RESEARCH PROCESS SKILLS AND SCIENTIFIC LITERACY OF SCIENCE, TECHNOLOGY, AND ENGINEERING (STE) LEARNERS OF BISLIG CITY NATIONAL HIGH SCHOOL: A DESCRIPTIVE-DEVELOPMENTAL STUDY

Education

This study examined the research process skills (RPS) and scientific literacy (SL) of Grade 9 and Grade 10 learners enrolled in the Science, Technology, and Engineering (STE) Program at Bislig City National High School for SY 2024–2025. Guided by inquiry-based science education and the PISA scientific literacy framework, it determined learners’ levels across seven RPS domains and four SL domains, identified priority areas needing strengthening, and used the results as basis for a proposed Research Enhancement Program (Bybee et al., 2009; OECD, 2019). A quantitative descriptive–developmental design was employed. The target population was 51 STE learners; however, participation required consent/assent, resulting in 39 respondents (Grade 9 = 20; Grade 10 = 19). Data were gathered using a researcher-adapted RPS–SL assessment questionnaire and analyzed using mean, standard deviation, and rank ordering. Findings indicated high overall RPS (M = 3.98, SD = 0.64), with strongest performance in collecting and organizing data (M = 4.07) and interpreting and analyzing data (M = 4.04), while constructing hypotheses ranked lowest (M = 3.85). Scientific literacy was likewise high (M = 3.98, SD = 0.64), with interpretation of scientific information highest (M = 4.09) and understanding scientific concepts comparatively lower (M = 3.88). Results supported a Research Enhancement Program focusing on inquiry framing, investigation design, conceptual mastery, and application through evidence-based tasks.

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