SCIENTIFIC RESEARCH COMPETENCIES OF GRADE TEN STUDENTS

An Undergraduate Thesis presented to

The Faculty of College of Education
University of Mindanao
Matina, Davao City

_____________________

In Partial Fulfillment
Of the Requirements in EDRES 1
Educational Research
1st Term, 1st Semester
S. Y. 2016-2017

____________________

Belarmino, Mach Erick C.

Gramatica, Joyce S.
Mejos, Mary Jesa L.

December 2016
 CHAPTER I

INTRODUCTION

This chapter presents the broad subject matter of this study, the research

problem and its importance, the knowledge about the problem as well as the purpose

of the study. It also covers the objectives of the research, defined terms being used,

adopted frameworks, and their limitations, and the literature reviewed.

Statement of the Problem

Clifford, Fuhrman, Hobin and Lindstaedt (2012) stated that scientific research

is a technical skill to execute studies and through scientific research, one can unlock

the ability to think innovatively and propose intellectual solutions to scientific

problems. They also agreed that having that kind of skill will give advantages in the

field of sciences. However, students tend to have difficulties in conducting scientific

research. In fact, some students who are not science enthusiast have more problems

and difficulties in acquiring scientific skills and knowledge, and lacking of such skills

were a huge problem for them to conduct scientific methods.

. According to the K to 12 Curriculum Guide Science (2013), the aim of the

science curriculum is to produce scientifically literate citizens who are educated and

active participants of the society, liable decision makers, and apply scientific

knowledge that will significantly impact the society and the environment. Earick
(2012) explained that effective science programs provide a comprehensive,

sequentially designed, K-12 Science Education curriculum to provide for continued

growth in all content areas. Specifically, the K -12 Curriculum Guide Science (2013)

designed a science curriculum to enhance three learning domains of the students.

These are (i) performing scientific processes and skills, (ii) understanding and

applying scientific knowledge, and (iii) developing scientific attitudes and values.

With the improvement of the various learning domains, it is the goal of the K-12

curriculum to produce students who possess the following qualities:

1. Critical/creative problem solver

2. Responsible Steward of Nature

3. Innovative or inventive thinker

4. Informed Decision Maker

5. Effective communicator

Batomalaque (2009) perceived science to be of great significance because of its

links to technology and industry which, from a national perspective, may be areas

with high precedence for development. Earick (2012) observed that science programs

in each school should prepare both technologically and environmentally literate

students through planned learning strategies and opportunities that provide students

with knowledge and experience of accepted science practices, integrated with cross

cutting science concepts and core disciplinary principles.

 Moreover, Dela Cruz (2015) indicated that as a 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. Jugar

(2013) stressed that the students are expected to demonstrate critical-thinking skills to

analyze and evaluate information in order to make informed judgments in a variety of

contexts.

Consequently, Batomalaque (2009) established that science is included as a

core element in elementary and secondary levels despite conceptual complexity and

high cost of implementation. Another justification for the inclusion of science in

school curricula is that all citizens need to achieve a degree of “scientific literacy” to

enable them to participate effectively as citizens in modern societies.

Studies indicate however, that many of our Filipino learners are not attaining

functional literacy, without which they find it too difficult to meet the challenges

posed by our rapidly changing world. Students must acquire such skills, and well-

trained in acquiring scientific competencies specifically in conducting Science

Investigatory project which is the main focus of this study. The students will be given

a chance to practice critical thinking skills in conducting research and produced

quality research through Science Investigatory Project.

As researchers and aspiring science instructors we would like to conduct a

study about the level of scientific competencies of students in doing Science

Investigatory Project (S.I.P). Through this research and data gathering, we can express

judgments and ideas in what specific domain of scientific method that the students’
needs further improvement. And by all means we would like to formulate a

framework to solve this kind of difficulties and help the students in such instances.

Therefore, research papers are important for the innovation and evolution of

science in the human lives. It tends to help us to obtain answers in problems that

needed to be solved. In an institution, a good training in scientific research will

provide students with the will ability to undertake research on their own. That will

help them to answer the question in their minds. Especially the curiosity of young

brains, they seek answers for everything. And research will help them. As science will

give them answers if they seek for it and research is the key to unlock new knowledge.

Purpose of the Study

The purpose of this study is to identify the achievement levels of scientific

research competencies among students doing science investigatory project based on

the new K to 12 curriculum of science.

Research Question

This study sought to answer the following research questions.

What is the achievement level of the scientific research competencies

among students doing science investigatory project in terms of:

a. Asking Questions and Defining Problems,

b. Collecting Data,

c. Analyzing and Interpreting Data,

d. Formulate Hypotheses and Propose Solutions,

e. Creativity , and

f. Clarity of presentation?

Definitions of Terms

To have clarity and a common frame to our research, the following terms are

defined:

Scientific Research Competency - is the ability of a student to use research

skills effectively in generating new knowledge and communicating this new

knowledge in performing a methodical study in order to prove a hypothesis or

answer a specific question. Finding a definitive answer is the central goal of any

experimental process.
 Asking Question and Defining Problems – This refers to formulating,

refining, and evaluating which arises from careful observation of phenomena, or

unexpected results, to clarify and or seek additional information. (NSTA, 2013)

Define a design problem that involves the development of a process or system with

interacting components and criteria and constraints that may include social,

technical and or environmental considerations.

Collecting Data – According to Faculty Development and Instructional

Design Center (2005) it is the process of gathering and measuring information on

variables of interest, in an established systematic fashion that enables one to

answer stated research questions, test hypotheses, and evaluate outcomes.

Analyzing and Interpreting Data - According to National Science Teacher

Association (2013) scientific investigations produce data that must be analyzed in

order to derive meaning because data patterns and trends are not always obvious,

scientists use a range of tools including tabulation, graphical interpretation,

visualization, and statistical analysis to identify the significant features and

patterns in the data. It requires a range of tools to identify patterns within data and

interpret the results and making analysis of proposed solutions more efficient and

effective.
 Hypothesis - According to Trochim (2006) it is a specific statement of

prediction which describes in concrete terms what you expect will happen in your

study. There is no formal hypothesis, and perhaps the purpose of the study is to

explore some area more thoroughly in order to develop some specific hypothesis

or prediction that can be tested in future research.

Theoretical and Conceptual Framework

In the philosophy of nineteenth and twentieth century’s, scientific research in

education was gathering momentum with the most rampant “models of man” and of

human social life and one of the most famous example – the focus of abundant

theoretical and methodological battles was B.F Skinner’s behaviorism (Shavelson &

Towne, 2002, p.15). In the recent study of Davidson and Palermo (2015) developing

research competence in undergraduate students through hands on learning, their

research intended to evaluate the effect of a year two undergraduate. The researchers

found out that the respondents’ increased self-perceived competence in designing,

sampling, recruiting, collecting, analysis, and communicating research. The

respondents also improved information gathering, handling, and evaluation and the

students self-perceived ability to think critically and work independently. Despite the

statistical significance of these changes, the effect size was relatively small with self-
perceived competence in research skills increasing in most variables by 1 point on the

10-point scale. (Davidson & Palermo, 2015, p.4)

Evaluating the developing the science research skills in work-integrated

learning through the use of workplace science tools. In the research discussed about

the respondents’ thoughts, the possible tacks that they take in approaching a problem,

it would always come together with an hypothesis or ideas that needed to be tested,

Students also stated that research itself evolves, and the lab book can become a tool

for reflection, primary to the development of the research aims, writing down well

enough and accurately enough, what they thought, what they were doing and why they

thought they were doing it. (McCurdy, Dalgety & Zegwaard 2011, p.2)

Selvaratnam and Mavuso (2010) stated in the Competence of Science

Foundation Students in Basic Intellectual Skills that the main objective of this study

was to test the level of competence of students in the various types of intellectual

skills and strategies that are significant for problem solving in science courses. The

study method used was the analysis of students’ responses to specifically designed

questions. The study effectively involved diagnostic testing and not performance

testing, in order to recognize students’ thinking difficulties. For the purpose of

ameliorating the obstacles students were likely to encounter, workshops on basic

scientific reasoning were also conducted by the authors of this paper. Also, a detailed

report on students’ difficulties was circulated to the various lecturers so that they

could attempt to remedy students’ shortcomings in their courses.

Statements on the K-12 Science Program in the enhanced Basic Education

Curriculum, this article explores the development of observation is scientific and

everyday contexts. Fundamental to all scientific activity, expert observation is a

complex practice that requires the coordination of disciplinary knowledge, theory, and

habits of attention. On the surface, observation appears to be simple skills.

The effectiveness of science teachers stems mainly from their confidence of the

subject matter, how to teach it (pedagogy), and their attitude. Truly inspirational

science teaching occurs when a teacher is not only enthusiastic about the science topic

being taught, but also understands that topic fully in order to present it in a

comprehensible and meaningful way to each learner.

The behaviours used to signify effective science teachers have been grouped

under three categories adopted from ASTA: professional knowledge, professional

practice, and professional attributes. The behaviours under each category are

considered standards of performance of teachers, something they can work for. (SEI-

DOST & UP NISMED, 2011, p.24)

Science Investigatory Project

According to the S.I.P. handout of Marist School Science Department (2012) A

Science Investigatory Project, some call it investigative project or IP is like any other

research work. It is a research undertaking that applies certain scientific principles or

ideas with the purpose of determining possible solutions to a problem or possible

explanation’s to existing phenomena. Applied Research is conducted with an

immediate purpose in mind. It is a project that makes use of scientific principles and

the results would have immediate application or finished product. It requires less time

and focuses on specific problem.

TIPS in doing SIP research

1. In selecting a research problem, consider the following:

Degree of difficulty: Examine this carefully in relation to your skills,

knowledge, and experience level.

Time available: Estimate the time you need for planning, literature

research, setting up the project, executing it, assembling results, and drawing

conclusions. Allow for a margin of safety for possible errors.

Necessary resources & expenses: These include manpower, equipment,

and materials needed. List them down and find out if these are all available.

Collateral readings and availability of advice: This may be necessary on

critical points in the experiments. You may consult knowledgeable people in

your community; include your own parents if you are working on a local

problem.

2. Keep a notebook for recording data

Thoroughly record all your observation, data, procedures, set-ups &

questions. Even mistakes or failed experiments are important.

Record your data using proper number of significant figures depending on the

accuracy of the measuring

instrument or device that

you used.
 FIGURE 1.

The step-by-step process of conducting a Science Investigatory Project

Delimitations and Limitations of the Study

This study was conducted to determine the level of competency in doing

scientific research among students specifically in demonstrating Science Investigatory

Projects. The participants of the study were Grade Ten students because they are

required to conduct a Science Investigatory Project in their science subject before they

could graduate secondary level students.

Although, the research has reached its aim and objectives, there were some

limitations that needed to be considered. First, due to the time perimeter the research

conducted only in a small size of population consisting of 50 Grade Ten students from

one of the institutions in Davao City. Therefore, to generalize the results for larger

groups, the study should have involved more participants. Second, the research

focused only on ten Science Investigatory Projects retrieved from the existing data of
the school. For the reason that, each SIP product consists of five members but graded

individually and also the researchers were only allowed to retrieve ten SIP products.

Review of Related Literature

In Kane (2015) research paper, she stated that scientific research brought

together observations; knowledge and data to solve the specific problems invent

solutions and develop new products. However, this applied science allows individuals,

industries and countries to test information by transforming abstract theories into

practical learning. It is important for scientific research to occur at a local level (to

have solutions to the problems of specific remote areas) research from one area may

not be applicable to the context and needs of another region or group of people.

Wilson (2012) explained that science by its very nature is a structure which

grows by the addition of new material on top of a great edifice formed by earlier

workers. An individual completely ignorant of what was known before has little

chance of making a worth-while new contribution. Consequently, before beginning a

new research project it is essential to find out the existing state of the field. It is

difficult to carry out a literature search efficiently without a good knowledge of the

structure of the material available in a given field. Therefore, part of the training of

every research worker should be devoted to acquiring this knowledge.

Gov.UK (2013) Department of Education, National curriculum in England

implemented that programmers of the study for science are set out year-by-year for
key stages 1 and 2. However, only those who are required to teach to relevant

programme of the study. The schools therefore have the flexibility to introduce

content. Schools are not required by law to teach the content indicated as being ‘non-

statutory’. During years 1 and 2, pupils should be taught to use the following practical

scientific methods, processes and skills through the teaching of the programme of the

study content.

Notes and guidance (non-statutory), they should experience different types of

scientific inquiries, including practical activities, and begin to recognize ways in

which they might answer scientific questions.

Pupils should utilize the local environment throughout the year to explore and

answer questions about plants growing in their habitat and they should be observed.

Pupils should understand how to take care of animals taken from their local

environment and the need to return them safely after study. Pupils might work

scientifically by using their observations to compare and contrast animals at first hand

through videos and photographs, describing how they identity and use their senses to

compare different textures, sounds and smells. Pupils should be introduced to the idea

that all living things have certain characteristics that are essential for keeping them

alive and healthy. The uses of everyday materials, pupils should be taught to identify

and compare the uses of everyday materials in and around the school with materials

found in other places.

Lower key stage 2- years 3 and 4. The principal focus of science teaching in

lower key stage 2 is to enable pupils to broaden their scientific view of the world
around them. They should do this through exploring, talking about testing and

developing thoughts about the everyday phenomena and the relationships between

living things and recognizable environments and by beginning to develop their ideas

about functions, relationships and interactions. (Gov.UK, 2013).

According to (Earick, 2012) science teachers teach about science concepts in

their classrooms, but infrequently do they take time to help students comprehend what

science is and what it is not. The New Hampshire Framework for Science Literacy

contains information about what science is and it is proposed that teachers will take

time to frequently help students understand the nature of science. The business of

science is to develop theories based on natural explanations about how the natural

world works.

Students need to understand how the scientific processes are used to acquire

new knowledge. The best way for them to do this is to spend time using scientific

inquiry, experimentation, discussing data, drawing inferences based on data, and

writing conclusions based on evidence. These processes should be practiced in every

science course at every science level. It is also desirable that students be aware of past

scientific works that formed the basis for the development of present theories, and the

fact that scientific theories are built on the sequential work of many scientists over

time.

Science Education programs in K-12 schools provide for the constant,

authentic assessment of student learning outcomes through multiple formative and

summative assessment instruments that support with the state and district content and
performance standards. Science programs for each school are defined in the Minimum

Standards for School Approval, Ed 3-6. 45. A science program shall be provided for

each K-12 student these programs must practice both technologically and

environmentally literate students by including designed learning strategies and

opportunities for students in a coherently developed K-12 science program.

The NH Curriculum Frameworks for Science Literacy are presently the NH

College and Career Ready Standards for Science. Science should not be approached as

a collection of inaccessible abilities and bits of information, but as a rich fabric of

equally supported ideas and skills that must develop in due course. From primary

school to high school what students learn should construct on what they learned

before, makes sense in terms of what else they are learning, and practice them for

what they will learn next. This framework looks at how kids recognize and work

together with the world. Through a collaborative, state-led process managed by

attaining the new K-12 science standards have been developed that are well-off in

content and practice, arranged in a logical manner across disciplines and grades to

grant all students an internationally benchmarked science education.

The NGSS is based on the Framework for K-12 Science Education developed

by the National Research Council. The NH Nationally Aligned Science competencies

can use as conceptual drivers in the science disciplines of Life Science, Physical

Science, and the Earth and Space Science. Educators, in current presentations of these

competencies, have originate them to be very important for use in mapping science
curriculum topics across grade levels in the K-12 continuum together with the course

levels in high school curriculum.

These competencies can also guide educators in creating local competencies

that are concept or topic specific within a grade or course level and that are validated

with the NH Competency validation tool.

To prepare students for advance education and for their adult lives, the Science

8 to 10 curriculums engages students in the investigation of scientific questions and

the development of plausible solutions. Science education develops and builds on

students’ sense of conjecture about the world around them and encourages a feeling of

responsibility to sustain it. Science education fosters students’ desire to meet a

challenge, take risks, and learn from mistakes. It prompts a curiosity about the

changing world and helps students understand that the skills and knowledge they are

gaining will be refined and expanded to reflect advances in scientific knowledge and

technology. (British Columbia, 2006, p.11)

According to (Pratt, 2012) a framework is designed to help you understand a

vision for education in the sciences students, over multiple years of school, keenly

engage in science practices and apply crosscutting concepts to expand their

understanding of the core ideas in these fields. The learning experiences provided for

students should employ them with fundamental questions about the world and with

how scientists have investigated and initiate answers to those questions. Throughout

the K–12 grades, students should have the opportunity to carry out scientific

investigations and engineering design projects related to the disciplinary core ideas.
 Children are born investigators: In the early years of life, children engage in

and develop their own ideas about the physical, biological, and social worlds and how

they work and, thus, can employ in scientific and engineering practices beginning in

the early grades.

Focusing on core ideas and practices: It is focused on a restricted set of core

ideas to allow for deep exploration of significant concepts and time for students to

develop meaningful understanding of these concepts through practice and reflection.

The core ideas are an organizing structure to support acquiring new knowledge over

time and to help students build capability to develop a more flexible and coherent

understanding of science.

Understanding develops over time: Student understanding of scientific ideas

matures over time—across years rather than in weeks or months—and instructional

supports and experiences are needed to sustain students’ progress.

Science and engineering require both knowledge and practice: Science is not

just a body of knowledge that reflects current understanding of the world; it is also a

set of practices used to create, expand, and improve that knowledge.

Connecting to students’ interests and experiences: For students to build up a

sustained appeal to science and for them to appreciate the many ways in which it is

relevant to their daily lives, classroom learning experiences in science need to attach

with students’ own interests and experiences.

 Promoting equity: All students should be provided with equitable opportunities

to learn science and become engaged in science and engineering practices—with

access to quality space, equipment, and teachers to support and motivate that learning

and engagement, and with adequate time spent on science.

According to (SEI-DOST & UP NISMED, 2011, p.30) Teachers are expected

to do to accomplish quality learning outcomes. The objective of science education can

also expect teachers to work with the learners, colleagues, parents and community

members to attain the objectives. The teachers should create and maintains a learner-

centered, emotionally compassionate and physically secure learning environment.

Create a sound science teaching and learning experiences appropriate for the needs

and interests of diverse learners. It also engages students in scientific investigation to

be able to produce, create and enquiry knowledge and evaluates evidence. So that, the

students will easily comprehend and construct their innovative ideas in doing science

investigatory project.

Significance of the Study

The result of this study can be beneficial to the following people:

Administrator. This study provide framework for the administration to carry

out programs in line with the development of the students’ scientific research skills

that fosters opportunities in scientific inquiry.

 Department Heads. The result of the study may help the department heads in

science of the school about the current approach of students’ competence through

scientific research and in formulating educational ways or guidelines of to improve

students’ research skills.

Teachers. The study may guide the teachers in moulding their students’

progress through engaging them in conducting scientific researches and design

learning experiences that engages students in conducting investigatory projects.

CHAPTER II

METHOD

This chapter presents and describes the type of research design that had been

used, the respondents of the study, the research instrument as well as the data

gathering procedure.

Study Design
 This study used quantitative descriptive research design because it involves

data gathering that required investigations which aimed at describing the science

competencies of Grade 10 students. According to Neill (2007) quantitative research

involves data collection, analysis and interpretation. Moreover, it includes survey,

sampling and census method to collect data. It requires the data in the numerical

value, which can be count. A researcher uses all these data on the basis of the way in

which a number of people act, think and feel, because in this method number of

interview are considered.

On the other hand, it is descriptive in nature in the sense that situation is

systematically described basing factual and accurate finding and observation. It

measures and interprets the level of research competencies of the Grade 10 students

by means of doing Scientific Investigatory Projects.

Research Participants

The respondents of the study were 50 Grade Ten students who conducted

Science Investigatory Projects. Ten SIP results were retrieved by the researchers from

one of the private institutions in Davao City. Each SIP product was composed of five

students and selected using sampling techniques. The given products were already

graded by their Science teacher. They were chosen as respondents because Grade 10

students are required to conduct a Science Investigatory Project in their science

subject before they could graduate secondary level. Also, it measures how far they

have learned and applied the proper use of scientific method to internalize the
importance of conducting scientific research by having Scientific Investigatory

Projects.

Research Instrument

The research instrument used in this study was the Science Investigatory

Project Rubric adopted from Intel International Science and Engineering Fair. It is a

tool use to critique science projects such as SIP. The rubric has four sets of

competencies with corresponding points.

The researchers used the rubric to examine and critique the retrieved data of

Science Investigatory Project from the given sample. It was submitted to the research

adviser for remarks and suggestions and valuator was requested to validate the rubric

before it was laid in the study.

Data Gathering Procedure

The data for this research was gathered through a scoring rubric adopted from

Intel International of Science and Engineering Fair. The researchers asked permission

to gather existing data of Science Investigatory Project from a Science teacher of the
school. Ten results of SIP product were retrieved from ten groups of Grade 10

students. The Science Investigatory Project results of Grade 10 students from one of

the institutions in Davao City were critique and examined by the researchers using the

rubric. It aims to identify the level of competence of Grade 10 students in doing SIP’s.

Then, the result was analyzed based on the statement of the problem of the study.

Sampling Technique

The researchers used an existing data of scientific investigatory projects results

from five sections of Grade Ten students. Only 10 results were allowed to examine by

the teacher composed of 50 students and were graded individually.

CHAPTER 3
RESULTS AND DISCUSSION
 In this chapter, data are presented, analyzed and interpreted. The question

asked in the statement of the problem in the early part of chapter 1 is answered in

detailed manner.

Results

This study aimed to identify the achievement levels of scientific research

competencies among students doing science investigatory project.

Learner ' s possible score

PERCENTAGE SCORE (PS)= ( ) x 100%
Highest possible score

Computation formula from the Department of Education Order 8 s. 2015 page 10

Policy Guidelines on classroom assessment for the K to 12 Basic Education Program,

researchers used this formula to obtain the percentage score of the students in monitor

their proficiency level in scientific research.

Table 1. Students’ scores on competency: research question

Cumulative
Scores Points Frequency Percent Percent
7.0 70 5 10% 100%
8.0 80 15 30% 90%
9.0 90 15 30% 60%
10.0 100 15 30% 30%
Total 50 100%
Note: We used the percentage score of 60 points as the cut off score based on DepEd
Order no.8 s. 2015
 Table 1 shows the Grade Ten students’ scores that measure the competence

level on research question or defining problems in conducting Scientific Investigatory

Project. Out of 50 students, 45 or 90% of the students got the score of at least 8 points,

whose corresponding percentage score was above cut off percentage score of 60

points.

Table 2. Students’ scores on competency: design and methodology

Scores Points Frequency Percent Cumulative Percent

12.0 80 5 10% 100%
13.0 86.7 15 30% 90%
14.0 93.3 25 50% 60%
15.0 100 5 10% 10%
Total 50 100%
Note: We used the percentage score of 60 as the cut off score based on DepEd Order
no.8 s. 2015

Table 2 above illustrates the students’ scores that quantify the competence level

on design and methodology. Among 50 students, 25 or 50% of them mostly got the

score of 14 points, whose corresponding percentage score was above cut off

percentage score of 60 points.

Table 3. Students’ scores on competence: execution: data collection, analysis and

interpretation

Scores Points Frequency Percent Cumulative Percent

12.0 60 5 10% 100%
16.0 80 5 10% 90%
17.0 85 20 40% 80%
18.0 90 10 20% 40%
19.0 95 10 20% 20%
Total 50 100%
Note: We used the percentage score of 60 as the cut off score based on DepEd Order
no.8 s. 2015

It is shown in table 3 the learners’ scores that determine the competence level

on execution: data collection, analysis and interpretation. 20 or 40% of the students

got the score of 17 points, whose corresponding percentage score was above cut off

percentage score of 60 points.

Table 4. Students’ scores on competence: creativity

Scores Points Frequency Percent Cumulative Percent

15.0 75 15 30% 100%
16.0 80 5 10% 70%
17.0 85 5 10% 60%
18.0 90 15 30% 50%
19.0 95 5 10% 20%
20.0 100 5 10% 10%
Total 50 100%
Note: We used the percentage score of 60 as the cut off score based on DepEd Order
no.8 s. 20

Table 4 demonstrates the scores that measure the competence level of Grade

Ten students on creativity. Among 50 students, 30 or 6% of them got the score of at

least 15 points, whose corresponding percentage score was above the cut off

percentage score of 60 points.

Table 5a. Students’ scores on competence: presentation: poster

 Cumulative
Scores Points Frequency Percent Percent
8.0 80 5 10% 100%
9.0 90 25 50% 90%
10.0 100 20 40% 40%
Total 50 100%
Note: We used the percentage score of 60 as the cut off score based on DepEd Order no.8
s. 2015

It is presented in table 5a the students’ scores that assess the competence level

on presentation: poster. 25 or 50% students mostly got the score of 9 points, whose

consequent percentage score was above the cut off 60 points.

Table 5b. Students’ scores on competency: presentation: interview

Scores Points Frequency Percent Cumulative Percent

21.0 84 15 30% 100%
22.0 88 15 30% 70%
23.0 92 10 20% 40%
24.0 96 10 20% 20%
Total 50 100%
Note: We used the percentage score of 60 as the cut off score based on DepEd Order no.8
s. 2015
Table 5b shows the Grade Ten students’ scores that measure the competence

level on presentation: interview. Out of 50 students, 30 or 60% of them got the score

of at least 21 points, whose corresponding percentage score was above the cut off

score of 60 points.

Table 6: Overall Average of Students’ scores on competencies

 Mean
Percentage
Score Std. Deviation
Research Question 88% 9.9
Design and
90.66% 13
Methodology
Execution 85% 19
Creativity 85.5% 17
Presentation (Poster) 93% 6.5
Presentation (Interview) 89.2% 11
N= 50

Presented in the table above illustrates the students’ overall average scores on

competencies: research question, design and methodology, execution, creativity,

presentation (poster and interview). As obtained findings revealed that presentation

(poster) had the highest competency level having the mean percentage score of 93%

(SD= 6.5), while execution had the lowest competency level having the average

percentage score of 85% (SD=19). Hence, all of them passed and achieved the above

cut off percentage score of 60 points.

Discussion

This study structured to identify students’ research competencies toward

scientific research by means of doing Scientific Investigatory Project which involves

refined sets of competencies by the group works of Grade Ten students; in

Formulating Research Questions, Collecting Data, Analyzing and Interpreting Data,

Developing Theories and Models, Formulate Hypotheses and Propose Solutions,

Creativity,), Clarity of presentation.

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. It played the most vital role in

scientific method for the study is related to (Gogia & McMillan, 2015) that data

collection is a very important step in conducting research and can influence results

significantly, moreover Faculty Development and Instructional Design Center

(2005) explained that accurate data collection is essential to maintaining the

integrity of research. Once the research question and sources of data are identified,

appropriate methods of data collection are determined. Data collection includes a

broad range of more specific techniques. It is import to the student to portray well

in the execution process which involves the following: data collecting, analyzing

the data, and the interpretations. Whereas, most of the Grade Ten students got high

scores in presenting their outputs as a group which is the primary goal of K to 12

science curriculum to become learner-centered and inquiry-based, it emphasized

the use of evidence in constructing explanations (K to 12 Curriculum Guide

Science, Department of Education The Republic of the Philippines 2013). 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.

 CHAPTER 4

CONCLUSION AND RECOMMENDATION

Scientific research paves the way for students to enhance their research skills

through generating new knowledge of the study to be critically proficient in

examining Scientific Investigatory Project.

The purpose of this study is to identify the achievement levels of scientific

research competencies among students doing science investigatory project based on

the new k to 12 curriculum of science. As the result shows, the study revealed that all

of the students reached the proficiency level or passed the competencies required in

scientific research. However, some students were having difficulties in some domains

of scientific research competencies. 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. On the contrary, the study shows that students had a high

achievement level in presentation specifically in poster making of the Scientific

Investigatory Project which indicates that they had a logical organization of material

used, clarity of graphics and legends that supports the documentation displayed.
Recommendations

The following recommendations are made based on the above findings.

(1) The science organizations of the school must implement a workshop

regarding scientific research to develop the students’ critical thinking skills

and improve their scientific inquiry in solving problems.

(2) Science teacher training program should offer trainees the knowledge and

awareness of the relationships between scientific researches. Furthermore,

prospective teachers should be provided with instruction that facilitates the

broader concepts in performing and scientific investigatory projects. So

that, the students will easily understand and create their creative ideas in

doing science investigatory project.