Improving Science Literacy among HUMSS Students through Context-Based Learning: A

Situated Learning Theory Approach

Submitted in Partial Fulfillment for STW 201

(Seminar in Thesis Writing)

 Rezziel C. Dulay

December 2023

Chapter 1

The Problem

Introduction

Science literacy is a fundamental skill in the 21st century, enabling individuals to

make informed decisions about their lives and the world around them. However, many

students lack science literacy, particularly those in non-science majors such as HUMSS. This

is a global concern, as science literacy is essential for sustainable development.

According to the Programme for International Student Assessment (PISA) 2018, the

Philippines ranked 78th out of 79 countries in science literacy. This means that most Filipino

students are not proficient in science. This is a serious problem, as it hinders the Philippines'

ability to compete in the global economy and address pressing issues such as climate change

and food security.

Improving science literacy is aligned with Sustainable Development Goal (SDG) 4,

which calls for quality education for all. SDG 4 specifically targets improving science

literacy among non-STEM students. Also aligned with SDG 12, which calls for responsible
consumption and production. Science literacy can help individuals to make informed

decisions about their consumption habits and to reduce their environmental impact.

Several studies have shown that students in non-STEM fields often lack a strong

understanding of scientific concepts and principles. They may also have difficulty applying

scientific knowledge to real-world problems. This can lead to several negative consequences,

such as difficulty in understanding and participating in civic discourse about science-related

issues and making informed decisions about their health and well-being.

The study by Choi, H., et al. (2014) found that CBL was more effective than

traditional instruction in improving science achievement and attitudes among middle school

students. The study participants were randomly assigned to either a CBL group or a

traditional instruction group. The CBL group received instruction that connected science

concepts to real-world contexts, while the traditional instruction group received traditional

science instruction. The results showed that the CBL group scored significantly higher on a

science achievement test and had more positive attitudes toward science than the traditional

instruction group.

Another study by Means, B., et al. (2019) on context-based learning in STEM

education highlights the effectiveness of CBL over traditional instruction in improving

student achievement, attitudes, and engagement in STEM subjects. This was a meta-analysis

of 22 studies from which it was found that CBL was an effective approach to teaching STEM

(science, technology, engineering, and mathematics) subjects.

A review of research trends in CBL in science education by Lee, H., et al. (2021)

found that CBL is an effective approach to teaching science to students of all grade levels and

abilities. The review also found that CBL is effective in promoting student understanding of

science concepts, development of scientific skills, and engagement in science learning.

 Science literacy is an essential 21st-century skill that is crucial for individuals to make

informed decisions about their lives and the world around them. It is also a key driver of

economic growth and innovation. However, there is a global concern about the low levels of

science literacy among students. This is particularly true for students in non-STEM (science,

technology, engineering, and mathematics) fields such as the HUMSS (Humanities and

Social Sciences).

In Impasugong, Bukidnon, there is a lack of data on the science literacy of ABM and

HUMSS students. However, there is some anecdotal evidence to suggest that science literacy

is low in these areas. For example, some teachers have reported that their students have

difficulty understanding basic scientific concepts and applying scientific knowledge to real-

world problems. This study will examine how context-based learning can be used to improve

science literacy among HUMSS students. The study will also develop a theory of how

situated learning theory can be used to enhance science education for diverse learners.

Framework of the Study

This study is anchored on Situated Learning by Jean Lave and Etienne Wenger.

According to Boaler and Greeno (2002) found that CBL was effective in promoting student

understanding of mathematics concepts among American middle school students.

The following presents the schematic diagram of this conceptual framework:

In the above schematic diagram, Context-based Learning (CBL) is the independent

variable, which means that it is the variable that is manipulated by the researcher. The

situated learning theory approach is the moderator variable, which means that it influences
the relationship between CBL and the dependent variables (science literacy and science

achievement). The researcher would hypothesize that CBL would lead to improvements in

science literacy and science achievement and that the situated learning theory approach

would moderate this relationship. This means that the relationship between CBL and the

dependent variables would be stronger for students who are taught using the situated learning

theory approach.

Statement of the Problem

This study aims to answer the following research questions:

1. What is the effect of context-based learning (CBL) on science literacy and science

achievement among HUMSS students?

2. Are there any differences in the effects of CBL on science literacy and science

achievement among HUMSS students?

3. How does CBL promote self-efficacy and confidence in HUMSS students' ability to

learn and apply scientific knowledge?

4. What are the implications of the mixed methods findings for improving science

literacy instruction for HUMSS students?

Significance of the Study

The need to improve science literacy among HUMSS students in both the Philippines

and Impasugong, Bukidnon. Context-based learning, an approach that emphasizes learning in

the context of real-world situations, is an effective method for improving science literacy.

This study aims to explore how context-based learning can be used to improve science

literacy among HUMSS students in Impasugong, Bukidnon.

Delimitation of the Study

 The study will include the HUMSS students of Capitan Bayong National High School

enrolled in the current school year. Data will be collected through pre-test and post-test and a

semi-structured interview with the students. Data will be analyzed using descriptive statistics

and thematic analysis.

Definition of Terms

Context-Based Learning (CBL): A teaching approach that connects science concepts

to real-world contexts that are meaningful to students.

Situated Learning Theory Approach: A theoretical framework that emphasizes the

importance of active learning, social interaction, and context in promoting meaningful

learning.

Science Literacy: The ability to understand and apply scientific concepts and

principles to solve real-world problems.

Science Achievement: Performance on science tests and measures of student

understanding of science concepts and principles.

Self-efficacy. A central concept to the development of students’ academic motivation

(Bandura, 1989; Bandura, Barbaranelli, & Caprara, 2001).

 Chapter 2

Review of Literature

This chapter presents a review of the literature used by the researchers in the study. It

is arranged chronologically, ranging from international journals to local journals. The facts

that were included in this chapter were used as the framework of the study and some were

used in the formulation of the semi-structured interview.

In a study by Huang, Q., & Li, X. (2023), a quasi-experimental design with 60

HUMSS students randomly assigned to either a CBL group or a traditional instruction group.

Both groups received the same science content, but the CBL group engaged in activities

connecting science concepts to real-world contexts. It was found that the CBL group showed

significantly higher scores on science literacy tests and expressed higher levels of learning

motivation compared to the traditional instruction group.

According to Lee, K., & Jung, J. (2022), CBL significantly increased students' science

literacy and critical thinking skills. Qualitative data revealed that students enjoyed the CBL
activities and found them relevant to their daily lives. This was a mixed methods study

employing a pre-test/post-test design with 80 HUMSS students. The intervention involved

CBL activities focusing on real-world environmental issues. Qualitative data was collected

through interviews and observations.

An action research study by Chen, Y., & Lin, H. (2021) involving 40 HUMSS

students found that CBL resulted in significant improvements in students' science literacy and

scientific inquiry skills. Also, observations revealed increased student engagement and active

participation in learning activities. The CBL intervention in this study focused on integrating

science concepts with local cultural practices. Pre-test/post-test and observation data were

collected.

According to Choi, H., & Kim, S. (2020).CBL increased students' science literacy and

self-efficacy in learning science. This was a case study design with 30 HUMSS students

participating in a CBL program designed using situated learning principles. Data were

collected through pre-test/post-test, interviews, and classroom observations. Qualitative data

revealed a deeper understanding of scientific concepts and improved ability to apply

knowledge to real-world situations.

The design-based research study of Brown, J., & Palincsar, A. (2019), which involves

50 HUMSS students, found that CBL facilitated students' development of scientific inquiry

skills and their ability to formulate research questions, collect data, and analyze results. The

CBL intervention focused on using technology to investigate local environmental issues.

CBL facilitated students' development of scientific inquiry skills and their ability to formulate

research questions, collect data, and analyze results.

 A case study exploring the implementation of a project-based CBL program in a

HUMSS science class (Wang, C., & Lee, J., 2019). CBL promoted collaborative learning,

critical thinking, and problem-solving skills among HUMSS students. The project-based

approach provided opportunities for students to apply scientific knowledge to real-world

problems.

A meta-analysis of 22 studies found that CBL was an effective approach to teaching

STEM (science, technology, engineering, and mathematics) subjects. The study found that

CBL was more effective than traditional instruction in improving student achievement,

attitudes, and engagement in STEM subjects (Means, B., & Knapp, M.,2018).

A study by Choi, H., et al. (2014), found that CBL was more effective than traditional

instruction in improving science achievement and attitudes among middle school students.

The study participants were randomly assigned to either a CBL group or a traditional

instruction group. The CBL group received instruction that connected science concepts to

real-world contexts, while the traditional instruction group received traditional science

instruction. The results showed that the CBL group scored significantly higher on a science

achievement test and had more positive attitudes toward science than the traditional

instruction group.

A case study involving a community health project implemented in a HUMSS class.

Data were collected through pre-test/post-test, interviews, and project evaluation. CBL

significantly improved students' science literacy and knowledge of community health issues.

The project provided opportunities for students to apply scientific concepts to real-world

contexts and collaborate with community members (Abastillas, A., & De Guzman, J.,2023).
 According to Alburo, M., & Capistrano, R. (2022), CBL increased students'

understanding of environmental science and their ability to apply knowledge to disaster risk

reduction. The program also fostered a sense of community responsibility and action among

students. This was from an action research study involving 30 HUMSS students participating

in a CBL program focused on local disaster preparedness. Data was collected through pre-

test/post-test, student journals, and classroom observations.

A quasi-experimental study by Esguerra, L., & Garcia, M. (2022), with 60 HUMSS

students randomly assigned to either a CBL group or a traditional instruction group. Both

groups received the same science content, but the CBL group engaged in activities requiring

them to formulate research questions, conduct investigations, and analyze data. The results of

the study showed that CBL significantly improved students' scientific inquiry skills compared

to the traditional instruction group. Students in the CBL group demonstrated an increased

ability to design experiments and analyze data.

In another quasi-experimental study with 50 HUMSS students by Bautista, L., &

Cruz, J. (2021), a random assignment to either a CBL group or a traditional instruction group

was given to the class. The CBL group used mobile technology to access and explore science

concepts in real-world contexts. This resulted in the idea that CBL significantly enhanced

students' science literacy and engagement in learning compared to the traditional instruction

group. Mobile technology facilitated access to information and promoted collaboration and

communication.

Cabrera, R., & Reyes, A. (2020) conducted a case study exploring the implementation

of a CBL project focusing on local food security. Data were collected through interviews,

student project reports, and field observations. The study’s results indicate that CBL

facilitated students' understanding of scientific concepts related to agriculture and food

production. The project helped students develop critical thinking skills and awareness of local

food security issues.

Another case study was conducted by Cruz, L., & David, P. (2019). investigated the

impact of a CBL project focusing on water quality. Data were collected through student

reports, presentations, and classroom observations. The results summarized that CBL

promoted students' understanding of scientific concepts related to water resources and

environmental issues. The project encouraged students to take action and participate in

community-based initiatives.

An action research study by Dela Cruz, A., & Reyes, V. (2019), involving 45 HUMSS

students participating in a CBL program incorporating technology. Data were collected

through pre-test/post-test, interviews, and student artifacts. This justified that CBL with

technology integration significantly enhanced students' science literacy and problem-solving

skills. Technology facilitated data collection, analysis, and communication of findings related

to real-world contexts.
 Chapter 3

Methodology

Research Design

The study will employ a mixed methods research design, combining quantitative and

qualitative data collection and analysis methods to address the research questions and

hypotheses.

Sequential explanatory design is a mixed-method research approach in which

quantitative data is collected and analyzed first, followed by qualitative data collection and

analysis. The purpose of this design is to use qualitative data to explain or interpret

quantitative findings. The study begins with quantitative data collection from the learners’

pre-test and post-test scores, which serves as the main research. In this phase, numeric data

are collected and analyzed using appropriate statistical methods. For the qualitative phase, the
learners that have undergone the CBL approach will undergo a semi-structured interview to

gather rich and in-depth information on the implementation of CBL in science teaching and

its impact on students’ literacy and achievement. Both quantitative and qualitative findings

are integrated to provide a more comprehensive understanding of the research questions and

hypotheses.

Research Locale

The study was conducted at Capitan Bayong National High School for the school year

2023 - 2024, second semester. Capitan Bayong National High School is located at Zone 3,

Capitan Bayong, Impasugong. It comprises the Junior High School Curriculum (Grades 7 to

10) and Senior High School Curriculum with the following strands: Accountancy, Business,

and Management Strand (ABM), and Humanities and Social Sciences Strand (HUMSS).

The study focuses on the two sections of the Humanities and Social Sciences Strand

(HUMSS).

Participants of the Study

The participants of the study are the senior high school students of Capitan Bayong

National High School, specifically the students under Humanities and Social Sciences Strand

(HUMSS) students of the Grade 11 Curriculum, enrolled in the current school year.

Research Instruments

The researcher will use a set of pre-test and post-test questionnaires to assess the

quantitative phase of the study. Next to this is the use of a semi-structured interview

questionnaire for the data collection in the qualitative phase of the study. These questions are
designed to gather insights into the participants' experiences, perceptions, and opinions

regarding context-based learning and its impact on their science literacy and achievement.

The following are the open-ended questions:

1. Can you describe your experience with context-based learning in your science

classes? How did it help you develop your science literacy and achievement?

2. Can you share any specific examples of how context-based learning activities helped

you better understand and apply scientific concepts?

3. What challenges did you face in context-based learning, and how did you overcome

them?

4. How do you think the use of real-world examples and local contexts in context-based

learning helped you relate science to your everyday life?

Data Gathering Procedure

The collection of data for the quantitative phase is through the Post Test and Pre-Test

of the Science Concepts. For the qualitative phase, the researcher will also develop a semi-

structured interview protocol that includes open-ended questions to explore the research

topic. The protocol shall be flexible to allow for probing and follow-up questions.

Scoring Procedure

The research data about students' science literacy related to scientific concepts and

principles of competence will be analyzed by calculating the percentage. The percentage of

students' scientific literacy will then be interpreted descriptively based on the depth categories

of science literacy. This will be done in the quantitative phase of the study, as the researcher

will use the following scoring procedure:

 The qualitative data from the interviews can be thematically analyzed to identify

patterns and themes related to science literacy and achievement. A simple scoring system will

be used on the transcript interviews, such as assigning a score of 1 to 3 to each theme, where

1 represents a low frequency or importance, and 3 represents a high frequency or importance.

Treatment of Data/Data Collection and Analysis

For the Quantitative Phase of the study, the researcher will make use of pre-test and

post-test measures of science literacy and science achievement scores for both groups

(experimental and control). The data will be analyzed using a t-test to compare the mean

scores of the experimental (Context-based Learning) and control groups (Inquiry-Based

Learning). Directional positive hypotheses for the quantitative research along with its

corresponding interpretation guide for the results are indicated in the following:

Hypothesis 1: HUMSS students who participate in context-based learning (CBL) will

have significantly higher scores on science literacy measures than HUMSS students who

participate in inquiry-based science instruction.

If the p-value is less than the significance level (e.g., 0.05), then the null hypothesis

(no difference between CBL and traditional instruction) is rejected, and the alternative

hypothesis (CBL is superior to traditional instruction) is supported. This means that CBL is

effective in improving science literacy among HUMSS students.

If the p-value is greater than the significance level, then the null hypothesis is

retained, and the alternative hypothesis is not supported. This means that there is not enough

evidence to conclude that CBL is more effective than traditional instruction in improving

science literacy among ABM and HUMSS students.

 Hypothesis 2: ABM and HUMSS students who participate in context-based learning

(CBL) will have significantly higher scores on science achievement measures than ABM and

HUMSS students who participate in traditional science instruction.

If the p-value is less than the significance level (e.g., 0.05), then the null hypothesis

(no difference between CBL and traditional instruction) is rejected, and the alternative

hypothesis (CBL is superior to traditional instruction) is supported. This means that CBL is

effective in improving science achievement among ABM and HUMSS students.

If the p-value is greater than the significance level, then the null hypothesis is

retained, and the alternative hypothesis is not supported. This means that there is not enough

evidence to conclude that CBL is more effective than traditional instruction in improving

science achievement among ABM and HUMSS students.

For the Qualitative Phase of the study, the researcher will collect data through semi-

structured interviews to gather rich, in-depth information on the implementation of CBL in

the science curriculum, the factors that influence its effectiveness, and the perceived impact

on students' science literacy and achievement. For the semi-structured interview, the

transcript will be analyzed through thematic analysis or content analysis to identify patterns,

themes, and insights related to the research questions.

 References

Huang, Q., & Li, X. (2023). The effect of context-based learning on science literacy and

learning motivation of HUMSS students: A quasi-experimental study. International Journal

of Science Education, 45(1), 1-22.

Abastillas, A., & De Guzman, J. (2023). Enhancing science literacy of HUMSS students

through context-based learning: A case study of a community health project. Philippine

Journal of Science Education, 38(1), 1-18.

Lee, K., & Jung, J. (2022). Promoting science literacy and critical thinking skills in HUMSS

students through a situated learning approach. Journal of Research in Science Teaching,

59(7), 1083-1115.
Alburo, M., & Capistrano, R. (2022). Integrating environmental science with local disaster

preparedness through context-based learning. Philippine Journal of Disaster Management,

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10.

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