness in making science investigatory project which was
the first indicator under the level of attitude was not sure for having the result of
undecided description which mean that the respondents possessed moderate
satisfactory level of attitude on SIP. Also, there was a significant difference in
the first indicator when analyzed according to sex which mean that the obtained
p-value is less than the alpha level of 0.05 that led to the acceptance of the
alternative hypothesis and reject the null hypothesis but apparently this was also
having no significant difference when analyzed according to section and age
which mean that the obtained p-value is greater than the alpha level of 0.05 that
led to the acceptance of the null hypothesis and reject the alternative hypothesis.
The students’ level of attitude on SIP in terms of relevance to academic life
which was the second indicator was still not sure for having the result of

70
satisfactory level of attitude on SIP. Also, there was no significant difference in
the second indicator when analyzed according to sex, section and age which
mean that the obtained p-value is greater than the alpha level of 0.05 that led to
the acceptance of the null hypothesis and reject the alternative hypothesis.
The students’ level of attitude in achieving a goal in SIP which was the third
indicator was still not sure for having the result of undecided description which
mean that the respondents possessed moderate satisfactory level of attitude on
SIP. Also, there was still no significant difference in the third indicator when
analyzed according to sex, section and age which mean that the obtained p-value
is greater than the alpha level of 0.05 that led to the acceptance of the null
hypothesis and reject the alternative hypothesis.
The students’ level of capability in terms of formulating SIP title which was the
first indicator, still they were confused if they were capable or not for having the
result of undecided description which mean that the respondents possessed
moderate satisfactory level of capability on SIP. Also, there was no significant
difference in the first indicator when analyzed according to sex, section and age
The students’ level of capability in terms of formulation of hypothesis which
was the second indicator, they were still confused if they were capable or not for
having the result of undecided description which mean that the respondents
possessed moderate satisfactory level of capability on SIP. Also, there was no
significant difference in the second indicator when analyzed according to sex,

71
section and age which mean that the obtained p-value is greater than the alpha
level of 0.05 that led to the acceptance of the null hypothesis and reject the
The students’ level of capability in terms of analyzing data which was the third
indicator, they were not sure if they were capable or not for having the result of
satisfactory level of capability on SIP. Also, there was still no significant
difference in the third indicator when analyzed according to sex, section and age
The students’ level of capability in terms of gathering the data needed which
was the fourth indicator, they were still not sure if they were capable or not for
having the result of undecided description which mean that the respondents
possessed moderate satisfactory level of capability on SIP. Also, there was still
no significant difference in the fourth indicator when analyzed according to sex,
section and age which mean that the obtained p-value is greater than the alpha
level of 0.05 that led to the acceptance of the null hypothesis and reject the
The students’ level of capability in terms of making conclusion and
recommendations which was the fifth indicator, they were confused if they were
capable or not for having the result of undecided description which mean that the
respondents possessed moderate satisfactory level of capability on SIP. Also,
there was no significant difference in the fourth indicator when analyzed

72
according to sex, section and age which mean that the obtained p-value is
greater than the alpha level of 0.05 that led to the acceptance of the null
hypothesis and reject the alternative hypothesis.
Recommendations
Based on the findings and conclusions, the following recommendations are to
be introduced. Recommendations to specific beneficiaries should be considered
such as the following:
School Administrator. The researchers would like to recommend to have
specialized subject focusing on science investigatory project only so that
students and teachers are able to focus in the process of making the
Teachers. The researchers would like to recommend the teachers to focus and
be more hands-on in the process of making science investigatory project of
students. The teachers should provide an entertaining activity in lined with the
science investigatory project so that students upon their learning time will be
more interesting.
Students. The researchers would like to recommend the students to be attentive
and cooperative in their science investigatory project. Students should have
initiative enough to explore about the science investigatory project by themselves.
Though they have the ability or skills in the steps of science investigatory project,
73
level of attitude of the students is above all thing. Students should acquire the
willingness and openness on making investigatory project.
Future Researchers. The researchers would like to recommend the future
researchers to continue this study. It is helpful for the students, teachers, and
the school itself to assess the level of attitude and level of capabilities of students
towards science investigatory project because it includes to the academic
achievements of students and their learning for the betterment of the society.
74
Appendices
Appendix A
Request Letter to Conduct Study
75
Appendix B
Validation Sheet
76
77
Appendix C
Letter for Grammarian
78
Appendix D
Survey Tool
Survey Questionnaire on Level of Attitude and Level of Capabilities of
Students on Science Investigatory Project
LEVEL OF ATTITUDE
Name (optional)_____________________ Section________ Age__ Sex___
Instructions: Below are statements pertaining to your level of attitude and level
of capabilities on Science Investigatory Project in terms of:
LEVEL OF ATTITUDE: Willingness in Making Science Investigatory Project,
Relevance to Academic Life, Achieving a Goal in Science Investigatory Project.
LEVEL OF CAPABILITIES: Making Science Investigatory Project Title,
Formulation of the Hypothesis, Data Analysis, Data Gathering, and Conclusion
and Recommendations.
Put a check (√) under the appropriate column that corresponds to your answer.
5 - Strongly Agree
4 - Agree
3 - Undecided
2 - Disagree
1 - Strongly Disagree
I. Willingness in Making Science Investigatory 5 4 3 2 1
Project
1.) I enjoy making SIP.
2.) I am always ready for a science investigatory
project.
3.) I am interested in SIPs.
4.) I am willing to conduct another SIP.
5.) I do SIP to learn not only for the sake of passing.
II. Relevance to Academic Life 5 4 3 2 1
79
6.) SIP is useful for my study.

7.) SIP is very valuable.
8.) I will employ SIP approaches in my academic
life.
9.) The skills I have acquired in SIP will be helpful to
my academic life.
10.) SIP is connected to my field of study.
III. Achieving a Goal in Science Investigatory 5 4 3 2 1
Project
11.) I always pay attention on the status of our SIP.
12.) I conceive SIPs as competition.
13.) I assure that our SIP product is better than the
others.
14.) I adhere when someone has a good idea in
achieving our goal in SIP.
15.) I put to consideration our objectives in SIP and
surely achieve it.
LEVEL OF CAPABILITIES
I. Making Science Investigatory Project Title 5 4 3 2 1
1.) I am capable of formulating title within my
interest.
2.) I can make a title in a creative way (catchy).
3.) I can quickly think of a possible title for my SIP.
4.) I am capable of making a simple title.
5.) I can always make sure that my title summarizes
of what does my study all about.
II. Formulation of the Hypothesis 5 4 3 2 1
6.) I can quickly formulate a hypothesis in my study.
7.) I am capable of formulating hypothesis with the
help of others.
80
8.) I can create a hypothesis based on my

knowledge.
9.) I am capable of making a hypothesis based on
my title.
III. Data Analysis 5 4 3 2 1
10.) I am capable of using any statistical software.
11.) I can interpret the results of my data.
12.) I am capable of using basic statistical
treatment.
13.) I can analyze the data manually and make use
of other applications.
IV. Data Gathering 5 4 3 2 1
14.) I am capable of gathering the needed data.
15.) I can handle the pressure in collecting the data.
16.) I am able to determine the scope and
delimitation of the data I am gathering.
17.) I can ensure the ethical consideration is
observed during data gathering.
18.) I am capable of gathering data myself even if it
is outside the academe.
V. Conclusion and Recommendations 5 4 3 2 1
19.) I am capable of finishing the objectives of my
study.
20.) I always make sure that the discussions in my
conclusion are anchored in the result of my study.
21.) I make use of transitional phrases to connect
my ideas coherently.
22.) I can make practical recommendations based
on the results of my study.
23.) I am capable of drawing a reasonable
conclusion as a summation of the details I have
used.
81
Appendix E
Reliability Test
Survey Questionnaire (Level of Attitude)
STUDENTS Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
1 3 4 4 2 3 4 4 4
2 2 3 2 2 4 4 4 3
3 3 2 3 2 3 3 3 3
4 3 2 4 2 2 3 4 4
5 4 3 4 4 2 3 3 3
6 3 2 2 3 4 4 4 3
7 5 5 5 5 5 5 5 5
8 2 2 2 1 1 3 2 2
9 4 3 3 2 3 3 2 2
10 3 4 3 2 1 3 4 4
Variance 0.76 1 0.96 1.25 1.56 0.45 0.85 0.81
Q9 Q10 Q11 Q12 Q13 Q14 Q15
4 4 3 3 3 4 4 53
4 3 3 3 3 3 1 44
3 3 4 3 4 3 4 46
3 3 4 3 5 3 3 48
2 4 4 3 3 3 2 47
3 4 4 3 3 4 4 50
5 5 5 5 5 5 5 75
3 3 1 4 1 4 2 33
3 2 2 2 3 3 2 39
3 4 2 3 3 2 4 45
0.61 0.65 1.36 0.56 1.21 0.64 1.49

82
NUMBER OF ITEMS 15
SUM OF THE ITEM VARIANCES 14.16
VARIANCE OF TOTAL SCORES 109.4
CRONBACH'S ALPHA 0.932750065
Survey Questionnaire (Level of Capabilities)

STUDENT Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
1 4 3 4 4 3 4 3 4 4
2 3 4 3 3 2 2 3 3 2
3 4 3 2 4 3 3 4 3 4
4 3 3 3 3 3 3 2 3 3
5 4 5 4 3 4 4 5 5 2
6 3 4 3 3 4 3 4 3 4
7 3 4 4 4 4 4 4 3 3
8 3 2 3 4 4 2 3 4 4
9 4 4 4 2 5 4 4 4 4
10 4 3 4 4 3 2 4 3 4
Variance 0.25 0.65 0.44 0.44 0.65 0.69 0.64 0.45 0.64
Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19
4 4 3 3 4 3 4 3 3 4
3 4 3 4 3 4 4 2 4 3
83
4 3 3 4 3 4 3 4 4 3
3 3 4 2 3 4 3 3 4 2
2 2 3 5 4 4 4 3 4 4
3 4 4 3 3 3 4 3 3 5
4 3 4 4 4 3 4 4 4 4
3 2 3 2 3 1 1 3 2 3
4 4 4 4 5 2 4 4 4 4
3 4 2 3 4 4 3 4 3 4
0.41 0.61 0.41 0.84 0.44 0.96 0.84 0.41 0.45 0.64
Q20 Q21 Q22 Q23
4 4 3 3 82
3 3 4 2 71 NUMBER OF ITEMS 23
3 4 4 3 79 SUM OF THE ITEM VARIANCES 13.17
3 2 2 3 67 VARIANCE OF TOTAL SCORES 71.81
4 4 3 4 86 CRONBACH'S ALPHA 0.853717512
5 4 3 3 81
4 4 4 4 87
3 4 2 1 62
4 3 4 4 89
4 3 3 4 79
0.41 0.45 0.56 0.89

84
Appendix F
Statistical Analysis
85
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94
95
96

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98
99
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121
Appendix G
Documentation
122
Appendix H
Curriculum Vitae
Katleen Grace S. Cajetas

333 San Vicente St., Daliao, Toril, Davao City
Davao del Sur, Philippines 8000
Mobile No. : 0930 948 0888
Email Add: katleengracesegadorcajetas@yahoo.com
PERSONAL DATAaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Date of Birth: January 11, 2002
Gender: Female
Civil Status: Single
Religion: Roman Catholic
EDUCATIONnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnaannnnnnaaannnn
Secondary Level St. Peter’s College of Toril, Inc.
Mac Arthur Highway, Toril, Davao City
Senior High School
Doña Carmen Denia National High School

Saavedra Street, Toril, Davao City
Junior High School
Elementary Level Don Juan dela Cruz Central Elementary School

Juan dela Cruz Street, Toril, Davao City
123
Dexter John R. Jubay

Saint Matthew St. Manggahan, Toril, Davao City
Mobile No. :
Email Add: jhndxtrjby@gmail.com
Date of Birth: June 28, 2000
Gender: Male
Senior High School
St. Peter’s College of Toril, Inc.

Junior High School
Elementary Level Don Juan dela Cruz Central Elementary School

Juan dela Cruz Street, Toril, Davao City
124
Prince Ivan D. Tubog

Central II, Binugao Toril, Davao City
Mobile No. : 0995 906 1898
Email Add: princetubogs@gmail.com
Date of Birth: February 15, 2001
Gender: Male
Secondary Level Saint Peter’s College of Toril
Senior High School
Binugao National High School

Binugao Toril, Davao City
Junior High School
Elementary Level Binugao Central Elementary School

Binugao Toril, Davao City
125
Krezza Marie V. Avila

Purok 3 Pintuan, Mulig, Toril, Davao City
Mobile No. : 09758956681
Email Add: Krezzasang@gmail.com
Date of Birth: June 27, 2002
Gender: Female
Senior High School
Mulig National High School

Mulig, Toril, Davao City
Junior High School
Elementary Level Manambulan Elementary School

Manambulan, Tugbok, Davao City
126
Jemma Rose M. Ogayan

Prk. 6 Saypon Riverside, Toril, Davao City
Mobile No. : 0928 838 4633
Email Add: ohhjemma19@gmail.com
Date of Birth: April 30, 2002
Gender: Female
Senior High School
Crossing Bayabas National High School

Neptune Street, Toril, Davao City
Junior High School
Elementary Level R.C. Quimpo Elementary School

Toril, Davao City
Artemio Loyola Elementary School
127
Nicole Therese B. Dagani

Ilocano Village, Toril, Davao City
Mobile No. : 0926 268 6005
Email Add: nicoledagani34@gmail.com
Date of Birth: November 22, 2001
Gender: Female
Senior High School
San Nicolas Academy
Doña Carmen denia National High School

Saavedra Street, Toril, Davao City
Talomo National High School
Farland Extension
Junior High School
Elementary Level Memorare Christian Academy

Maranatha Christian Academy of Imus Cavite
Opong Elementary School
128
Appendix I
Insights
In doing this research, we have many struggles and challenges that we
encounter. It is the reason why we need to have a long patience in doing this
research. Wether we like it or not we need to do the things that could make it
successful, although in doing the research is very difficult we need to study and
learn the important things and steps that can help us to learn and know. It is not
easy to gather informations especially the informations for our Review Related
Literature (RRL). It was very difficult also in searching an informations from the
internet that could support our study especially when there is trouble with the
internet. But we are so blessed to have a reseach adviser who always there for
us to help in our study and teach us the right thing to do in conducting a research
eventhough sometimes we are so lazy to make this research. He didn't stop
explaining on us if we cannot understand the lessons about research. He didn't
want to proceed to another topic until everyone understand the lesson. As a
group we need to be united or do the research as one. Although we have a lot
of things that we need to do in other subject that could make us feel stress and
can make our mind blown out. We need to do it. We need to exert an effort
and give time to conduct or to make a study. Wether we like it or not we need to
do it as a student because this research is useful in our study until we go to
college. It is for the sake of our grades and to pass this school year and the
other years to come.
- Krezza Marie Avila
For me as a researcher, I encountered struggles and difficulty. that's why

we need to be patient in doing research. In doing research it's so hard to find a
reliable information for our study because our topic is all about science
Investigatory Project (SIP). although wether we like it or not, we need to do this
for our sake and for us to graduate. That's why we need to study hard and learn
important things to remember. As a group member we need to be as one no
matter what happen. For me research is like a challenge because life is full of
challenges and we did not surrender, we want to be successful if we did not have
encountered struggles in life.
- Dexter John Jubay
I have a luxury of insights on this research. Firstly is about the complexity of

this study I thought that it would be gonna to be really hard and tough also it might
affect our other subjects. But thanks God our research adviser did not pressure
us as what we are expecting from him, despite the difficulties of works of piling up
he has still managed to guide us throughout the conducting of research. We
129
have faced a lot of problems specially with the RRL for our topic. But still we
managed and we survived thanks to this I learned the importance of not just
science investigatory projects but also the relevance of science in our daily lives.
- Prince Ivan Tubog
For me, as the leader of the group. I knew right from the start that I should
not be worried and only to trust so as to put God at the center of everything. I
have learned to trust my group mates, I learned how to manage my time. I knew
from the start that it is my responsibility to guide my group mates with the topic.
From the fact that they chose me as their leader, now we are on the verge of
finishing our research. At first I thought research is a boring thing to do, but as I
slowly making progress I was also realizing that it is a fun thing to do, but of
course a little dreary sometimes. But we somehow managed until now, I bid so
much of my time for this, my dignity. I am so thankful because I have learned a
lot about research and the most pivotal part is I know in the near future this
research would not turn into a trash, but a forte for the students, future
researchers, and specially to the institution.
- Katleen Grace Cajetas
As this research started, my journey as a researcher also started again.

Sacrifices and hard work are needed for this to be done. Also the team work
of the group is needed but sometimes some of us are lazy to comply the
needed the reason why our leader got mad and angry sometimes. Honestly,
it’s our second time to conduct a study and still it is not easy just like before. I
encountered a lot of struggles especially to myself like “Fear” I scared when the
defense is up coming, when there is need to do and I can’t comply, and I am
also afraid if my hard work will no meaning because sometimes in doing
research will make me feel disappointed. Physically, lack of sleep, got eye
bags, and go to school with sleepy eyes. The most struggle was when finding
reliable information and that’s really my weakness because I’m not good at
searching. But those struggles I mentioned being paid with learning’s and
realization. Conducting this research will mold me as a student at first when
you think that you can’t do it but you don’t even realize that you really made
and accomplish it. Research are not just a research but it plays important role
in our community which a way to solve and answer existing problem. To my
group mates and especially to our understanding leader I found solidarity in
each one of us even if sometimes we didn’t understand but still we are both
wanted to listen. To those people who will read this I hope you will be
interested in research because it such a good experience and feeling just only
put dedication and perseverance.
- Jemma Rose Ogayan
130
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Level of Attitude and Level of Capabilities of Grade 10 Junior

High School Students in St. Peter’s College of Toril, Inc.

on Science Investigatory Project

Avila, Krezza Marie V.

Cajetas, Katleen Grace S.

Dagani, Nicole Therese B.

Jubay, Dexter John R.

Ogayan, Jemma Rose M.

Tubog, Prince Ivan D.

you do it. Science investigatory project is more on hands-on working, which

involves experimental, investigation, and deep understanding. Science

investigatory project is not just merely a simple science research. There is a

stressed out; feel anxiety, and difficulty of understanding scientific processes.

current problem experienced by the student upon doing their science

investigatory project, in particular there is a need to look at the proper way of

specific sciences to life. Students engage in science, biology, chemistry, or

physical science resulting in them to be intellectually complicated in various

situations, experiencing more difficulties in doing things related to memorizing,

of importance, sustaining interests in science was then complicated, gaining the

retrospective and more prospective. They pointed out that environmental

which is manifested by their negative attitude towards it and low performance in

the research subject. That is why students tend to consider scientific

researches as a matter of compliance with their subject, which leads to the

negative attitude of students on science investigatory project and having low

performance as a result to it.

In the study conducted by Aparecio (2018) in the selected divisions of Region

competently in the research process, majority of the students have low

the scientific processes involved in conducting scientific investigations and may

especially require support and assistance from their teachers in performing

their knowledge on the scientific processes involved in doing research projects.

school environment, family background, or the students itself.

level of capabilities of students on science investigatory project and the

relationship between these two variables.

of students on science investigatory project because the researchers observed

attitude and level of capabilities of grade 10 students on science investigatory

capabilities in making science investigatory project that could be beneficial to

connection between these variables towards science investigatory project.

Statement of the Problem

Science Investigatory Project. It particularly sought to answer the following.

1. What is the demographic profile of grade 10 junior high school students in

St. Peter’s College of Toril, Inc. on science investigatory project in terms

Peter’s College of Toril, Inc. on science investigatory project in terms of:

2.1 Willingness in Making Science Investigatory Project

2.2 Relevance to Academic Life

2.3 Achieving a Goal in Science Investigatory Project?

Peter’s College of Toril, Inc. on science investigatory project in terms

3.1 Making Science Investigatory Project Title

3.2 Formulation of Hypothesis

3.3 Data Analysis

3.4 Data Gathering

3.5 Conclusion and Recommendations?

4. Is there a significant difference in the level of attitude of grade 10 junior

high school students in St. Peter’s College of Toril, Inc. on science

investigatory project when analyzed by profile?

5. Is there a significant difference in the level of capabilities of grade 10 junior

high school students in St. Peter’s College of Toril, Inc. on science

investigatory project when analyzed by profile?

6. Is there a significant relationship between the level of attitude and level of

capabilities of grade 10 junior high school students in St. Peter’s College

of Toril, Inc. on science investigatory project?

7. What recommendation can be formulated from the study?

This section included the formulated hypotheses of the researchers.

school students in St. Peter’s College of Toril, Inc. on science investigatory