SCIENCE PROCESS SKILLS AND ACADEMIC ACHIEVEMENT

OF GRADE 4 PUPILS: BASIS FOR SCIENCE

LESSON EXEMPLARS

by:

JASPHER D. TABUADA
December 2018
 ABSTRACT

This is a descriptive-correlational study, which was undertaken to determine

the Science Process Skills, the academic achievement in Science and their

relationship among the 155 Grade 4 pupils proportionally and randomly selected

from the six sections of Mambog Elementary School.

A 45-item content validated science process’ questionnaire with 70.80%

reliability index was used. The grade-point average for school year 2017-2018

served as the academic achievement measures.

The findings of the study revealed that the pupils’ level of basic science

process skills is “average”. This means that the pupils demonstrated little analytical

processing of information and strived to perform basic science process skills.

Based from the results, there is still a need for science teachers to continue

enhancing the basic science process skills of the pupils. This can be done by

improving the teaching-learning process focusing on the process with low MPS like

comparing.

Pupils’ level of integrated science process skills is “average”, which means

that the pupils demonstrated little analytical processing of information and strived

to perform integrated science process skills. The result suggested for more

intervention to be conducted and provide activities which can enhance the

integrated science process skills of the pupils focusing on the processes with low
MPS like experimenting, defining operationally, controlling variables and

formulating models.

Overall, the level of science process skills is “average”. It means that Grade

4 pupils demonstrated very little analytical processing of information and had great

difficulty of performing science process skills. The result infers an intensive

inculcation of science process skills in teaching-learning process.

The academic achievement in Science of Grade 4 pupils is “satisfactory”. It

implies that the Grade 4 pupils have developed the fundamental knowledge, skills,

and core understanding with little guidance or assistance of the teachers or peers

and can transfer these through authentic performance task. The pupils as a group

showed heterogeneity in their academic achievement.

With the average science process skills and satisfactory academic

achievement, a significant relationship existed between the said variables among

the Grade 4 pupils of Mambog Elementary School for the school year 2017-2018.

On the above premise, the prepared lesson exemplars can help the

teachers and the pupils in the teaching-learning process.

 CHAPTER 1

INTRODUCTION

Background of the Study

Science is an intellectual and practical activity encompassing the

systematic study of the structure and behaviour of the physical and natural world

through observation and experiment (https://en.oxforddictionaries.com). It

continues to evolve with its new inventions, discoveries and new information being

developed every tick of the clock. The global importance of science and technology

which dominates in every society requires an educational system that provides a

venue for the development of scientific knowledge and an opportunity to be

equipped with science process skills.

Science process skills are subsets of the thinking skills used by either

scientist, teacher or student when learning science. They are used by scientist to

investigate and explore and will play a role only when used in the context of science

activities such as investigation and interpretation with the scientific understanding.

They have been divided into two, the basic science process skills and the

integrated science process skills. Basic science process skills consist of observing,

comparing, classifying, measuring, inferring, predicting, and communicating. While

integrated science process skills include experimenting, collecting data,

interpreting data, formulating hypothesis, identifying variables, defining

operationally, controlling variables and formulating models (Padilla, 1990 as cited

from Aydogdu, 2015 & Duruk et al., 2016).

Since science is about asking questions and finding answers to questions

which can become a new developed information, science process skills are

actually the same skills that every person uses in his/her daily life as he/she tries

to figure out everyday questions.

In today’s information age where all information can be accessed just a click

or tap away, the main goal of the educational system is to provide students with

information acquisition skills instead of directly providing them with the information

they need. Meaning, comprehensive learning rather than learning based on

memorization requires problem solving and science process skills for new

situations. This idea is congruent with one of the philosophical foundations of

education, the Constructivism. Constructivism is a theory-based on observation

and scientific study – about how people learn

(http://www.thirteen.org/edonline/concept2class/constructivism/). It is also one of

the philosophical bases of our new curriculum, the K-12 Curriculum. The new

curriculum uses the spiral progression, that is, as the learning progresses, more

and more details are introduced. The concepts are taught early then re-taught in

succeeding years with increased sophistication and complexity (Datu, 2016).

Learners have been given an opportunity to construct their own understanding and

knowledge, through experiencing things and reflecting on those experiences.

Constructivism encourages different activities where students can reflect, discuss

with their teacher or with peers the outcomes, by understanding and learning them.

Science process skills are required for the students to learn about the world

of science and technology in more detail. Mastering the science process skills is

one of the 21st century skills that students should be equipped with in order to

overcome the challenges of the twenty first century in science and technology

sector and to ensure their competitiveness in the globalization era.

This posed a challenge to all educational institutions. The new curriculum

has been constructed, disseminated and implemented. It should be well

implemented to realize the Vision and perform the Mission of the Department of

Education, as well as to raise the academic achievement of the students in the

National Achievement Test.

Improving students’ comprehension on science processes has been a

national issue based from the result of the National Achievement Test. The recent

result implies that students cannot comprehend “Science Processes-Typed

Problems”. The result also implies that in spite of the programs and interventions

which have been formulated and implemented to raise the academic performance

of the pupils in the National Achievement Test particularly in Science, still some of

them failed to achieve their goal (Prudente, 2011, as cited by Maranan, 2017).
 In this study, the researcher attempted to identify the level of science

process skills and the academic achievement in Science of the Grade 4 pupils of

Mambog Elementary School for the School Year 2017-2018.

Statement of the Purpose

This study determined the relationship between level of Science Process

Skills and the academic achievement in Science of Grade 4 pupils of Mambog

Elementary School.

Specifically, it sought to answer the following questions:

1. What is the level of Science Process Skills of the pupils in terms of:

1.1 Basic Science Process Skills

1.1.1 Observing

1.1.2 Comparing

1.1.3 Classifying

1.1.4 Measuring

1.1.5 Inferring

1.1.6 Predicting

1.1.7 Communicating

1.2 Integrated Science Process Skills

1.2.1 Collecting Data

1.2.2 Interpreting Data

1.2.3 Formulating Hypothesis

 1.2.4 Identifying Variables

1.2.5 Defining Operationally

1.2.6 Controlling Variables

1.2.7 Formulating Models

1.2.8 Experimenting

2. What is the academic achievement in Science of Grade 4 pupils?

3. What significant relationship exists between level of science process skills

and academic achievement in Science of Grade 4 pupils of Mambog

Elementary School?

4. What lesson exemplars in Science may be prepared for Grade 4 pupils?

Significance of the Study

The study is beneficial to the following:

Division Superintendent and Education Program Supervisors. As the

head of a Division and the prime movers of the programs and

projects of the Department of Education, the study will provide them

actual data about the pupils’ process skills which need further

reinforcements.

School Principal. He/She will have basis in formulating programs and

projects through the School Improvement Plan to equip the pupils

with Science Process Skills which may directly affect their National

Achievement Test Result.

 Science Teachers. They will benefit from the science lesson exemplars.

They will be aware of the present situation obtaining in the field and

the need for hands-on activities that enable the pupils to develop and

master the Science process skills.

Pupils. As the primary beneficiary of this study, they will better learn

Science by enhancing their Science process skills.

Scope and Limitations

The respondents of the study include the Grade 4 pupils of Mambog

Elementary School, District of Bacoor II, Division of Bacoor City for the school year

2017-2018. It determined the level of science process skills of the pupils in relation

to their academic achievement in Science.

 CHAPTER 2

THEORETICAL FRAMEWORK

This chapter presents a review of both foreign and local literature gathered

via electronic and conventional databases that have a significant relationship to

the present study, the research paradigm which graphically demonstrated the

relationship of the variables investigated, the research hypotheses and the

definition of terms.

Review of Related Literature and Studies

Science Process Skills

Yumusak (2016) defined science process skills (SPS) as the core skills that

guide in research means and methods that enable the easy learning and

persistency of sciences, and that provide the pupils to be responsible and active

in their own learning. He also cited the articulation of Arslan and Tertemiz (2004)

regarding science process skills as the developer of self-responsibility in pupils’

learning that enable easy learning in classes and that supplies the pupils to be

active and able to structure their knowledge. Based on these definitions, it was

suggested that the science process skills involve means and methods to reach

scientific information and thus allow the pupils to think scientifically. Science

process skills are the basis for scientific thinking and research. Since science

process skills are thinking skills that we used to get information, these skills are
defined as tools that acquire information about the world and order this information

(Aydogdu 2015).

In the study conducted by Duruk et al. (2016), they expounded that science

process skills have provided a valuable chance for everyone, particularly the

pupils, to construct their own knowledge by means of scientific inquiry. If pupils are

to understand what science is and how it actually works, then they necessarily

make use of their science process skills as well as scientific content knowledge

compulsory to be learned in any science curriculum. They also supported and cited

the statement of MoNe (2013) that one of the basic goals of science education is

the fulfilment of the thought that pupils should have sufficient ability to do science.

It means that a pupil has the ability to formulate an information or knowledge by

following the step-by-step process of scientific method and has been equipped

with science process skills. Science teaching is based on inquiry-based learning.

In the course of teaching, a blend of science content knowledge and science

process skills are prerequisites to achieve the objectives of science education

which is to develop scientific literacy among learners that will prepare them to be

informed and participative citizens who are able to make judgments and decisions

regarding application of scientific knowledge that may have social, health or

environmental impacts (K to 12 Science Curriculum Guide August 2016).

Accordingly, science process skills are extremely important in the process

of training pupils who have skills for research, investigation and critical thinking
and the trait of becoming life-long learners. Science process skills are considered

as decisive and inseparable part of science education. Mainly, SPS is thinking

skills that scientists use to construct knowledge in order to solve and evaluate

problems as well as formulate results. Pupils’ utilization of these skills to structure

scientific information, not only allows them to process new information through

tangible experiences, but also helps them understand the nature of science

(Ozgelen, 2012, as cited by Duruk et al., 2016). It has been supported also by

Zeidan & Jayosi (2014) when they stated that science process skills are known as

procedural skills, experimental and investigating science habits of mind and

scientific inquiry abilities. The pupils can be given the opportunity to observe,

handle things and explore the environment.

Several group of researchers categorized science process skills into two

groups: basic process skills and integrated science process skills. The basic

(simpler) process skills provide a foundation for learning the integrated (more

complex) skills. According to “The Process Skills” by Michael J. Padilla, Professor

of Science Education, University of Georgia, Athens, GA, basic process skills form

the basis of integrated science process skills. The basic process skills are

observing, comparing, classifying, measuring, inferring, predicting and

communicating. Integrated science process skills are collecting data, interpreting

data, formulating hypothesis, identifying variables, defining operationally,

controlling variables, formulating models and experimenting. He also explained

that one of the most important and persuasive goals of schooling is to teach

students to think. All school subjects should share in accomplishing this overall

goal. Science contributes its unique skills, with its emphasis on hypothesizing,

manipulating the physical world and reasoning from the data.

Aydogdu (2015) explained that basic process skills can be acquired by the

learners from the preschool period onward while integrated process skills can

begin to be acquired in intermediate level to secondary school. He also

emphasized that integrated process skills are important skills for solving problems

or doing science experiments and they require a more advanced knowledge base.

Zeidan & Jayosi (2014) stated in their study that basic science process skills such

as observing, using numbers and classifying are the foundation for the acquisition

of integrated science process skills.

Duruk et al., (2016) emphasized that learning is a never ending process

itself. Looking at some veteran researchers such as Piaget and Vygotsky with their

cognitive and social views advocate mainly the constructivist ways of learning in

which individuals construct their own learning by themselves integrating new

knowledge receive with those they already had. It was noted that one of the

philosophical bases of our new curriculum, K to 12 Basic Education Curriculum, is

Constructivism. Constructivism is a theory – based on observation and scientific

study – about how people learn. Learners have been given an opportunity to

construct their own understanding and knowledge, through experiencing things

and reflecting on those experiences. It encourages different activities where

students can reflect, discuss with their teacher or with peers their outcomes,

understand it, then learn it. The new curriculum uses the spiral progression, that

is, as the learning progresses, more and more details are introduced. The concepts

are taught early then re-taught in succeeding years with increased sophistication

and complexity (Datu, 2016). Basing from the conceptual framework in Science of

the K to 12 Basic Education Curriculum, it is designed around three domains of

learning science: understanding and applying scientific knowledge in local setting

as well as global context whenever possible, performing scientific processes and

skills, and developing and demonstrating scientific attitudes and values. It also

emphasized that science content and science processes are intertwined in the

curriculum. Without the content, learners will have difficulty utilizing science

process skills since these processes are best learned in context.

Academic Achievement

Pupils’ achievement measures the amount of academic content a student

learns in a determined amount of time. Each grade level has learning goals

or instructional standards that teachers are required to teach. Standards are

similar to a 'to-do' list that a teacher can use to guide instruction. Pupils’

achievement will increase when quality instruction is used to teach instructional

standards.
 Academic achievement or performance is the extent to which a pupil,

teacher or institution has achieved their short or long term educational goals.

Cumulative Grade Point Average (GPA) and completion of educational degrees

represent academic achievement. It is commonly measured through examinations

or continuous assessment but there is no general agreement on how it is best

evaluated or which aspects are most important – procedural knowledge such as

skills or declarative knowledge such as facts.

Maranan (2017) defined science achievement as to the accomplishment of

the pupil in his/her school work. It is the measure of knowledge, understanding,

skills and appreciation attained by the pupils in Science as indicated by his scores

in the achievement test.

According to Fallorina (2012), there are many factors affect the learner’s

academic performance and studies have proven that there are many attributes of

academic achievement. This could be the pupils’ themselves, the family, the

environment, the school community and most especially the teachers. She

stressed that despite conventional wisdom that school inputs make little difference

in student learning, growing body of research suggests that schools can make a

difference and substantial portion of that difference is attributed to teachers.

According to Brooker (as cited by Dinglasan, 2015), academic achievement

involves the productive integration of the students’ interest and teachers’ expertise

in the teaching learning situation measured in terms of grade averages often

expressed in percentages. It reflects the extent of students’ achievements in terms

of knowledge, skills, and values acquired vis-à-vis the content, course, scope and

degree of difficulty.

Dinglasan (2015) stated that academic achievement for many students is a

visible product for diligent and persevering study within a specific period of time. It

is numeric version of every performance that the students have obtained. It is this

numeric system that the students received feedback to be poor, average or

excellent. According to the National Academy of Sciences and the national

Science Teacher Association as mentioned by Dinglasan (2015), effective

education for science literacy requires that every student to be frequently and

actively involved in exploring the nature in ways that resemble how scientists work.

Science literacy consist of knowledge of certain important scientific facts, concepts

and theories, the exercise of scientific habits of mind, and an understanding of the

nature of science.

Synthesis

The new curriculum encouraged and required the educational institutions to

equip the learners with these science process skills in order to attain the aims of

science education. To do this, equipping science process skills should start with

the teachers, the facilitators of learning. Several studies conducted among

teachers to determine the level of their science process skills and its relationship

to the level of science process skills of the pupils and their academic achievement.
The curriculum, mode of instruction and the type of test questions given to pupils

were also investigated if they contribute to the equipping and developing of science

process skills to pupils.

Elmas et al. (2016) investigated the inclusion of science process skills in

multiple choice questions. They analyzed the science and technology questions

with respect to science process skills included in the transition from primary to

secondary education examination. They have found out that the number of science

and technology questions that incorporated SPS has increased every school year.

The document analysis showed that the basic science process skills were included

in science and technology questions more or less as often as integrated science

process skills.

Dinglasan (2015) investigated the relationship existed between scientific

attitudes and experimental skills, and academic achievement in Science of the

pupils. She expounded that the process approach teaching is effective for proper

development and understanding of process skills in science and also to develop

positive attitude towards science. She concluded that positive attitude towards

science is essential for each individual to live a harmonious life with nature. Thus,

teachers should help the children to develop scientific attitude.

Duruk et al. (2016) stated that learners with developed SPS may have a

more persistent, more meaningful knowledge base that is far from false

conceptualizations, as they take part actively in the process of obtaining

information and they structure their information by themselves under supervision

of their teachers. They added that there is a positive relationship between SPS

and academic success in science courses according the results of some studies.

Those studies concluded that the students are below average in terms of SPS and

there is a positive relationship between SPS and academic achievement.

Maranan (2017) investigated the relationship existed between basic

science process skills and attitudes toward Science and science academic

achievement of the students. She found out that many students in the lower level

especially in the “Low mastery” and “No mastery” level must be aided to improve

their science process skills and academic performance. She also found out that

there is a significant relationship between mastery in basic science process skills

and performance in science to different dimensions of learning.

Process skills are fundamental to science, allowing everyone to conduct

investigations and reach conclusions. We are convinced that there is a serious

educational gap in this area, both in bringing research skills into the classroom and

in training teachers to do this. It is obviously a multifaceted problem, which involves

school administration and teacher education, as well as the development by

students of the necessary social skills to collaborate effectively, share, debate,

defend, and extend ideas in groups (Dinglasan, 2015).

Conceptual Framework

The research paradigm, as shown in Figure 1, conceptualizes the Input,

Process and Output model of the research procedures in the study.

INPUT PROCESS OUTPUT

Administered
Science
Level of Science Process Test
Process Skills Organized Data
Analyzed
-Basic Science Science
Process Skills process skills Proposed
-Integrated test result from Science
Science the instrument Lesson
Process Skills given Exemplars to
Determined the equip pupils
relationship with and
between level improve their
of science Science
Pupils’ Academic process skills
process skills
Achievement in
and academic
Science
achievement in
Science of the
respondents
Interpreted
data

Figure 1

The Conceptual Paradigm of the Study.

Hypothesis

A null hypothesis was formulated in relation to the study:

There is no significant relationship that exists between the level of science

process skills and the academic performance in Science of Grade 4 pupils of

Mambog Elementary School.

Definition of Variables

For the purpose of clarity, the following terms/variables are defined

conceptually and operationally.

Academic Achievement. It refers to the Grade Point Average (GPA) of the

pupils in Science subject as reflected on the DepEd School Report Card (DepEd

Form 138) or grading sheets based on the standard criteria for grading.

Classifying. It is the process of grouping or ordering objects or events into

categories based on properties.

Collecting Data. It is the process of gathering information from various

sources.

Communicating. It is the process of using words or graphic symbols to

describe an action, object or event.

Comparing. It is the process of identifying the similarities and differences

of objects, animals and events.

Controlling Variables. It is the process of identifying variables that can

affect an experimental outcome, keeping most constant while manipulating only

the independent variable.

 Defining Operationally. It is the process of stating how to measure a

variable in an experiment.

Experimenting. It is a process of carrying out an experiment by carefully

following directions of the procedure so the results can be verified by repeating the

procedure several times.

Formulating Hypothesis. It is the process of stating a temporary

conclusion to a problem.

Formulating models. It is the process of presenting data in the forms of a

mental or physical model of a process or event.

Identifying Variables. It is the process of identifying the independent,

dependent and control variables in an experiment.

Inferring. It is the process of making an “educated guess” about an object

or event based on previously gathered data or information.

Interpreting Data. It the process of organizing data and drawing

conclusions from it.

Measuring. It is the process of using both standard and non-standard

measures or estimates to describe the dimensions of an object or event.

Observing. It is the process of gathering information about an object or

event using the senses.

Predicting. It is the process of stating the outcome of a future event based

on a pattern of evidence.
 Science Process Skills. Core skills that guide in research means and

methods that enable the easy learning and persistency of sciences, and that

provide the pupils to be responsible and active in their own learning. They are

categorized into two groups: basic process skills and integrated science process

skills. These skills are being measured through a questionnaire.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design used in this study, the research

locale where the study was conducted, samples and sampling technique used,

instrumentation, the procedure and the statistical analysis of the data used to

answer the questions from the statement of the problem.

Research Design

This study used a correlational-descriptive method of research which

comprehensively investigated the relationship that existed between science

process skills and academic achievement in Science of Grade 4 Pupils of Mambog

Elementary School in the School Year 2017-2018. The science process skills

questionnaire and the Grade Point Average (GPA) from the pupils’ School Report

Card (From 138-E) served as the main tools for data gathering.

To illustrate the correlational-descriptive method of research, Fraenkel &

Wallen (2009) defined Correlational-Descriptive method of research as to

investigate the relationships that may exist among two or more variables as well

as their implications for cause and effect. The purpose of employing this method

is to describe the nature of a situation as it existed at the time of the study and to

explore the cause/s of particular phenomena. The researcher opted to use this

kind of research considering the desire of the researcher to obtain first-hand data
from the respondents so as to formulate rational and sound conclusions and

recommendations for the study.

The research being described in this document was based solely

on research methods. This allowed for a flexible and iterative approach. During

data gathering, the choice and design of methods was constantly modified, based

on ongoing analysis. This allowed investigation of important new issues and

questions as they arise, and allowed the researcher to drop unproductive areas of

research from the original research plan.

Research Locale

Mambog Elementary School, District of Bacoor II, City Schools Division of

Bacoor served as the venue of the study. It is a public elementary school situated

along Mambog-Palico Road, Mambog 3, Bacoor City, Cavite. It was established in

1948 through the joint effort of the community and the Local Government of Bacoor

City and under the supervision and administration of Bayanan Elementary School.

At present, it is under the supervision and administration of a School

Principal III. There are 47 teaching personnel, 6 non-teaching personnel and a total

of 2,199 pupils in School Year 2017-2018.

 Figure 2 below shows the Map of Bacoor City where Mambog Elementary

School is located.

Figure 2
Map of the Location of Mambog Elementary School

Samples and Sampling Technique Used

The respondents of the study were chosen using a stratified random

sampling. It is a process in which certain subgroups, or strata, are selected for the

sample in the same proportion as they exist in the population.

Table 3.1 shows the total population Grade 4 pupils per section.
 Table 3.1
Total Population of Grade 4 Pupils per Section
Section Male Female Total

Sampaguita 22 33 55
Orchids 33 25 58
Rose 28 30 58
Lily 31 27 58
Camia 35 20 55
Daisy 28 32 60
Total 177 167 344

The researcher decided to have a sample made up of 45% of the target

population by selecting randomly 45% from each section or stratum of the

population. Punzalan (1997) suggested a sampling size as large as >120 to be

normally distributed.

Table 3.2 shows the distribution of respondents by section.

Table 3.2
Distribution of Grade 4 Pupils as Respondents
Section Male Female Total
Sampaguita 10 15 25
Orchids 15 11 26
Rose 12 14 26
Lily 14 12 26
Camia 16 9 25
Daisy 13 14 27
Total 80 75 155
 In this study, 80 males (45% of 177) and 75 females (45% of 167) with a

total of 155 Grade IV pupils were selected as respondents of the study.

Instrumentation

The data gathering instrument used in the study was the researcher-made

science process skills questionnaire which was administered to the respondents

to determine the level of their science process skills. Questions were based from

the learning competencies requirement of the K12 Curriculum for Science Grade

4 as indicated in Science-Grade 4 Learner’s Material (Abutay et. al., 2015). The

Grade Point Average (GPA) in Science based on the respondents’ School Report

Card/Form 138-E served as basis for their academic achievement in Science.

Validity and reliability of the science process skills questionnaire were

established with the assistance of his adviser and three science experts.

The first draft of the science process skills questionnaire was then submitted

to the researcher’s adviser for corrections and suggestions. Errors were corrected

and some items not relevant to the study were discarded. The revised form then

was content validated by the School Science Key Coordinator of Mambog

Elementary School, Bacoor II District Science Key Administrator, and Education

Program Supervisor in Science of the City Schools Division of Bacoor. Based on

the required competencies, the table of specifications was also constructed for

content validity.
 Then, the researcher conducted a mock-test to selected group of ten

respondents, who were not included in the sample respondents, for reliability of

the questionnaire. After the questionnaires were answered, the researcher asked

the respondents for any misunderstanding or any necessary questions to clarify

things about the instrument. The researcher excluded irrelevant questions and

changed words that may be deemed difficult by the respondents to much simpler

terms. The researcher again tried out the questionnaire to another group of 20

teachers to find out the reliability of the instrument through the split-half (odd-even)

method and correlated them using Pearson Product-Moment Correlation. The

range of correlation is from -1 to 1. The result obtained was r=0.7086 or 70.86%,

which means the odd and even items have a high positive correlation or

consistency of content.

Basing from the results of science process skills questionnaire, the level of

pupils’ science process skills was categorized into the following mastery levels

(Deped Order No. 71, s. 2010 & “Standards-Based Assessment: DepED’s

Perspective” NETRC-Department of Education):

 Table 3.3
NAT Standards Mastery Level Scale
PERCENTAGE DESCRIPTIVE EQUIVALENT

96% - 100% Mastered

86% - 95% Closely Approximating Mastery

66% - 85% Moving Towards Mastery

35% - 65% Average

16% - 34% Low

5% - 15% Very Low

0% - 4% Absolutely No Mastery

Rubrics of the descriptive level:

Mastered. The student demonstrates deep analytical processing of information

and can perform with a great deal of science process skills.

Closely Approximating Mastery. The student demonstrates analytical

processing of information and can perform with science process skills.

Moving Toward Mastery. The student demonstrates fairly analytical processing

of information and can perform some of science process skills.

Average. The student demonstrates little analytical processing of information and

strives to perform science process skills.

Low. The student demonstrates very little analytical processing of information and

has great difficulty of performing science process skills.

Very Low. The student can barely demonstrate analytical processing of

information and has great difficulty of performing science process skills.

Absolutely No Mastery. The student cannot demonstrate analytical processing

of information and cannot perform science process skills.

The grade point average for the school year 2017-2018 served as the

pupils’ academic achievement in Science. DepEd Order No. 8, s. 2015 (Policy

Guidelines on Classroom Assessment for the K to 12 Basic Education Program) &

DepEd Order No. 73, s. 2012 (Guidelines on the Assessment and Rating of

Learning Outcomes Under K to 12 Basic Education Curriculum) were used:

Table 3.4
Grading Scale and Descriptive Level
Grading Scale Descriptive Level
90% and above Outstanding
85 – 89% Very Satisfactory
80 – 84% Satisfactory
75 – 79% Fairly Satisfactory
74% and below Did Not Meet Expectations

Rubrics of the descriptive level:

Outstanding. The pupil has exceeded the core requirements in terms of

knowledge, skills and understandings and can transfer these automatically and

flexibly through authentic performance tasks.

Very Satisfactory. Has developed the fundamental knowledge, skills and

understanding and can transfer these independently through authentic

performance tasks.

Satisfactory. Has developed the fundamental knowledge, skills, and core

understanding with little guidance or assistance of the teachers or peers and can

transfer theses through authentic performance tasks.

Fairly Satisfactory. Has possessed the minimum knowledge, skills and core

understanding but needs help throughout the performance of the task

Did Not Meet Expectations. Has struggled with understanding, lacked

fundamental knowledge and or skills has not been acquired or developed

adequately to aid understanding.

Procedure

After establishing the validity and reliability of the research instrument, the

researcher secured the permission and approval from the Superintendent of the

City Schools Division of Bacoor and the School Principal of Mambog Elementary

School. Once permitted, the researcher administered the research instrument to

the respondents of the study (See Research Timeframe on Table 3.5).

After the retrieval of the questionnaire, the resulting data were collated,

organized, tabulated and analyzed (the data from the science process skills
questionnaire results with the respondents’ Grade Point Averages in Science)

using Microsoft Excel computer program. Subjects were categorized. Data matrix

based on dummy tables was used to organize, summarize, and analyze the data.

Afterwards, the researcher summarized all the information, made an assessment

on the relationship that existed between science process skills and academic

achievement in Science of Grade 4 Pupils of Mambog Elementary School for the

school year 2017-2018; made conclusions based on the hypotheses posited;

provided insightful recommendations and proposed Science lesson exemplars to

equip and improve the science process skills and academic achievement in

Science of Grade 4 pupils of Mambog Elementary School.

Table 3.5 presents the timeline of related activities in the conduct of the

research.
 Table 3.5
RESEARCH TIMEFRAME
School Year 2017-2018
October
April 2019
2017 to January January February March
ACTIVITIES December 2018 2018 2018 2018
to June
2019
2017

1. Reading research studies

and journals related with the
topic
2.Formulation of Science
Process Skills
Questionnaire
3. Validation of test
questionnaire
4. Asking permission and
approval from the
Superintendent of City
Schools Division of Bacoor
and the School Principal of
Mambog ES in
administering the
instruments
5.Administration of research
instrument
6.Getting data from Form
138-E as basis for pupils’
academic achievement in
Science
7.Tabulation and
analyzation of data
Statistical Analysis of the Data

Statistical tools which were utilized by the researcher in treating the data

and the information obtained from the science process skills questionnaire results

and the respondents’ GPA are the following:

1. Percentile. This was used to describe the frequencies in each science

process skills and academic achievement in science of the respondents.

𝑓
The formula is 𝑃 = 𝑁 𝑥 100

Where: P = the percent

F = the frequency of respondents

N = total number of respondents

2. Mean Percentage Score (MPS). It was used to determine the mastery level

of the pupils in Science Process Skills.

𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑

The formula is 𝑀𝑃𝑆 = 𝑥 100
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐼𝑡𝑒𝑚𝑠

3. Mean. The mean was used to determine the respondent’s level of science

process skills and their academic achievement in Science.

∑𝑋
The formula is 𝑋= 𝑁

Where: X = mean

∑ 𝑋 = summation of all scores

N = Number of cases
4. Standard Deviation. This was used to get the average of how distant the

individual scores or perception are from the mean of the tests.

The formula is

Where: SD = Standard Deviation

x = value in pupils’ academic achievement in Science

μ = mean of pupils’ academic achievement in Science

5. Pearson r. Pearson r analysis was applied to treat the data and to identify

the correlation that existed between level of science process skills and

academic achievement in Science of Grade 4 pupils of Mambog Elementary

School for the school year 2017-2018.

𝑵 ∑ 𝑿𝒀−(∑ 𝑿)(∑ 𝒀)
The formula is 𝒓𝑿𝒀 =
√[𝑵 ∑ 𝑿𝟐 − (∑ 𝑿)𝟐 ][𝑵 ∑ 𝒀𝟐 − (∑ 𝒀)𝟐 ]

Where: 𝒓𝑿𝒀 = correlation between x and y

∑ 𝑿 = sum of pupils’ level of science process skills

∑ 𝒀 = sum of pupils’ academic achievement in Science

∑ 𝑿 𝒀 = sum of the product of X and Y

N = number of cases

∑ 𝑿𝟐 = sum of squared X scores

∑ 𝒀𝟐 = sum of squared Y scores

 Chapter 4

RESULTS AND DISCUSSION

The findings of the study as presented in this chapter answered the

research problems stated in Chapter 1. The study tried to identify the relationship

that exists between the level of Science Process Skills and Academic Achievement

in Science of Grade 4 pupils of Mambog Elementary School. The data collected

were presented, tabulated, described and interpreted. All significant findings and

their implications are also given in this chapter.

Pupils’ Level of Basic Science Process Skills

Table 4.1.
Distribution of Mean and MPS of Pupils’ Level of Basic Science Process
Skills
Mean-
Basic Science
Mean Percentage Interpretation Rank
Process Skills
Score
Observing 1.35 45.16% AVERAGE 3
Comparing 0.93 30.97% LOW 7
Classifying 1.55 51.83% AVERAGE 2
Measuring 1.26 41.94% AVERAGE 4
Inferring 1.06 35.48% AVERAGE 6
Predicting 1.22 40.65% AVERAGE 5
Communicating 1.70 56.56% AVERAGE 1
Overall 8.99 42.81% AVERAGE
Legend: 96%-100% - Mastered; 86%-95% - Closely Approximating Mastery; 66%-85% - Moving Towards
Mastery; 35%-65% - Average; 16%-34% - Low; 5%-15% - Very Low; 0%-4% - Absolutely No Mastery
 Table 4.1 shows that the highest Mean-Percentage Score (MPS) among all

the Basic Science Process Skills is “communicating”, interpreted as average. This

means that NAT Standards Mastery Level Scale of the pupils relative to

communication or the process of using words or graphic symbols to describe an

action, object or event is in average level where they demonstrated little analytical

processing of information and strived to perform science process skills. This

process refers to a group of skills, all of which represent some form of systematic

reporting of data. The most common examples include data display tables, charts

and graphs. This process is conceptually fairly simple. In the study conducted by

Maranan (2017), the result indicated that almost half of the respondents

“mastered” the communicating skills. She emphasized that the result implied that

using maps, graphical representations and diagrams that can be found in the test

for this skill aid the pupils in answering.

The result also reveals that the lowest MPS is “comparing”, interpreted as

Low, meaning the pupils demonstrated very little analytical processing of

information and have great difficulty of performing science process skills, relative

to comparing which is the process of identifying the similarities and differences of

objects, animals and events. The result suggests intensive intervention in

improving this basic science process skill of the pupils.

The overall pupils’ level of basic science process skills “average” with a

mean of 8.99 and MPS of 42.81%. Thus, the pupils demonstrated little analytical
processing of information and strives to perform science process skills.

Science subject was initially taught to Grade 3 pupils for public school

elementary schools wherein the basic science process skills were introduced to

them. Grade 4 science continued to enhance the basic science process skills and

started to instil the integrated science process skills from second quarter to the

fourth quarter.

Based from the research results, there is still a need for science teachers

to continue enhancing the basic science process skills of the pupils by improving

the teaching-learning process.

Aydogdu (2015) explained that basic process skills can be acquired by the

learners from the preschool period onward. Zeidan & Jayosi (2014) stated in their

study that basic science process skills such as observing, comparing, using

numbers and classifying are the foundation for the acquisition of integrated science

process skills.
Pupils’ Level of Integrated Science Process Skills

Table 4.2
Distribution of Mean and MPS of Pupils’ Level of Integrated Science
Process Skills
Integrated Mean-
Science Mean Percentage Interpretation Rank
Process Skills Score
Experimenting 0.86 28.82% LOW 8
Collecting Data 1.94 64.52% AVERAGE 1
Interpreting 1.13 37.63% AVERAGE 3
Data
Formulating 1.27 42.37% AVERAGE 2
Hypothesis
Identifying 1.09 36.34% AVERAGE 4
Variables
Defining 0.88 29.25% LOW 7
Operationally
Controlling 0.95 31.61% LOW 6
Variables
Formulating 0.99 32.90% LOW 5
Models
Overall 8.96 37.33% AVERAGE
Legend: 96%-100% - Mastered; 86%-95% - Closely Approximating Mastery; 66%-85% - Moving Towards
Mastery; 35%-65% - Average; 16%-34% - Low; 5%-15% - Very Low; 0%-4% - Absolutely No Mastery

Pupils’ level of integrated science process skills is presented in Table 4.2.

It can be gleaned that among the skills, “experimenting” has the lowest MPS which

is interpreted also as “Low”. The result implied that the pupils demonstrated very

little analytical processing of information and had great difficulty of performing

experiments. Experimenting is a process of carrying out a science activity by

carefully following directions of the procedure so the results can be verified by

repeating the procedure several times. It is the apex of all science process skills.

The result implies that science teachers should modify and improve their lesson

focusing on the development of experimenting skills among pupils.

The result also shows that “collecting data” has the highest MPS and is at

“average” level. It is the process of gathering information from various sources.

This implies that most of the pupils can collect information or data accurately.

However, four skills are in “low” level: experimenting, defining operationally,

controlling variables, and formulating models. This implies that the pupils are still

having difficulty of understanding those areas. Overall, the pupils’ level of

integrated science process skills is “average” with an MPS of 37.33%. This means

that the pupils demonstrated very little analytical processing of information and had

great difficulty of performing integrated science process skills. Out of 24 items, the

respondents got a mean of 8.96. The result suggests for more intervention to be

conducted to enhance the integrated science process skills of the pupils.

 Table 4.3
Pupils’ Level of Science Process Skills
MEAN-
MEAN PERCENTAGE INTERPRETATION
SCORE
BASIC SCIENCE
PROCESS 8.99 42.81% AVERAGE
SKILLS
INTEGRATED
SCIENCE 8.96 37.33% AVERAGE
PROCESS
SKILLS
SCIENCE
PROCESS 17.95 39.89% AVERAGE
SKILLS
Legend: 96%-100% - Mastered; 86%-95% - Closely Approximating Mastery; 66%-85% - Moving Towards
Mastery; 35%-65% - Average; 16%-34% - Low; 5%-15% - Very Low; 0%-4% - Absolutely No Mastery

Table 4.3 presents the pupils’ level of science process skills. Out of 45

items, the pupils got 17.95 Mean and an MPS of 39.89% interpreted as “average”.

It means that Grade 4 pupils demonstrated very little analytical processing of

information and had great difficulty of performing science process skills. The result

suggests an intensive inculcation of science process skills in the teaching-learning

process.

In the study conducted by Duruk et al. (2016), he expounded that science

process skills have provided a valuable chance for everyone, particularly the

pupils, to construct their own knowledge by means of scientific inquiry. If pupils are

to understand what science is and how it actually works, then they should

necessarily make use of their science process skills, as well as scientific content

knowledge compulsory to be learned in any science curriculum.

 He also supported and cited the statement of MoNe (2013) that one of the

basic goals of science education is the fulfilment of the thought that pupils should

have sufficient ability to do science. Doing science means that a pupil has the

ability to create an information or knowledge by following the step-by-step process

of scientific method and has been equipped with science process skills. Science

teaching is based on inquiry-based learning. In the course of teaching, a blend of

science content knowledge and science process skills are prerequisites to achieve

the objectives of Science education.

Pupils’ Academic Achievement in Science

Table 4.4
Frequency and Percentage Distribution, Mean and Standard Deviation of
Academic Achievement of Pupils
GRADING SCALE FREQUENCY PERCENTAGE (%)
90% & ABOVE 10 6.45%
85%-89% 30 19.35%
80%-84% 55 35.48%
75%-79% 60 38.71%
74% & BELOW 0 0.00%
TOTAL 155 100%
MEAN 81.68 (SATISFACTORY)
STANDARD
DEVIATION 3.48 (HETEROGENEOUS)
Legend: 90% & Above - Outstanding; 85%-89% – Very Satisfactory; 80%-84% - Satisfactory; 75%-79% –
Fairly Satisfactory; 74% & Below – Did Not Meet Expectations

Pupils’ academic achievement in science is presented in Table 4.4. With a

Mean of 81.68, their academic achievement is interpreted “satisfactory”. It implies

that the Grade 4 pupils have developed the fundamental knowledge, skills, and

core understanding with little guidance or assistance of the teachers or peers and

can transfer these through authentic performance task. With a standard deviation

of 3.48, it indicates that Grade 4 pupils are heterogeneous as a group on their

academic achievement.

According to Brooker (as cited from Dinglasan, 2015), academic

achievement involves the productive integration of the students’ interest and

teachers’ expertise in the teaching learning situation measured in terms of grade

averages often expressed in percentages. It reflects the extent of students’

achievements in terms of knowledge, skills, and values acquired vis-à-vis the

content, course, scope and degree of difficulty.

Dinglasan (2015) stated that academic achievement for many students is a

visible product for diligent and persevering study within a specific period of time. It

is numeric version of every performance that the students have obtained. It is this

numeric system that the students received feedback to be poor, average or

excellent.
Correlation of Variables

Table 4.5
Correlation between Pupils’ Level of Science Process Skills and Academic
Achievement
Level of
Variables df (n-2) r value Interpretation
significance
Science Process Significantly
Skills High
153 0.01 0.698 positive
Academic
degree of
Achievement
correlation
Legend: r value is significant at p<0.01 Critical values: .05 = 0.178
.01 = 0.232

Table 4.5 presents the correlation between level of science process skills

and academic achievement in science of Grade 4 pupils. It can be gleaned that

the r value of 0.698 a high positive degree of correlation is greater than the critical

value of 0.232 at .01 level of significance. This means that the r value is not

significant. For this reason, the researcher rejects the null hypothesis. Hence, there

is a significant relationship that existed between level of science process skills and

academic achievement in science of the Grade 4 pupils. The result implies that

pupils with low level of science process skills struggle in improving their academic

achievement. However, pupils with high level of science process skills excel in

their academic achievement.

The result is supported by the study of Maranan (2017) as she investigated

the relationship that existed between basic science process skills and attitudes

toward Science and science academic achievement of Grade 7 students. She

found out that many students are in the lower level especially in the “Low mastery”

and “No mastery” level. They need to improve their science process skills and

academic performance. She also found out that there is a significant relationship

between mastery in basic science process skills and performance in science along

the different dimensions of learning.

Lesson exemplars in Science for Grade 4 pupils attached to this study may

help science teachers to equip and enhance science process skills of the learners.

Table 4.6
Lesson Exemplars Syllabus
Basic Integrated
Lesson
Learning Science Science
Exemplar Topic Objectives
Competency Process Process
No.
Skills Applied Skills Applied

1 Properties The learners  Describe Observing, Experimenting

of Matter should be able materials inferring,
(To to classify based on the classifying,
Absorb or materials based ability to predicting, and
Not to on the ability to absorb water communicatin
Absorb?) absorb water,  Classify g
float, sink, and materials
based on the
undergo decay.
ability to
(S4MT-Ia-1)
absorb water
 Work
harmoniousl
y with the
group
2 Properties The learners  Identify Observing, Experimenting
of Matter should be able materials inferring, and defining
(To Float to classify that float classifying, operationally
or Not to materials based and sink predicting, and
Float?) on the ability to  Work communicatin
absorb water, harmoniousl g
float, sink, and y with the
group
undergo decay.
(S4MT-Ia-1)
3 Properties The learners  Identify Observing, Experimenting
of Matter should be able materials inferring, , defining
(What will to classify that undergo communicatin operationally,
I Turn materials based decay g and formulating
Into?) on the ability to  Work comparing hypothesis
absorb water, harmoniously and collecting
float, sink, and with the data
undergo decay. group
(S4MT-Ia-1)

4 Product The learners be  Read and Comparing,

Labels able to understand communicatin
(Let’s demonstrate product g, observing
Read and proper waste of labels of and inferring
Understan disposal different
d Product materials
Labels)  Work
harmoniousl
y with the
group
5 Changes The learners  Define what Observing, Defining
in Solid should be able is solid inferring, operationally
Materials to describe  Identify predicting, and
(How Can changes in solid some ways comparing experimenting
I Change materials when of changing and
It?) they are bent, solid communicatin
pressed, materials g
such as size,
hammered or
shape,
cut. (S4MT-Ie-f-
texture, etc.
5)

6 Major The learners  Describe Observing, Formulating

Organs of should be able how bones communicatin models,
the Body to describe the support the g, inferring experimenting
(How main function of body and predicting and controlling
Does Your the major  Construct a variables,
Bone organs. model that comparing
Work?) (S4LTIIa-b-2) shows how
the bones
support the
body
 Work
harmoniousl
y with the
group
7 Major The learners  Identify Observing, Defining
Organs of should be able voluntary comparing, operationally
the Body to describe the and communicatin
(Can I main function of involuntary
muscles
 Control the major  Differentiate g, measuring
It?) organs. voluntary and inferring
(S4LTIIa-b-2) from
involuntary
muscles
 Work
harmoniousl
y with the
group
8 Major The learners  Identify the Observing, Collecting
Organs of should be able most comparing, data and
the Body to describe the common communicatin interpreting
(That main function of problems g, and data
Really the major related to inferring
Hurts You organs. digestion
Know!) (S4LTIIa-b-2)  Work
harmoniousl
y with the
group
9 Force and The learners  Describe the Observing, Collecting
Motion should be able effects of the comparing, data and
(Push and to explain the amount of communicatin interpreting
Go; Hang effects of force force on the g, inferring data,
and Pull) applied to an movement of and
object an object measuring
(S4FEIIIa-1).  Work
harmoniousl
y with the
group
10 Types of The learners  Define what Describing, Experimenting
Soil should be able soil is inferring and , manipulating
(Types of to compare and  Identify the comparing variables and
Soil) contrast the different formulating
characteristics types of soil models
of different types based on
of soil. their physical
characteristi
cs
 CHAPTER 5

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings established from the data

gathered in the study. It also gives the conclusion and the recommendation derived

from the summary of findings of the study.

Findings:

The pupils’ level of Basic Science Process Skills is “average” with an MPS

of 42.81% and a Mean of 8.99 with “communication” getting the highest (56.56%

MPS or average), and “comparing” the lowest (30.97% MPS or low).

The pupils’ level of Integrated Science Process Skills is “average” with an

MPS of 37.33% and a Mean of 8.96 with “collecting data” getting the highest

(64.52% MPS or average) and “experimenting” the lowest (28.82% MPS or low).

The overall level of science process skills of the Grade 4 pupils is “average” with

an MPS of 39.89% and a Mean of 17.95.

The academic achievement in Science of Grade 4 pupils is “satisfactory”,

with a Mean of 81.68. With an SD of 3.48, the pupils have heterogeneity in their

academic achievement.

This study shows that there is a significant relationship that existed between

level of science process skills and academic achievement in science of Grade 4

pupils of Mambog Elementary School for the school year 2017-2018.

Conclusion:

In the light of above findings, the following conclusions are drawn:

The null hypothesis stating that there is no significant relationship exist

between level of science process skills and academic achievement in science of

Grade 4 pupils of Mambog Elementary School has been rejected.

Therefore, there is a significant relationship existed between level of

science process skills and academic achievement in science of Grade 4 pupils of

Mambog Elementary School.

Recommendations:

Based on the above findings and conclusions, the following

recommendations are suggested:

1. Since the results indicated that the pupils’ level of basic science process

skills is in “average level”, teachers should conduct intensive intervention to

enhance pupils’ process skills in this area.

2. To improve the pupils’ level of integrated science process skills, science

teaching-learning process or science activities should be more on

enhancing these skills. Provide them activities where pupils can collaborate

and use their inquiry-skills in solving the problem.

3. School support in the areas of building where there is more room for

science-related activities like science laboratory and e-classroom are

needed.

4. School administrator and master teachers may continue to conduct class

observations for science class and provide technical assistance to teachers

who are having difficulty in teaching the subject.

 BIBLIOGRAPHY

A. BOOKS

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