Republic of the Philippines

Department of Education
Cariaga Administrative Region
Division of Butuan City
TALIGAMAN NATIONAL HIGH SCHOOL
Taligaman, Butuan City

CORRELATION OF SCIENTIFIC SKILLS PROFICIENCY

LEVEL AND ACADEMIC PERFORMANCE OF
GRADE 12 STEM STUDENTS

A Quantitative Research
presented to the Senior High School Department
TALIGAMAN NATIONAL HIGH SCHOOL

Taligaman, Butuan City

In partial fulfillment of the requirements in
PRACTICAL RESEARCH 2
A Research Paper

Presented to the
Faculty of the Senior High School Department
Taligaman National High School
Butuan City

Sibayan, Kimberly L.
Malaki, Rica Micah.
Pedrosa, Jemaros C.
Casumpang, Joan B
Carin, Maricar B
Yagong, Claudine.
Puspus, Christian S
Tadena, Kinneth D.
Mollon, Cindy

Grade 12- Germany

STEM

Jeriel V. Cortez, LPT

Research Adviser

December 2021
 APPROVAL SHEET

This research paper entitled, “CORRELATION OF SCIENTIFIC SKILLS PROFICIENCY LEVEL AND
ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS”, prepared and submitted by
KIMBERLY L. SIBAYAN, RICA MICAH MALAKI, JEMAROS C. PEDROSA, JOAN B. CASUMPANG,
MARICAR B. CARIN, CLAUDINE YAGONG, CHRISTIAN S. PUSPUS, KINNETH D. TADENA, CINDY
MOLLON, in partial fulfillment of the requirements in Practical Research 2 has been examined
and recommended for final submission.

JERIEL V. CORTEZ
Research Adviser
________________________________________________________________

APPROVED and ACCEPTED by the Panel of Examiners with the grade of PASSED.

JONAS F. SALDIA SADDAM SANI NELGEN M. GOLORAN

Panel Member Panel Member Panel Member

Noted:

JONAS F. SALDIA LARRY C. PAYOSALAN

School Research Coordinator SHS Track Head

Recommending Approval:

GLEN B. PACOT
Academic Head

Approved:

ELMER CATALUÑA
Principal III

Date of Oral Defense: MARCH 12, 2022

ii
 ABSTRACT

The goal of the study was to determine the relationship between the scientific skill proficiency

level and academic performance of the Grade 12 STEM students of Taligaman National High

School, Taligaman, Butuan City. The study employed a descriptive-correlation design, with a

validated test of scientific skills and a questionnaire used to collect data. The study used the

weight mean and correlation method. The weighted mean is used to describe the average mean

in the proficiency level of the respondents. The correlation method is used to determine the

significant relationship between the scientific skills proficiency level and academic performances

of the STEM students. The findings revealed that in the scientific skill observing and predicting

the student’s proficiency level are “proficient” while measuring, inferring, and classifying are

“approaching proficient”. Overall, the scientific skills proficiency level of the students is

“proficient”. In correlation between scientific skills proficiency level and academic performance,

the findings revealed that observing and measuring have no significant relationship between

scientific skills proficiency level and academic performance. Overall scientific skills, there is a

significant relationship between scientific skills proficiency level and academic performance. The

participants of the study are the Grade 12 Science, Technology, Engineering, and Mathematics

students of Taligaman National High School.

Key words: Scientific Skills, Academic Performance, Proficiency Level,

iii
 ACKNOWLEDGEMENT

The researchers aim to state their gratefulness and the vitality to express the admiration

pure and whole heartedly to God, the Almighty Father for giving us such an intelligence and

mental power to lay out this study, for giving us the power of overcoming the challenges that

we're facing, for providing us shelters to stay, and for handing us over the financial stability to

construct the study. Moreover, the researchers wanted to extend their gratitude towards the

following people who contributed a lot in the fulfillment of the research work:

To their adviser Mrs. Jeriel V. Cortez for her patience, guidance, knowledge, mother

care and encouragement which made this research paper a successful one:

To all the members of oral defense panel: Mr. Jonas F. Saldia, Mr. Glen B. Pacot and

Mrs. Leah M. Durango, for their valuable suggestions and recommendations for the

improvement and betterment of the research study.

To Mr. Elmer M. Cataluña, the Principal of Taligaman National High School, for allowing

the researchers to conduct the study.

To the participants Grade XII STEM students of Taligaman National High School for their

cooperation that was significant to the completion of the research.

To Mr. Sani J. Saddam, Mr. Stephen Laurence Rosales and Mrs. Jeriel V. Cortez who

unselfishly share their expertise and stand as the validator of the researchers-made

questionnaire.

iv
 To the beloved parents, siblings, friends, and loved ones for the assistance

encouragement, understanding and extending moral and financial support and to the others

that they have not mentioned who contributed also for the success of the study.

Thank you very much!

The Researchers

v
 DEDICATION

The research study is dedicated to the researchers’ entire family. To the researchers inspiring
parents, siblings, friends, and loved ones. To all the students,
Teachers and people who can be reached by this paper. And most
of all, to our Lord Almighty, who already have
plans for us, to prosper us not
to harm us and He will wipe
away every tear from
our eyes.

vi
 TABLE OF CONTENTS
PAGE
TITLE PAGE………..…………………………………………………………....................................................i
APPROVAL SHEET………………………………………………………………………………………………………..…. ii
ABSTRACT……………………………………………………………………………………………………………………... iii
ACKNOWLEDGEMENT………………………………………………………………….....................................iv
DEDICATION………………………………………………………………………………......................................vi
TABLE OF CONTENTS……………………………………………………………………………………………………….vii

CHAPTER I INTRODUCTION
Background of the study ........................................................................................................ 1
Statement of the Problem...................................................................................................... 2
Conceptual Framework………….……………………………………………………………………………….…...…..3
Research Hypothesis .............................................................................................................. 4
Significance of the Study ........................................................................................................ 4
Scope and Delimitation .......................................................................................................... 5
Definition of Terms……………………………………………………………………………………………………………6

CHAPTER 2 REVIEW OF RELATED LITERATURE

RELATED LITERATURE ............................................................................................................. 7
RELATED STUDIES ................................................................................................................. 10

CHAPTER 3 METHODOLOGY
Research Design ................................................................................................................... 13
The Sample ........................................................................................................................... 13
The Instruments ................................................................................................................... 13
Data Collection Procedure ................................................................................................... 14
Plan for Data Analysis ........................................................................................................... 14

vii
CHAPTER 4 PRESENTATION AND ANALYSIS OF DATA ....................................................... 16

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS

Conclusions........................................................................................................................... 19
Recommendations ............................................................................................................... 20

REFERENCES................................................................................................................. 21
APPENDICES…………………………………………………………………………………………………………………....25
Appendix A Request Letters………………………………………………………..26
Appendix B Study Questionnaire………………………………………………...28
Appendix C Sample Answers……………………………………………………....35
Appendix D Statistical Results…………………………………………………..….41

CURRICULUM VITAE……………………………………………………………………………………………………….44
DOCUMENTATION…………………………………………………………………………………………………….……46

viii
 CHAPTER I
INTRODUCTION

This chapter contains the background of the study, statement of the problem,

significance of the study and scope and delimitation of the study.

Background of the study

Every basic education graduate, according to the Enhanced Basic Education Act of 2013,

shall be an empowered individual who has learned the foundations for lifelong learning, the

competence to interact in work and be productive, the flexibility to coexist in fruitful harmony

with local and global communities, and the capability to interact in autonomous, creative, and

critical thinking through a program based on sound educational principles and geared toward

excellence

Based on the K to 12 science curriculum’s conceptual framework, Science education

strives to build scientific literacy in students so that they can study and become active citizens

who can make judgments and decisions on knowledge domain applications that have social,

health, or environmental implications. It incorporates science and technology into civic, personal,

social, and economic aspects of life, as well as values and ethics. Understanding and applying

knowledge base, performing scientific processes and skills, and developing and showing scientific

attitudes and values are the three domains of learning science.

Children that are active learners are those who use the same skills. They examine objects

and events through their senses, looking for patterns in them through observations. They classify

to form new concepts. They measure, to quantify object descriptions and events. They infer
things and readily modify their knowledge as new formations become accessible. They also

predict possible results before they're observed.

The things that scientists do while they research and examine are known as science

process skills. Scientists, teachers, and students employ a variety of thinking skills when practicing

science, including observing, classifying, measuring, inferring, and predicting. Furthermore,

students can use science process skills to better explain phenomena, build theories, and uncover

knowledge (Martin, 2009). They are required for the creation of ideas (Harlen & Qualter, 2004)

and to aid pupils in achieving academic achievement in science (Aktamis & Ergin, 2008).

The deterioration of students' performance on the National Achievement Test (NAT) in

Science (Philippine National Report, 2018) is proof that there is still a problem. The Philippines

ranks low in science in the Programme for International Student Assessment (PISA) among

participating Organization for Economic Cooperation and Development (OECD) countries (CNN

Philippines, 2019). Also, Filipino students performed poorly in mathematics and science.

(Paris,2019)

The researchers opted to conduct this study to determine if there is a correlation of

scientific skills proficiency level and academic performances of Grade 12 STEM students in

Taligaman National High School.

Statement of the Problem

The study was mainly concerned on determining the correlation of scientific skills

proficiency level and academic performance of Grade 12 STEM students in Taligaman National

High School. Specifically, it will answer the following questions:

2
 1. What is the Scientific Skills Proficiency Level of the STEM students in Taligaman

National High School in terms of:

2.1 Observing

2.2 Measuring

2.3 Inferring

2.4 Classifying

2.5 Predicting

2. What is the academic performance of the STEM students of Taligaman National High

School?

3. Is there a significant relationship between the scientific skills proficiency level of the

STEM students of Taligaman National High School in relation to the academic performances.

Conceptual Framework

Independent Variables Dependent Variables

Proficiency of the STEM

students among Scientific
Skills.
⚫ Observing
⚫ Classifying Level of Proficiency of the
⚫ Inferring STEM students of
⚫ Predicting Taligaman National High
⚫ Measuring School on the different
scientific skills
Academic Performance of
the STEM students of
Taligaman National High
School

Figure 1: A schematic diagram showing the interplay of independent and dependent variable.

3
Research Hypothesis

In this study, the null hypothesis was tested at 0.05 level of significance

1. There is no significant correlation between student's scientific skills proficiency level

and their academic performance.

Significance of the Study

This study was conducted for the purpose of finding out the relationship of scientific skills

proficiency level and the academic performance of the STEM students from Taligaman National

High School.

Regarding this, the study would be beneficial to the following sectors of the community

The Administration.

This study would serve as their window in looking for equipment and materials to support

the student's needs in exercising and enhancing their skills.

The Teachers.

This study would aid teachers in determining which talents should be developed and

discovered within the classroom.

The Students.

This study would help them to know and discover the skills that they inhibit through the

information provided. Which will assist them in determining the skills they are lacking, allowing

them to develop their scientific abilities.

4
The Readers.

This would help the readers to know much more about the new trend of education with

an emphasis on the student’s skills and scientific proficiency.

Future Researchers.

This would serve as the basis of future related studies of similar areas of concentration.

Scope and Delimitation

The study focused only on the relationship of scientific skills proficiency level and

academic performances of the Grade 12 STEM students of Taligaman National High School. The

participants of the study are the Grade 12 STEM students from Taligaman National High School

S.Y 2021-2022 in Butuan City’s Division. The participants were given questionnaires in identifying

the needed data. The information that is gathered is handled with care.

Definition of Terms

The following terms are defined operationally to have a clearer view of the study:

Observing. This term refers to the scientific skills of STEM students in gathering information using

anyone, or combination of their five basic senses: sight, hearing, touch, taste, and smell.

Classifying. This term refers to the scientific skills of STEM students to group the objects based

on observable traits, objects that share a given characteristic that can be said to belong to the

same set.

Inferring. This term refers to the inventive scientific skills of Taligaman National High School

participants in which an assumption of cause is generated to explain an observed event.

5
Predicting. This term refers on the scientific skills of STEM students in Taligaman National High

School to identify a trend in a body of data and then to project that trend in a way that can be

tested that deals with projecting events based upon a body of information.

Measuring. This term refers to the scientific skills of Taligaman National High School STEM

students in describing the dimensions of an object or event using standard measures.

Academic Performance. This term refers to the Grades of the participants in Physics.

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies regarding the level of scientific

skills proficiency of the STEM students of Taligaman National High School.

RELATED LITERATURE
According to Maranan (2017), the goal of education is to create scientific literacy in pupils so

that they can prepare for the future. They should be well-informed and active citizens who can

make decisions. Decisions about how scientific knowledge is applied in ways that may have social,

health, or environmental consequences. It incorporates science and technology into civic,

personal, social, and economic aspects of life, as well as values and ethics. It's structured around

the three domains of learning science: comprehension, application, and evaluation causing

scientific knowledge, skills, and processes, and fostering and displaying scientific ideals and

attitudes of life. Furthermore, according to the Science Curriculum Guide (2012), the K-12

Curriculum is built around the three fundamental dimensions of science's nature. The first of

these is the content of our scientific knowledge in terms of science. The other two are Science

process skills (SPS) and scientific attitudes are important dimensions as well as values. All of these

could be applied both locally and globally.

Understanding the scientific process, according to Karamustafaoglu (2011), often relates

to talents or abilities that must be proved. Scientists own the process of scientific discovery.

These skills are classified into two categories: basic process skills and integrated process skills.

The basic process skills are Observing, questioning, classifying, measuring, and predicting are all

7
skills. Identifying and defining variables, interpreting data, manipulating materials, recording

data, formulating hypotheses, designing investigations, making inferences, and generalization

are all examples of integrated process skills. Moreover, the ability to apply science is one of the

skills required. By putting science into practice. This is in line with Murnawianto (2017), who

claims that science education helps boost 21st-century thinking skills. To succeed on the STEM

strand, you must be observant, know how to identify, infer, anticipate, and measure, in other

words, you must have scientific skills.

Observation is a critical component of science. It allows us to see the results of an

experiment, even if they are not what we expected. It allows us to notice unexpected things

around us that may pique our interest and lead to new experiments. Accurate observation is even

more important than observation. Our eyes and brains frequently deceive us, allowing us to see

what we expect to see rather than what is there (Krampf, 2019). Furthermore, science relies

heavily on observation. Scientists collect and record data through observation, which allows

them to develop and test hypotheses and theories. Scientists observe in a variety of ways,

including using their own senses as well as tools such as magnifying glasses, thermometers,

satellites, and stethoscopes. These instruments enable more precise and accurate observations.

Tools can also help us gather information about things we can't experience firsthand, such as

deep space (Science Learning Hub, 2020).

Students can solve difficulties if they understand the problem's premise, according to

(Yuliati, 2018). The difference in problem-solving skills between students with low and high

problem-solving skills can be evident in how students organize and use knowledge, as well as

how they relate how the two are related. When tackling the challenge, students used concepts

8
that they had already learned. In STEM education, inquiry-based learning allows students to not

only examine but also solve real-world problems. Based on the OECD (2014), stated that issues

and solutions can originate from a variety of sources based on personal experience scenarios or

contexts for pupils, the context serves as a motivator to learn more through scientific

phenomena, knowledge, and proficiency.

Inadequate scientific attitude training and ineffective learning methodologies are two

additional explanations for students' low scientific proficiency (Fitraini, et al., 2020).

Furthermore, to assure their competitiveness in the knowledge era, students must be endowed

with scientific skills or capacities (Rahayu, 2017). Moreover, according to Karatas & Arpaci (2021),

skills and competences are a strong predictor of students’ readiness for online learning.

Proficiency refers to demonstrating the required level of performance against a

predetermined benchmark. Different states (and even districts) may have set their standards

for students to reach to be considered proficient. Students must demonstrate skill at the level

of a – target using a proficiency framework to advance to the next grade level (Great Schools

Partnership, 2014). However, the goal of proficiency-based learning is to ensure that more

students learn what they're supposed to learn. It can also provide educators with more detailed

or fine-grained information about students' learning progress, which can help them more

precisely identify academic strengths and weaknesses, as well as the specific concepts and skills

students, haven't yet mastered. Because academic achievement in proficiency-based courses

and schools is usually tracked and reported by proficiency standards, educators and parents

often have a deeper understanding of what specific knowledge and skills learners have gained

or are struggling with (Vermont, 2017).

9
 Several authors have defined and explained academic performance. According to Narad

& Abdullah (2016), academic performance is the knowledge gained that is assessed by a teacher

through marks and/or educational goals set by students and teachers to be achieved over a

specific time. They also stated that these objectives are measured through continuous

assessment or examination results.

RELATED STUDIES

Science Process Skills Panoy (2013) tested a strategy that used the skills involved in each

Bloom's Taxonomy category as the independent variable. He purposefully conducted a study that

investigated a new teaching strategy known as a differentiated strategy and tested its effect on

the development of science process skills. His research was created to assist teachers in

developing a strategy that will accommodate the ever-increasing diversity of learners today.

Measuring, Comparing, Classifying and Problem Solving are the skills that he had tested in his

study. It proved the null hypothesis, which states that there was a significant difference in the

mean gain score of the pupils in the experimental and control groups in terms of comparing,

measuring, and problem-solving skills. As a result, it can be stated that science is still a subject

that necessitates a variety of strategies to cope with the rapidly changing learning environment

of the students.

Gurces et al. (2015) did a study to determine using the level of 10th and 11th-grade

students’ science process skills. Science process skills predict knowledge and methods for

acquiring knowledge. The finding of the study revealed that students from different high schools

have considerable differences in basic, casual, and experimental process skills. Students who

10
attend schools with a broad range of accomplishment levels or admission orders can have a great

impact on their ability to use science process skills. This situation could be caused by a variety of

instructional approaches, teacher content knowledge, and school efficiency. When 10th and

11th-grade students were compared in terms of basic, casual, and experimental process skills, it

was discovered that 10th-grade students had higher means than 11th-grade students in any way.

Only in terms of basic process skills do 10th-grade students and 11th-grade students differ

significantly. Because 11th-grade students solve issues based on knowledge in preparation for

university entrance examinations, this situation may restrain their science process skills.

Agbaje & Alake (2014) conducted a research study in Ikere Local Government Area of Ekiti

State, Nigeria, to investigate the Students' Variables as Predictor of Secondary School Students'

Performance in Science. The study revealed that students' variables such as study habits, attitude

toward, and interest in science subjects are better predictors of students' performance in science

subjects, whereas student gender does not influence students' academic performance. Raj

(2014) conducted research in the Science Process Skills of students in high schools across five

districts in Tamil Nadu. The main finding of the study shows that there is a very weak positive

correlation between science process skills and academic performance among high school

students. The communicating skill had a higher mean score than the other dimensions of science

process skills. Indeed, the use of learning and study skills is related to students’ academic

performance (Griffin et al., 2012), and in-class time committed to teaching-learning strategies

has shown to significantly affect student success (Cook et al., 2013). The study of U. Narmadha &

S. Chamundeswar (2013) conducted research attitude toward science learning and academic

achievement in science among secondary school students, resulting in positive correlations.

11
 The literature and studies cited above have indirect and direct relationship to the present

study. It enables the researchers to substantiate the study and help in the formulation of the

conceptual framework of the study.

12
 CHAPTER 3

METHODOLOGY

This chapter includes the research design, the sample, the instruments, the data

collection procedure, and the plan for data analysis

Research Design

The descriptive-correlation method of research is used in this study. The instrument used

in the study is a questionnaire. It is used to measure the level of scientific skills proficiency of the

STEM students of Taligaman National High School. The researchers used the descriptive-

correlation research method as this is the most appropriate means to seek answers to the

problems being utilized in the study.

The Sample

The study used complete enumeration where all members of the whole population are

measured. The participants of this study are the Grade 12 Science, Technology, Engineering, and

Mathematics students of Taligaman National High School. This study involves a sample of forty-

nine (47) students in over-all.

The Instrument

The instrument used in the study is an adoptive and researchers made questionnaire. It

is used to measure the scientific skills proficiency level of the STEM students of Taligaman

National High School. The questionnaire consists of twenty-five (25) multiple-choice items, with

13
five (5) items per scientific skill. The research instrument is validated for reliability by the research

adviser.

Data Collection Procedure

The researchers prepared the instruments used by reading questionnaires from other

related studies to have some ideas. The findings were reported to the researcher's adviser.

Before the data gathering was proper, the researchers sent a letter addressed to the principal of

the study area to humbly seek permission for the conduct of the study of the said school. After

the questionnaires were corrected and approved, the researchers distributed them through

Google form. These are retrieved immediately following the survey's completion time. The data

was then gathered, totaled, evaluated, and interpreted.

Plan for Data Analysis

For the interpretation, the data were quantified using the basis of the following scales.

A. Level of Proficiency in Scientific Skills

Numerical Rating Scale Interpretation

4.50 – 5.00 Advanced

3.50 – 4.49 Proficient

2.50 – 3.49 Approaching Proficient

1.50 – 2.49 Developing

1.00 – 1.49 Beginning

14
 B. Academic Performance of Students

Grading Scale Interpretation

90 – 100 Outstanding

85 – 89 Very Satisfactory

80 – 84 Satisfactory

75 – 79 Fairly Satisfactory

74 below Needs Improvement

The responses to the questionnaire gathered from the Google Form will be thoroughly

tallied, tabulated, and organized. The study used the weight mean and correlation method. The

weighted mean is used to describe the average mean in the proficiency of the respondents. The

correlation method is used to determine the significant relationship between the scientific skills

proficiency level and academic performances of the Science, Technology, Engineering, and

Mathematics students of Taligaman National High School.

15
 CHAPTER 4
PRESENTATION AND ANALYSIS OF DATA

This chapter presents the analysis and interpretation of the data according to the

problems presented in this study.

Table 1

Proficiency Level of Students in Different Scientific Skills

Scientific Skills Mean Score Interpretation

Observing 4.13 Proficient

Measuring 3.02 Approaching Proficient

Inferring 3.30 Approaching Proficient

Classifying 3.09 Approaching Proficient

Predicting 3.94 Proficient

All Scientific Skills 3.50 Proficient

It can be gleaned in Table 1 that the highest level of proficiency of students in scientific

skills is the "proficient" level. And with the result, observing and predicting are the student's

highest levels of scientific skill proficient, whereas measuring, inferring, and predicting are the

students' lowest levels of proficiency. Overall, the STEM student’s scientific skills proficiency level

is “Proficient”. This simply means that students have sufficient knowledge to reach the proficient

level of proficiency. According to Rahayu (2017) to assure their competitiveness in the knowledge

era, students must be endowed with scientific skills or capacities. In addition, Murnawianto

16
(2017) to succeed on the STEM strand, you must be observant, know how to identify, infer,

anticipate, and measure, in other words, you must have scientific skills.

Table 2
Academic Performances of the Students

Mean Interpretation

Overall Grade 88.21 Very Satisfactory

As seen in the table, the academic performance of the STEM students at Taligaman

National High School falls under the interpretation "Very Satisfactory," The result implies that the

STEM students of Taligaman National High School perform well academically.

Correlation between Students’ Academic Performance and Scientific Skills Proficiency

Table 3
Significant Relationship between Academic Performance and Scientific Skills Proficiency.

Scientific Skills Mean Observations R P - value

Observing 4.13 47 0.21 0.16

Measuring 3.02 47 0.27 0.07

Inferring 3.30 47 0.34 0.02

Classifying 3.09 47 0.32 0.03

Predicting 3.94 47 0.63 2.57E-06

Overall 17.47 47 0.51 0.0003

17
 As gleaned in the table, the r of the skill observing, and measuring shows a weak positive

relationship between observing and measuring skill proficiency level and student’s academic

performance. The p- values of the skill observing and measuring are greater than the α (0.05)

which means that there is no significant relationship between scientific skills observing and

measuring proficiency level and the student’s academic performance.

In the scientific skill inferring, classifying, and predicting r shows a moderate positive

relationship between student’s inferring, classifying, and predicting skill proficiency level and

their academic performance. The p- values of the skill inferring, classifying, and predicting are

less than the α (0.05) which implies that there is a significant relationship between academic

performance and the scientific skill inferring, classifying, and predicting proficiency.

The overall scientific skills r is 0.51, indicating a moderate positive relationship between

scientific skills proficiency and academic performance of Taligaman National High School STEM

students. The findings contradict Raj's (2014) study, which discovered a very weak positive

correlation between science process skills and academic performance among high school

students.

The p-value of 0.0003 is less than the significance level (0.05). This means that there is a

significant correlation between student's scientific skills proficiency and their academic

performance. Thus, the null hypothesis is rejected.

18
 CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of the study.

Conclusions

Based on the data drawn in the study, the researchers reached this conclusion about the

scientific skills proficiency level of STEM students in Taligaman National High School.

The students' weakest scientific skill is measuring, classifying, and inferring with a

proficiency level of "approaching proficient," while their best scientific skill is observing and

predicting with a proficiency level of "proficient." In terms of academic performance, the

participants took a mean of 88.21, which corresponds to a "very satisfactory" grade.

In correlation between scientific skills proficiency and academic performance, observing

and measuring have no significant relationship in academic performance, whereas inferring,

classifying, and predicting have a significant relationship in the student's academic

performance. Overall, there is a significant relationship between scientific skills proficiency level

and academic performance. As indicated in the findings, the null hypothesis stating that there is

no significant correlation between students' scientific skills proficiency level and their academic

performance is rejected.

The researchers can say that this survey was a success because the study's goal was to

determine the relationship between scientific skills proficiency level and academic performance

of the STEM students of Taligaman National High School.

19
Recommendations

Considering the limitations of the study, the following recommendations were made

based on the results obtained from the analysis of data:

1. Teachers are encouraged to assist students in improving their scientific skills proficiency

levels.

2. Future developers should create more exciting, challenging, and visually appealing activities

that will help students improve and develop their scientific skills.

3. Students are highly encouraged and assisted to improve those low-level proficiency skills to

a higher level of proficiency “advanced” if not “proficient” through tutorials, workshops, and

intervention programs.

4. Readers are strongly encouraged and challenged to conduct research related to this study,

particularly on students' scientific skill proficiency.

5. A similar study must be conducted to a larger group of participants to determine if the same

findings will be established.

20
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APPENDICES

25
 Appendix A (Request Letters)

TALIGAMAN NATIONAL HIGH SCHOOL

Taligaman, Butuan City

January 27, 2022

ELMER M. CATALUÑA
Principal III
Taligaman National High School

Dear Sir:
Greetings of love and peace!
We, the Grade 12 - Germany students under the advisory of Mrs. Jeriel V. Cortez would like to
ask for permission to conduct a research study in Taligaman National High School. We are
currently working on our research entitled, “Scientific Skills Proficiency of the Stem Students of
Taligaman National High School” in partial fulfillment of the requirements for our subject
Practical Research 2.
In this connection, we would like to seek your permission to utilize the data gathered in
Taligaman National High School through survey. Rest assured that all the data and information
shall be used only for academic purposes.
We believe that you are with us in our enthusiasm to finish the requirement as compliance for
our subject and to develop our well-being. We hope of your positive response on this humble
matter. Your approval to conduct this study will be greatly appreciated. Thank you very much
and God Bless!
Respectfully yours,
KIMBERLY L. SIBAYAN
Group III Leader

Noted by: Recommending Approval:

LARRY C. PAYOSALAN GLEN B. PACOT

SHS Track Head School Academic Head

Approved by:

ELMER M. CATALUÑA
Principal III

26
 TALIGAMAN NATIONAL HIGH SCHOOL
Taligaman, Butuan City

January 27, 2022

JERIEL V. CORTEZ
GRADE 12 Adviser
STEM

Dear Madam:

In partial fulfillment of our requirements for our subject Practical Research, we the grade 12
students of your advisory would like to ask permission to allow us to conduct a survey on your
section. Rest assured that the data we will gather will remain confidential and to be used in
academic purpose only.

We are writing this letter to seek your kind permission for conducting the survey. Your approval
for conducting the survey will be greatly appreciated.

Respectfully yours,
Kimberly Lima Sibayan
Group 3 Leader

Approved by:

JERIEL V. CORTEZ
Grade 12 Adviser

27
 Appendix B (Study Questionnaire)

SCIENTIFIC SKILLS PROFICIENCY OF THE SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS STUDENTS
OF TALIGAMAN NATIONAL HIGH SCHOOL

SURVEY QUESTIONNAIRE

Part I Student’s Profile

Name: __________________________________________________________
Surname First Name Middle Name

Sex: ( ) Male ( ) Female

Age:
( ) 15 below yrs. old
( ) 16-18 yrs. old
( ) 19-21 yrs. old
( ) 22 above yrs. old

Part II

____1. What is the girl doing wrong in the picture?

Source from https://www.123rf.com/photo_129623955_girl-experimenting-with-laboratory-flasks.html

a. she is playing
b. she is wearing glasses
c. she doesn’t seem to be paying attention
d. she is touching the chemicals without gloves

_____2. You put 3 liters of water on the tank. How many milliliters are there in 3 liters?
a. 30 mL
b. 300 mL

28
 c. 3000 mL
d. 300000 mL

____3. One night, you noticed that one star is brighter than the others. What can you infer
about the situation?
a. The star is going to explode.
b. It is brighter because it is far from our planet earth.
c. It is brighter than the others because it is closer to the earth.
d. All of the above

____4. Your younger sister asked about mammals and showed you four photographs of different
animals. Which of the following animals is not a mammal?
a. Cat
b. Chicken
c. Dog
d. Whale

____5. The girl is shaking an unopened bottle of soft drink in her hand. What would be the result
of her action?
a. Nothing will happen to her drink
b. The girl will be scolded by her parents
c. The soft drink will taste much better as a result.
d. The soft drink will spill out in bubbles when she open the bottle later.

____6. Which phase of matter has the most closely packed molecules?

Source from https://socratic.org/questions/what-are-examples-of-gases-liquids-and-solids

a. Gas
b. Liquid
c. Solid
d. None

____7. Jane and Nicole’s bag weighs (46.0 kg and 750.0 g) and (42.0 kg and 950.0 g) respectively.
Whose bag do you think is heavier and by how much?Nicole’s bag is 1 kg 200 g

29
 a. Nicole’s bag is 1.200 kg and is lighter than Jane’s bag
b. Jane’s bag is 3.150 kg and is lighter than Nicole’s bag
c. Jane’s bag is 3.800 kg and is heavier that Nicole’s bag
d. Jane’s bag is 2.800 kg and is heavier than Nicole’s bag

____8. As you come across your neighbor, you hear a loud siren nearby. What can you say about
the situation?
a. There is a fire
b. There is a fire drill
c. There is an emergency
d. All the above

____9. Bella is having trouble classifying bacteria as to what kingdom of living things do these
organisms belong. If you are to help Bella, find the answer, which of the following kingdom does
bacteria belongs?
a. Animalia
b. Fungus
c. Monera
d. Protista
____10. Your friend have a plant but it was kept in a place with no sunlight. What would be your
point of view of the situation?
a. It is unable to photosynthesize.
b. The plant will wilt and eventually die
c. It cannot make its own food properly
d. All the above
____11. From the picture, which part of the flower connects the stigma to the ovary?

Source from https://www.colourbox.com/vector/a-common-flower-parts-vector-34289070

30
 a. Ovule
b. Sepal
c. Stamen
d. Style

____12. There are 1000 meters (m) in 1 kilometer (km). A bus travelled 6400 meters (m). Find
the distance travelled by the bus in kilometer (km).
a. 6.4 km
b. 640 km
c. 3000 km
d. 6000 km
____13. Von and Jea are almost done taking turns to choose the players for their teams. It was
Jea’s turn to choose, and Dar was the only person left. Jea called Dar. What can you infer about
the situation?
a. Dar is a great player
b. Dar is not a very good player
c. They don’t like Dar in their team.
d. They think Dar will be a hindrance.
____14. You're playing with a paper airplane and want to see how far it can fly. Which of the
following metric unit is appropriate to use?
a. Centiliters
b. Kilograms
c. Meters
d. Millimeters

____15. The temperature in polar region is rising. What can you say about the situation?
a. It will affect polar bears
b. It will cause glaciers to melt.
c. It will cause rising of water levels
d. All the above
____16. Based on the illustration below. What makes a plant cell different from an animal cell?

31
 Source from https://www.thoughtco.com/animal-cells-vs-plant-cells-373375

a. Plant cell have a cell wall, but animal cell do not.

b. Plant cell do not have a cell wall, whereas animal cell do.
c. Animal cell have lysosome while plant cell don’t have lysosome.
d. None of the above.

____17. If it takes you 25 minutes to walk to the car park and 45 minutes to drive to school. At
what time should you get out of the house in order to get to school at 9:00 a.m.?
a. 7:50 a.m.
b. 8:00 a.m.
c. 8:30 a.m.
d. 9:30 a.m.
_____18. You put salt in a glass of water and have noticed that it didn’t dissolve right away.
What can you infer about this?
a. The salt is hard to dissolve in water.
b. It needs a lot of water to dissolve salt
c. The water is cold and it needs stirring to dissolve the salt.
d. The water contains large amount of dissolved salt already.

____19. If you are to classify organisms under Kingdom Animalia, which of the following
statement/s would best classify them?
a. All members are unicellular organisms.
b. All members have a cell wall in their cell.
c. All members don’t have nuclei in their cell.
d. All members are multicellular and have nuclei in their cell

32
____20. Many motorists do not use helmet when riding their motorcycle. What can you say about
this matter?
a. Many motorists are careless
b. Many motorists are not afraid of what willl happen to them.
c. Many motorists will have serious injury once they meet accident.
d. Both a and b
____21. Which is the producer in the given illustration?

Source from https://www.youtube.com/watch?v=ZbqCDUOygXg

a. Grass
b. Grasshoper
c. Frog
d. All the above.

____22. You and your brother are pushing a car with the forces of 20 Newton (N) and 25 Newton
(N) in the same direction. What is the net force applied on the car?
a. 5N
b. 4.5 N
c. 15 N
d. 45 N

____23. You've noticed that your next-door neighbor's roof fades quickly. What can you deduce
about the situation?
a. It will be painted soon.
b. The sun and rain contribute to its fading.
c. The owner of the roof will change the brand of his paint.
d. None of the above.

33
____24. Which of the following animals is an invertebrate?
a. Bird
b. Fish
c. Snake
d. Spider

____25. A passenger boat is overloaded with passengers. What would happen next, if you are to
predict the situation?
a. The passengers are fat.
b. The boat might sink later.
c. The passengers are careless.
d. The passengers are in a hurry.

34
Appendix C (Sample Answers)

Student 1

35
36
37
Student 2

38
39
40
 Appendix D (Statistical Results)

OBSERVING
SUMMARY OUTPUT

Regression Statistics
Multiple R 0.210471
R Square 0.044298
Adjusted R
Square 0.02306
Standard Error 5.919434
Observations 47
ANOVA
Significance
df SS MS F F
Regression 1 73.08613 73.08613 2.08581 0.1556
Residual 45 1576.786 35.03969
Total 46 1649.872

Standard
Coefficients Error t Stat P-value Lower 95%
Intercept 81.68632 4.60072 17.75511 5.95E-22 72.41999
OBSERVING 1.58115 1.094802 1.444233 0.1556 -0.6239

MEASURING

SUMMARY OUTPUT

Regression Statistics
Multiple R 0.265585
R Square 0.070536
Adjusted R
Square 0.049881
Standard Error 5.837613
Observations 47

ANOVA
Significance
df SS MS F F
Regression 1 116.3748 116.3748 3.414982 0.071186
Residual 45 1533.498 34.07772

41
Total 46 1649.872

Standard
Coefficients Error t Stat P-value Lower 95%
Intercept 84.2303 2.317175 36.35043 5.33E-35 79.56328
MEASURING 1.318139 0.713291 1.847967 0.071186 -0.1185

INFERRING

SUMMARY OUTPUT

Regression Statistics
Multiple R 0.339998
R Square 0.115599
Adjusted R
Square 0.095945
Standard Error 5.694343
Observations 47

ANOVA
Significance
df SS MS F F
Regression 1 190.723 190.723 5.881874 0.019373
Residual 45 1459.149 32.42554
Total 46 1649.872

Standard
Coefficients Error t Stat P-value Lower 95%
Intercept 82.22369 2.605404 31.55891 2.44E-32 76.97614
INFERRING 1.816041 0.748803 2.425258 0.019373 0.307874

CLASSIFYING

SUMMARY OUTPUT

Regression Statistics
Multiple R 0.321364
R Square 0.103275
Adjusted R
Square 0.083348

42
Standard Error 5.733879
Observations 47

ANOVA
Significance
df SS MS F F
Regression 1 170.3907 170.3907 5.182614 0.027621
Residual 45 1479.482 32.87737
Total 46 1649.872

Standard
Coefficients Error t Stat P-value Lower 95%
Intercept 83.16544 2.369617 35.09657 2.46E-34 78.39279
CLASSIFYING 1.636029 0.718649 2.276536 0.027621 0.188597

PREDICTING

SUMMARY OUTPUT

Regression Statistics
Multiple R 0.625645
R Square 0.391432
Adjusted R
Square 0.377908
Standard Error 4.723605
Observations 47

ANOVA
Significance
df SS MS F F
Regression 1 645.8125 645.8125 28.94405 2.57E-06
Residual 45 1004.06 22.31244
Total 46 1649.872

Standard
Coefficients Error t Stat P-value Lower 95%
Intercept 74.70128 2.604243 28.68445 1.47E-30 69.45607
PREDICTING 3.432648 0.638042 5.379968 2.57E-06 2.147564

43
 CURRICULUM VITAE

Name: Kimberly L. Sibayan

Age: 19 years’ old
Address: Purok Lubi-A Basag, Butuan City

Name: Rica Micah Malaki

Age: 18 years’ old
Address: Purok Grabi-A Basag, Butuan City

Name: Jemaros C. Pedrosa

Age: 20 years’ old
Adress: Purok 4B Taligaman, Butuan City

Name: Joangeline B. Casumpong

Age: 19 years’ old
Address: Purok 3A Taligaman, Butuan City

Name: Claudine Yagong

Age: 18 years’ old
Address: Purok Lubi-B Basag, Butuan City

44
Name: Maricar Carin
Age: 17 years’ old
Address: Purok 1C Antongalon, Butuan city

Name: Christian Sarong Puspus

Age: 17 years’ old
Address: Purok 1A Taligaman, Butuan City

Name: Kinneth D. Tadena

Age: 17 years’ old
Address: Purok Papaya-A Basag, Butuan City

Name: Cindy Mollon

Age: 17 years’ old
Address: Purok-1D, Ampayon, Butuan City

45
DOCUMENTATION

46