Thesis

i
BASIC PROCESS SKILLS AND ATTITUDE TOWARD SCIENCE: INPUTS TO

AN ENHANCED STUDENTS’ COGNITIVE PERFORMANCE
A THESIS
Presented to
The Faculty of Graduate Studies and Applied Research
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Science and Technology
VERONIQUE M. MARANAN
June 2017
ii
APPROVAL SHEET
This thesis attached hereto entitled “BASIC PROCESS SKILS AND

ATTITUDE TOWARD SCIENCE: INPUTS TO AN ENHANCED STUDENTS’
COGNITIVE PERFORMANCE” prepared and submitted by VERONIQUE M.
MARANAN in partial fulfilment of the requirements for the degree Master of Arts
in Education Major in Science and Technology, is hereby recommended for
acceptance and approval.
PERLA M. GUEVARRA, Ed. D.

Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with the grade of _______
HON. NESTOR M. DE VERA, Ph. D.

Chairman, Advisory Committee
EDEN C. CALLO, Ed. D. EVA F. PUYO, Ed. D.

Member, Advisory Committee Member, Advisory Committee
ELISA N. CHUA, Ph. D.

Member, Advisory Committee
Accepted in partial fulfilment of the requirements for the degree Master of Arts
in Mathematics, at the Laguna State Polytechnic University.
EDEN C. CALLO, Ed. D.

Dean, College of Teachers Education- GSAR
DOMINICA G. TOCO
Registrar II
Research No. ______

Passed the Comprehensive Examination on June 2015
iii
ABSTRACT
This study focused on the correlation of mastery in basic process skills and
attitude toward Science to grade 7 students’ performance.
From the 200 respondents 74% or most of the students are normally in the
age bracket for Grade 7 students which is 11 to 12. One hundred one (101)
respondents or 50.5 % of the total respondents are male while 99 respondents or
49.5 % of the total respondents are female.
Although many students are in the “mastered” level, there are also many
students in lower level especially in the “low mastery” and “no mastery” level who
must be aided to improve their skills and performance.
The students have homogeneity of “high positive attitude” in all the items in
the survey of attitude toward Science except in classroom environment.
Many students have “outstanding” performance in Science but there are also
many with “Fairly Satisfactory” and “Did not meet expectations” that need
immediate attention.
In correlation between attitude toward Science and students’ performance,
only understanding dimension established significant relationship in terms of
teaching strategy; all the cognitive process dimensions are not related in
terms of academic value; analyzing and creating dimensions are significantly
related in terms of Science activity; and understanding, applying and analyzing
dimensions are significantly related in terms of classroom environment.

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In correlation between mastery in basic process skills and performance in
Science, observing and predicting skills show significant relation with
remembering dimension; observing, inferring and predicting skills have
significant relationship with understanding dimension; only classifying skill has
no significant relationship to applying dimension ; communicating and predicting
skills are significantly related to analyzing dimension; only inferring is
significantly related to evaluating; and all basic process skills are significantly
related to creating.
In the light of the aforementioned findings, the following conclusions are
drawn:
The null hypothesis stating that the mean level of students’ mastery of the
basic process skills is not significantly related to performance in Science is
partially supported.
As per indicated in the findings, the null hypothesis stating that there is no
significant relationship between students’ attitude and performance in Science is
partially confirmed.
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DEDICATION
This labor of love is whole heartedly dedicated
to
Almighty God
better-half, Marco;
dearest offsprings Rangel, Monique, Miaka and Rafael;
beloved parents, German and Edita;
dear siblings, Vane, Jerome, Dhang and Vinay;
and my respected bosses, the students.
VMM
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ACKNOWLEDGMENT
First and foremost, the researcher would like to give thanks to Almighty
God for providing her everything she needs to accomplish her tasks through His
grace and blessings. With Him everything is possible.
She would like to express her deepest discernment and sincerest
gratitude to the following people for their valued assistance, guidance, moral
support and encouragement for the completion of this study.
Hon. Nestor M. de Vera, Ph.D., President of Laguna State Polytechnic
University and chairman of the panel of examination, for his outstanding
leadership, valuable suggestions and constructive comments;
Dr. Eden C. Callo, Dean of CTE and GSAR, for the encouragement,
compassion and for the pain-staking effort in proof reading the drafts and
enhancing the researcher’s English proficiency;
Dr. Perla M. Guevarra, her adviser, for making this research possible, for
the support, guidance, and advice throughout the research project, Indeed,
without her supervision, it would not be able to put the topic together;
Dr. Eva F. Puyo whose positive criticisms and expertise gave valuable
impact in the advancement of this research study;
Dr. Elisa N. Chua for sharing her expertise, positive comments and
guidance in the validation of this research study;

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Sta. Catalina National High School and Lutucan National High
School faculty and staff for being there in the times of trouble and for the love.
Family and friends for the untiring moral, social and spiritual supports.
VMM
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CONTENTS
TITLE PAGE................................................................................................... i
APPROVAL SHEET....................................................................................... ii
ABSTRACT..................................................................................................... iii
DEDICATION …………………………………………………………………… v
ACKNOWLEDGMENT ............................................................................ vi
TABLE OF CONTENTS.................................................................................. vii
LIST OF TABLES........................................................................................... x
LIST OF FIGURES......................................................................................... xi
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
1
Introduction.........................................................................................
Background of the Study.................................................................... 3
Conceptual Framework...................................................................... 5
Research Paradigm............................................................................ 6
Statement of the Problem................................................................... 8
Hypotheses......................................................................................... 9
Significance of the Study.................................................................... 9
Scope and Limitation.......................................................................... 10
Definition of Terms............................................................................ 11
ix
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature............................................................................... 14
Related Studies.................................................................................. 23
III. RESEARCH METHODOLOGY
Research Design................................................................................ 31
Respondents of the Study.................................................................. 31
Research Instrument.......................................................................... 32
Research Procedure........................................................................... 34
Statistical Treatment of Data.............................................................. 35
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Distribution of Students according to Age …….………………………. 37
Distribution of Students According to Gender ………………………... 38
Students’ Mastery in Basic Science Process Skills………………….. 38
Mean Attitude of the Respondents towards Science as to

Teaching Strategy …………………….. ………….…………………….. 40
Mean Attitude of the Respondents toward Science as to 41

Academic Value ………………………………………………………….
Mean Attitude of the Respondents toward Science as to Science 42
Activity …………………………………………………………………….
Mean Attitude of the Respondents toward Science as to Classroom 42
Environment ……………………………………………………………..
x
Distribution of Students as to Performance in Science ……………… 44
Correlation between Students’ Performance and Attitude towards 45

Science ……………………………………………………………………
Correlation between Students’ Mastery in Basic Process 46

Skills and Performance in Science……………………………………
V. SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION
Summary of Findings.......................................................................... 49
Conclusion.......................................................................................... 50
Recommendation................................................................................ 51
BIBLIOGRAPHY........................................................................................... 52
APPENDICES
A. Scientific Attitude Survey Questionnaire…………………… 61
B. Science Basic Process Skill Test ………………………….. 62
B1.Table of Specification……………………………… 69
C. Achievement Test in Grade 7 Science and Technology… 70
C1. Table of Specification……………………………….… 72

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LIST OF TABLES
Table Page
1 Population of Grade 7 Respondents……………………………….. 32
2 Distribution of Respondents as to Mastery in Basic Science

Process Skills………………………………………………………….
38
3 Mean Attitude of the Respondents Toward Science
as to Teaching Strategy……………………………………………...
40
4 Mean Attitude of the Respondents Toward Science as to
Academic Value……………………………………………………….
41
5 Mean Attitude of the Respondents Toward
Science as to Science Activity……………………………………….
42
6 Mean Attitude of the Respondents Toward
Science as to Classroom Environment…………………………….
42
7 Distribution of Students as to Performance in Science…………… 44
8 Correlation between Students’ Performance 45

and Attitude Toward Science………………………………………..
9 Correlation between Students’ Mastery in Basic Process 46

Skills and Performance in Science………………………………….
xii
LIST OF FIGURES
Figure Page
1 Research Paradigm of the Study………………………………….. 7
2 Distribution of Students According to Age……………………….. 37
3 Distribution of Students According to Gender……………….…… 38

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The Enhanced Basic Education Act of 2013, states that every graduate of
basic education shall be an empowered individual who has learned, through a
program that is rooted on sound educational principles and geared towards
excellence, the foundations for learning throughout life, the competence to
engage in work and be productive, the ability to coexist in fruitful harmony with
local and global communities, the capability to engage in autonomous, creative,
and critical thinking, and the capacity and willingness to transform others and
one’s self. For this purpose, the State shall create a functional basic
education system that will develop productive and responsible citizens equipped
with the essential competencies, skills and values for both life-long learning and
employment.
Based on the K to 12 science curriculum’s conceptual framework, science
education aims to develop scientific literacy among students that will prepare
them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social,
health or environmental impacts. It integrates science and technology in the civic,
personal, social, economic and the values and ethical aspects of life. It is
designed around the three domains of learning science: understanding and
aapplying scientific knowledge, performing scientific process and skills and
developing and demonstrating scientific attitudes and values.

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Science process skills are the things that scientists do when they study and
investigate. Observing, classifying, communicating, measuring, inferring and
predicting are among the thinking skills used by scientists, teachers and students
when doing science. Much of the pleasure of both learning and teaching science
is experiencing science. Mastering these process skills will help use develop the
kind of science program that mirrors real science (Rezba, et al., 1995).
Science, according to Handlesman et al., as an academic discipline
relates learning the key concepts, as well as the processes of science. The
increasing value of science process skills poses a serious challenge of finding
ways to amend teaching as a means of elevating these educational outcomes.
Recent revitalization of interest in developing thinking skills has encouraged
added importance on process skills instruction.
Development of basic process skills is important as well as development of
proper scientific attitude and values. Science Education aims to train students to
think like scientists and emphasis would be expected on the development of
attitude that good scientists are able to display (Opulencia , 2011). One of the
purpose of teaching is inculcation of desirable attitudes and values (Pacia, 2014).
Shaping students’ attitudes, behaviors, and motivations is necessary today for
without these broader skills and strengths, students will be unprepared for the
challenges they, and their world, will face (Miller, 2017).
Process skills and attitude toward Science are important elements that
may influence students’ performance. According to Johnston (2009), science

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process skills are significant in improving students’ cognitive development and
facilitating students’ active participation during the teaching and learning process
Attitude toward science is positively correlated with science achievement
(Papanastasiou and Zembylas, 2004).
Developing mastery in basic process skills and positive attitude toward
Science is aiming for quality students’ performance. The students’ performance
(academic achievement) according to Mushtaq and Khan (2012) plays an
important role in producing great leader and manpower for the country thus
responsible for the country’s economic and social development.
The researcher believes that basic process skills mastery and attitude
toward Science may affect the performance of Grade VII students. This study was
conducted to prove the correlation of the aforementioned variables.
Background of the Study
The basic science process skills are what people do when they do
science. Children using the same skills are active learners. They use their
senses to observe objects and events and they look for patterns in those
observations. They classify to form new concepts by searching for similarities
and differences. Orally and in writing, they communicate what they know and
what are they able to do. To quantify descriptions of objects of objects and
events, they measure. They infer explanations and willingly change their
inferences as new in formations become available. And they predict possible
outcomes before they are actually observed (Rezba, et al., 1995).

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Science process skills form the core of inquiry-based learning. To learn to
do science is to master the science process skills and to apply them in scientific
investigation (Ngoh, 2008).
As cited by Prudente (2011), the deteriorating performance of students in
the National Achievement Test (NAT) in Science and Mathematics is already a
proof that there is still a problem.
Based on the spiral progression under the K to 12 Curriculum students
who enter the junior high school particularly grade 7, have nearly mastered if not
mastered the basic process skills in science. This is very important in order for
them to execute the activities required by the curriculum and learn effectively the
competencies behind these activities.
On the other hand, positive attitude toward science is very essential.
Students with positive attitude toward science tend to have higher scores on the
achievement measures (Weinburgh, 1995).
Students’ achievement is positively related to learning goal orientation,
self-efficacy and meaningful learning (Hacieminoglu, 2015).
As a grade 7 teacher, the researcher observes the low achievement of
many students in science. This lowachievement is very evident in the periodical
assessments. The researcher opted to conduct this study to find out if Science
Process Skills are properly acquired by the students; what are their attitude
toward Science and how they may affect the students’ performance.
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Conceptual Framework
The spiral progression of K to 12 Curriculum is in accordance with
Piaget’s Theory of Cognitive Development. The level of complexity of the
Science concepts and science process skills increases the level of complexity
from lower grade to higher grade level. Students’ mastery on basic science
concept and basic science process skills must be evident after each period. One
of the K to 12 Curriculum objectives is scientific literacy. This means that
students must be guided to become independent learners by developing their
process skills, logical thinking and critical thinking skills.
This study is anchored on Jean Piaget’s Theory of Cognitive Development
and Albert Bandura’s Social Learning Theory.
Piaget’s theory states that in order to adapt to an environment, learners
face two stages, assimilation and accommodation. According to Wadsworth
(1996), aassimilation is the first stage of a cognitive process by which a person
integrates new perceptual, motor, or conceptual matter into existing schemata or
patterns of behavior. A person can assimilate easily, if a person has similar
experiences. On other hand, a child tries to assimilate new stimulus into existing
schemata during accommodation wwhen confronted with it. If not possible
sometimes, an individual can create a new schema in which to place the stimulus
or one can modify an existing schema so that the stimulus fits into it. While
constructing new schema, one's environment affects his or her cognitive structure.
Piaget’s identifies four consecutive stages of intellectual development, generally

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categorized by age ranges. The last stage, the formal operational stage, begins
around 11 or 12 years of age and allows for successful learning of abstract
science content matter.
Glencoe (1992) mentioned that the Bandura’s Social Learning Theory
justified personality as being acquired not only by direct reinforcement of behavior
but also by observational learning or imitation. The consequences to a model
engaging in a particular behavior influence the observer’s willingness to perform
that behavior.
Corollary to those aforementioned theories, the following conceptual
guide served its purpose.
Research Paradigm
The paradigm of the study focused on determining the significant
relationship of Basic Process Skills mastery and attitude toward Science with
performance of Grade VII students.
The research paradigm shows the independent variables which include
Science Basic Process skills, namely: observing, communicating, classifying,
measuring, inferring, and predicting; and students’ attitude toward Science which
include teaching strategy; aacademic value; Sscience activity; and classroom
Environment.
. To measure the students’ basic science process skill mastery, a 10-item
teacher- made test for each skill with a total of sixty (60) items was constructed.
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An attitude toward Science survey was also used as a tool to measure how a
student thinks and behaves toward science.
For the dependent variable the performance of Grade VII students in the
Fourth grading period is measured in accordance to the following cognitive
process dimensions: remembering, understanding, applying, analysis, evaluating
and creating. A 60-item multiple choice test was constructed by the researcher.
Independent Variable Dependent Variable
I. Students’ Performance
I. Basic Process Skills in
(Cognitive Process Dimensions)
Science
 Remembering
 Observing
 Understanding
 Communicating
 Applying
 Classifying
 Analyzing
 Measuring
 Evaluating
 Inferring
 Creating
 Predicting
II. Attitude Toward Science
 Teaching Strategy
 Academic Value
 Science Activity
 Classroom
Environment
Figure 1. Research Paradigm

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Statement of the Problem
This study aimed to determine the relationship of mastery in Basic
Process Skills and attitude toward Science with performance of Grade VII
students.
Specifically, it attempted to answer the following questions:
1. What is the profile of the students in terms of:
1.1 age; and

1.2 gender?
2. What is the level of the students’ mastery of Basic Science Process Skills
in terms of :
2.1 observing;
2.2 communicating;
2.3 classifying;
2.4 measuring;
2.5 inferring;and
2.6 predicting?
3. What is the perception on students’ attitude toward science in terms of :
3.1 teaching strategy;

3.2 academic Value;
3.3 Science Activity; and
3.4 classroom environment?
4. What is the level of students’ performance in science in terms of the
following cognitive process dimensions?
4.1 remembering;
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4.2 understanding;
4.3 applying;
4.4 analyzing;
4.5 evaluating; and
4.6 creating?
5. Is the mean level of students’ mastery of science process skills significantly
related to performance in science?
6. Is there a significant relationship between students’ attitude and
performance in Science?
Research Hypotheses
1. There is no significant relationship between students’ attitude and
performance in Science.
2. The mean level of students’ mastery of Basic Process Skills is not
significantly related to performance in Science.
Significance of the Study
This study was conducted for the purpose of finding out the correlation of
mastery of Basic Process Skills and attitude toward Science to students’
performance that may serve as basis in developing an intervention program in
Science. The result of the research is hoped to benefit the following stakeholders:
Students. This study may encourage students to master Basic Science
Process Skills, develop scientific attitude and improve their performance in
Science.
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Teachers. They may realize the importance of students’ mastery of
basic process skills and development of scientific attitude for them to find
appropriate ways of teaching the subject.
School and Community. The school may serve as motivators to
students with Basic Process Skills and attitude toward Science. The community
may be inspired to send their children to school to further equip them not only with
knowledge, but also with skills and appreciation of education for future
employment.
Curriculum Planners. This study may be of help in realigning the
curriculum with more emphasis on the mastery of basic process skills in science.
Future Researchers. This may serve as basis of future related studies
of similar area of concentration.
Scope and Limitation of the Study
This study focused on mastery of Basic Process Skills and attitude toward
Science and how both are correlated to performance of grade VII students. It
was conducted at Sta. Catalina National High School, Candelaria, and Quezon
during the fourth grading period of school year 2016-2017. There were 200
grade 7 student respondents as basic unit of analysis (See Table 1).
This study dealt with student’s basic science process skills such as
observing, communicating, classifying, measuring, inferring and predicting. It
used 60-item test made by the researcher to identify the level of mastery in Basic
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Process Skills in Science (Appendix C) and a 60-item test to determine the mean
performance of students in Science (Appendix D).
On the side, an attitudinal inventory was utilized to serve the purpose of
the study. The inventory had the following indicators, namely: teaching
strategy; academic value; science activity and classroom environment (Appendix
B).
Definition of Terms
The following terms are defined for clearer understanding of the variables of
the study.
Academic Value as a category of attitude toward Science is defined as
students’ perception of how important Science is to their lives.
Age. This is the number of years the respondents live since birth up to the
time the study is undertaken.
Analyzing. It is defined as the ability where learner can distinguish between
parts and determine how they relate to one another, and to the overall structure
and purpose.
Applying. This refers to the ability where learner can use information to
undertake a procedure in familiar situations or in a new way.
Attitude toward Science. This is an expression of favor or disfavor of the
respondents toward an academic discipline.

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Classroom Environment. This is a general term for the room and school
surroundings and facilities.
Classifying. As used in the study is the skill of observing similarities and
differences and interrelationships and by grouping things accordingly to suit some
purpose.
Cognitive Process Dimensions. They are from Bloom’s revised taxonomy
identifying new levels of cognitive learning and serve as the guide in the
formulation of assessments and activities in the K + 12 Curriculum; enumerated
as remembering, understanding, applying, analyzing, evaluating and creating.
Communicating. This skill enables sharing ideas through talking and
listening, drawing and labeling pictures, drawing and labeling graphs and acting
things out.
Creating. It is the ability of the learner to put elements together to form the
functional whole, create a new product, or point of view.
Evaluating. This skill enables the learner to make judgments and justify
decisions.
Gender. This is the state of being a male or a female respondent.
Inferring. This is making statement that goes beyond the evidence and
attempts to interpret or explain a set of observation.
Mastery. It refers to the level of expertise or knowledge; or outstanding ability
of a person on a certain concept, theory or principle.
Measuring. It is done by comparing an object with a standard unit.

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Observing. It is the most basic skill in science done by using our five
senses.
Predicting. It is utilized to make a forecast of what a future observation
might be.
Remembering. This skill enables the learner recall information and retrieve
relevant knowledge from long term memory.
Science Activity as a category on attitude toward Science refer to the task
done by students during Science class
Science Basic Process Skills. These terms are sequenced and evolved
from Piaget’s work about developmental psychology that refer to the basic skills
necessary to produce scientific information, perform scientific research and solve
problems; enumerated as observing, communicating, classifying, measuring,
inferring and predicting.
Students’ Performance. This is the students’ achievement of the given
achievement test.
Teaching Strategy. As a category of attitude toward Science is defined as
ways or means the teacher executes the lessons.
Testing. It is one way of exposing an individual to a particular examination
in order to obtain score. In this study, testing refers to the administration of two
sets of test in determining Basic Process Skills mastery and the mean
performance of Grade VII students in Science.
Understanding. This is the skill that permits learner to construct meaning of
oral, written and graphic messages.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literatures and studies about basic
process skills, attitude toward Science and performance of students that plays
significant role as source of information during conduct of the study.
Related Literature
Science Curriculum Guide (2012), states that the K to 12 Curriculum is
constructed around the three basic dimensions of the nature of science. The first
of these is the science content of our scientific knowledge. The other two
important dimensions are, science process skills (SPS) and scientific attitudes
and values. All these could be applied in our own locality as well as globally.
Skills refer to specific activities or tasks that a student can proficiently do
e.g. skills in coloring, language skills. Skills can be clustered together to form
specific competencies. De Guzman (2007) iterated that it is important to
recognize a student’s ability in order that the program of study can be so designed
as to optimize his/her innate abilities.
Science Process Skills. According to Karamustafaoglu (2011),
understanding of Science process usually refer to skills or abilities that must be
owned by the scientists on the process of scientific discovery. These skills are
divided into two groups: basic and integrated process skills. The basic process
skills include observing, asking questions, classifying, measuring and predicting.

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Integrated process skills include, identifying and defining variables, interpreting
data, manipulating materials, recording data, formulating hypotheses, designing
investigations, making inferences and genralizations.
Panoy (2013) cited that the goal of science education is to develop
students’ skills and enables individuals and to apply those skills in everyday lives.
These skills affect the personal, social, and global life of individuals. Science
Process Skills are necessary tool to produce scientific information, to perform
scientific research and to solve problems.
Riovero, as cited by Coronado (2016), defines science as more than of
scientific knowledge. Science process skills should be used as benchmark in
planning lessons, however science process skills should not be presented as
separate stand-alone lesson. These skills need to be connected with important
concepts. Thus, Science knowledge serves as a background for lessons but
should not take up the main lesson. Instead, more emphasis must be given on
activities that enhance the understanding of science concepts and improve
science process skills. This implies that process skills work hard with the
scientific knowledge and scientific attitudes to help students to think
systematically
Scientific knowledge includes theory, principles and laws forming content
part of sciences. Ways to knowledge acquisition are ways to get scientific
knowledge. One of the ways to knowledge acquisition is science process skills.
Science process skills are the basic skills of facilitating learning in science,
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allowing students to be active, developing a sense of responsibility, increasing the
permanence of learning and providing research methods (Erturk and Kaptan,
2010).
Science process skills as the building blocks from which suitable science
tasks are being constructed must be considered by the new national science
curricula and the way they are expressed in textbooks. To develop science
process skills. Science content taught in science classrooms should be used
(Nyakiti et al, 2010)
Science process skills form the core of inquiry-based learning. To learn to
do science is to master the science process skills and to apply them in scientific
investigation (Ngoh, 2008).
Teachers with sufficient Science Process Skills can teach efficiently and
their students perform effectively (Miles, 2010)
Attitude. Cognitive theories of attitude formation tend toward more
reasoned, informational approaches to forming an attitude. An attitude is formed
on the basis of cognition when one comes to believe either the attitude object
possesses (un)desirable attributes, or that the attitude object will bring about
(un)desired outcomes” (Hogg & Cooper, 2007,).
As mentioned in the study of Opulencia (2011) Science Education aims to
train students to think like scientists and emphasis would be expected on the
development of attitude that good scientists are able to display.

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According to Yara, as mentioned by Hebrio (2013), attitude as a concept is
concerned with an individual way of thinking, acting and behaving. It has very
serious implications for the learner, the teacher, the immediate social group with
which the individual learner relates and the entire school system. Attitudinal acts
are formed as a result of some kind of experiences. They may also be learned
simply by following the example or opinion of parent, teacher or friend. This
mimicry or imitation, has also a part to play in the teaching and learning situation.
In this respect, the learner draws from his teachers’ disposition to form his own
attitude, which may likely affect his learning outcome.
Teaching and learning are lifelong process. The purpose of teaching at
any level is to bring fundamental changes in the learner. Such changes may be
in the form of acquiring intellectual skills, solving problems and inculcation of
desirable attitudes and values. Teachers adopt different approaches to help
students acquire knowledge, skills and experience (Pacia, 2014).
It is therefore in the interests of society, and the responsibility of
educators, to improve students’ attitudes toward science, and to prepare students
to live in a highly scientific and technological society. The future of our society will
be determined by citizens who are able to understand and help shape the
complex influences of science and technology on our world (Ungar 2010).
Education is no longer enough to focus only on the transfer of knowledge
and skills. Shaping students' attitudes, behaviors, and motivations is necessary

18
today for without these broader skills and strengths, students will be unprepared
for the challenges they, and their world, will face (Miller, 2017).
According to Zeidan and Jayosi (2015), positive attitude toward science
makes the students more interested in focusing on science process. In other
words, when the students understand the science process skills, science
becomes more interesting to them, which increases the positive attitudes towards
science.
A highly motivated student is usually one with a positive attitude toward the
subject s/he is learning. Therefore, in order to improve students’ attitudes toward
science, faculty must motivate students, which they can do through their teaching
styles and by showing them the relevance of the learning topics to their everyday
lives. In addition, they must create the learning environment that helps motivate
students not only to come to classes but also want to learn and enjoy learning
(Movahedzadeh, 2011).
The continuing decline in numbers of students choosing to study science
requires a research focus on students’ attitudes to science if the nature of the
problem is to be understood and remediated. Starting from a consideration of
what is meant by attitudes to science it considers the problems inherent to their
measurement, what is known about student’s attitudes toward science and the
many factors of influence such as gender, teachers, curricula, cultural aspects
and other variables (Osborne and Chin , 2003).

19
Focus shifts to skills and values in Physics teaching, complemented with
greater research on skills and values development. She pointed out that
transferability of skills and values to many areas of life and their crucial
importance in scientific literacy and sustainable development (Talisayon, 2004).
Cognitive Process Domain. In 1956, Benjamin Bloom along with a group of
like-minded educators developed a framework for classifying educational goals
and objectives into a hierarchical structure representing different forms and levels
of learning. This framework was published as Bloom’s Taxonomy of Educational
Objectives and consisted of the following three domains: Cognitive (remembering;
understanding; applying; analyzing; evaluating; and creating), Affective (receiving
phenomena; responding to phenomena; valuing; organization; and internalizing
values) and Psychomotor (origination; adaptation; complex overt response;
mechanism; guided response; set; and perception).
Each of these three domains consists of a multi-tiered, hierarchical
structure for classifying learning according to increasing levels of complexity. In
this hierarchical framework, each level of learning is a prerequisite for the next
level, i.e., mastery of a given level of learning requires mastery of the previous
levels. Consequently, the taxonomy naturally leads to classifications of lower- and
higher-order learning. In higher education, the cognitive domain has been the
principal focus for developing educational goals and objectives while the affective
and psychomotor domains have received less attention. Bloom’s taxonomy has
stood the test of time, has been used by generations of curriculum planners and
college and university professors, and has become the standard for developing
20
frameworks for learning, teaching, and assessment. In 2001, a former student of
Bloom’s, Lorin Anderson, and a group of cognitive psychologists, curriculum
theorists and instructional researchers, and testing and assessment specialists
published a revision of Bloom’s Taxonomy entitled A Taxonomy for Teaching,
Learning, and Assessment. The revision updates the taxonomy for the 21st
century, and includes significant changes in terminology and structure. In the
revised framework, ‘action words’ or verbs, instead of nouns, are used to label the
six cognitive levels, three of the cognitive levels are renamed, and the top two
higher-order cognitive levels are interchanged. The result is a more dynamic
model for classifying the intellectual processes used by learners in acquiring and
using knowledge. The revised taxonomy identifies the following new levels of
cognitive learning (arranged from lower-order to higher-order levels of learning):
Remembering – retrieving, recognizing, and recalling relevant knowledge from
long-term memory; Understanding – constructing meaning from oral, written, and
graphic messages through interpreting, exemplifying, classifying, summarizing,
inferring, comparing, and explaining ;Applying – using information in new ways;
carrying out or using a procedure or process through executing or implementing;
Analyzing – breaking material into constituent parts; determining how the parts
relate to one another and to an overall structure or purpose through differentiating,
organizing, and attributing; Evaluating – making judgments based on criteria and
standards through checking and critiquing; defending concepts and ideas and
Creating – putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,

21
planning, or producing (Bloom’s Taxonomy of Educational Objectives and Writing
Intended Learning Outcomes Statements, 2014).
Bloom’s Revised Taxonomy can be useful for curse design because the
different levels can help the students move through the process learning-from
mos fundamental remembering and understanding to more complex evaluating
and creating (Forehand, 2010).
Bloom’s taxonomy is a classification of learning objectives originally
developed for general educational purposes. The taxonomy was subsequently
revised to expand beyond cognitive processes and to include an additional
knowledge dimension. The revision was prompted by psychometric
measurements indicating inconsistencies in the original taxonomy, and the
revised taxonomy has been adapted for use in many disciplines (Lo et al., 2016).
The stated dimension which was the Revised Bloom’s Taxonomy were
recently used and adapted by the Department of Education in the Assessment of
the Learning Outcomes of the students. These concepts are recently used to
measure the learning of the students in K+12 Curriculum since its goal is the
attainment of standards in terms of content and performance, was therefore a
critical and evidence of learning and authentic in nature (Postrado 2016).
Students’ Performance. As students progress through the curriculum,
faculty may need to find ways to promote recall knowledge for more advanced
topics while continuing to develop their ability to apply and analyze information.
Examinations with well-designed Multiple Choice Questions that prospectively

22
target various cognitive levels can facilitate assessment of student performance
(Tiemier, 2009).
Students’ Performance. To evaluate their academic performance in
science, achievement test is given to the students. Science achievement refers
to the accomplishment of the students in his school work. It is the measure of
knowledge, understanding, skills and appreciation attained by the students in
Science as indicated by his scores in the achievement test (Cabantuando, 2009).
Teaching competence, attitude of teacher and students, library facility,
educational attainments of parents, parents’ attitude toward study of their children,
and attitude toward their study significantly influence the academic performance
of students (Blancia, 2003).
Students in urban areas performed better than those in rural areas.
Availability of enough qualified teachers determines students’ performance
(Richardson 2008).
Communication, learning facilities and proper guidance shows positive
impact on the student performance (Mushtaq and Khan, 2012).
Students who have positive achievements are those who have positive
attitudes and they think that they are successful, sufficient, powerful, and they
have confidence in them (Kirikkaya, 2011).

23
Related Studies
Science Process Skills. Panoy (2013) tested a strategy that directly used
the skills that involved in each category of Bloom’s Taxonomy as the Independent
variable. He deliberately conducted the study that investigated on a new teching
strategy called differentiated strategy and tested its effect on the Science process
skills development. His study was formed with aim of helping teachers devise a
strategy that will suit the continously growing diversity among learners at present.
The skills that he had tested on his study are the Measuring, Comparing,
Classifying and Problem Solving. It proven the null hypothesis that states that
there was a significant difference between the mean gain score of the pupils in the
experimental and control groups in terms of skills in comparing, measuring, and
problem solving. Thus, it can say that still, science is a subject that requires
several strategies to cope up with vast changing learning environment of the
students.
According to the study conducted by Akben (2015), the importance of
science literate individuals having scientific process skills and using the inquiry
method as a teaching method during lessons are frequently emphasized.
However, when the level of incorporation of this method in the books which are
the main resources for the courses is examined, it is seen that the experiments in
the books tended to be at the structured inquiry level. This can make students
acquire limited basic skills. Akben’s study was designed to make prospective
classroom teachers realize new experiments that they can develop by adopting a
critical look at the experiments in textbooks. The prospective teachers

24
developed experiments at different levels of inquiry, identified the science process
skills which can be developed using these experiments, and expressed the
understanding they developed with this practice. As a result of this research,
conducting the experiments included in the course books at different levels of
inquiry, the prospective teachers realized the skills that can be developed in
students, the relation of these experiments with the daily life, and the fact that
conducting experiments can increase students' interest in the course.
Learning of science is a process of construction and reconstruction of
previously held personal theories. It is a process of continually refining existing
knowledge and constructing concepts in intricate organized networks that are
unique to each child and that provide explanatory and predictive power and have
used input from outside sources (Martin, 2009).
Based on the study of Sukarno, et al. (2014), it is concluded that science
teachers' understanding of science process skills (SPS) is still low.The low
science teacher understanding to SPS have implications for science
teaching-learning activities, so that science teaching-learning activities be poor to
student teaching-learning activity development. Some implications the low SPS of
science teachers, among others: still lack science knowledge generally for
science teachers, the low of learning quality which stimulates development of
students science process skills,lack of students science process skills and the low
students mastery of science concepts generally.

25
Gurces, et al. (2015) did a study in order to determine using level of 10th
and 11th grade students’ science process skills. Science process skills predict
knowledge and ways to knowledge acquisition. Among students participating
different high schools, a significant difference is determined in terms of basic,
casual and experimental process skills. According to the findings of Gurces,
et al., it can be explained that students’ attending schools which are general
achievement level or acceptance order can cause a significant difference in terms
of potential use of science process skills. This situation may stem from different
instructional methods, teachers’ content knowledge and efficiency in the schools.
In comparison of 10th and 11th grade students in terms of basic, casual and
experimental process skills, it is seen that 10th grade students had higher means
than 11th grade students at all. There is a significant difference between 10th
grade students and 11th grade students only in terms of basic process skills.
Because 11th grade students solve problems based on knowledge due to
preparation to entrance of university exams, this situation may restrain their
science process skills.
Aydogdu (2015) conducted a study that showed one of the results that
indicated that overall science process skills of science teachers differed on the
frequency of use of these skills in the classroom and on in-service training on
these skills.
Akman, et al. (2012) conducted a study that revealed the effect of
"Constructivist Science Teaching Program" developed by researchers for efficient
and lasting acquisition of scientific processing skills by 6 year olds attending

26
pre-school education institutions. The result of the study, found significant
difference between the Preschool Scientific Processing Skills Scale scores of the
children in the experimental group who received Constructivist Science Teaching
Program and those of the children who received traditional teaching program.The
scores of the experimental group were found to be higher than the scores of the
children in the control group. This result indicated that Constructivist Science
Teaching Program administrated to children attending pre-school education
groups is effective in the acquisition of scientific processing skills.
The study of Baldwin and Wilson (2017) concluded that shared book
strategy allowed students to build both science and literacy skills to support
future science learning. The hands-on, outdoor activity allowed students to
connect talk with their everyday lives and to bridge expectations. Preschool is the
perfect time to engage students in scientific talk and scientific inquiry.
Teaching approaches in a science class can provide opportunity to
inculcate science process skills. These skills need to be realized by teachers that
it is important in the learning of science and it serve as a scaffold to other
cognitive skills such as logical thinking, reasoning and problem solving skills. It is
especially important that instruction to the task is clear and useful. Students
should be aware the science process skills that were to be acquired and they
should be guided through exploration questioning. This implied that teachers
should always give guidance throughout the experiment or lesson in order for the
students to realize they are actually learning to acquire the science process skills
(Rauf , et al., 2013).

27
Attitude toward Science. Attitude and self-efficacy in science as
technology as well as student achievement in science process skills were
measured in the study of Baker, et al. (2002). The study found significant
improvement in attitudes toward technology, self-efficacy toward science, and
modest, yet significant, improvements for geographic data analysis for students
who used paper maps.
Oh and Yager (2004) on their study stated that while students’ negative
attitude toward science are related to a traditional approach in science instruction,
their positive feelings are associated with constructivist science classrooms. The
authors also commented that if students are provided with too much scientific
information, they will have a more negative attitude. Thus, the authors suggested
that the learning environment should be designed in such a way as to allow
students to attain scientific knowledge and gain a more positive attitude toward
science.
The study conducted by Hacieminoglu (2015) has findings indicating that
generally the students had low level of positive attitude toward science. This
may be brought by teachers’ different application of science and technology
curriculum and varying classroom environment.
Turner & Peck (2009), pointed out the result of the Relevance Of Science
Education (ROSE) project which recorded that interest was negatively correlated
with the United Nations comparative national index of human development. The
28
results suggests that children generally are or become less interested in Science
and technology when and where its education is the strongest.
The results of the survey conducted by Sanja et al. (2012) on student's
attitudes towards science and mathematics indicated that students value
demonstrations, applications and practical, hands-on experimentation, and that
after these types of classroom activities they express positive attitude towards
science and mathematics.
The study of U. Narmadha and S. Chamundeswar ( 2013), investigated
attitude towards learning of Science and academic achievement in Science
among students at the secondary level that resulted to their positive correlations.
Cognitive Process Dimension.The study of Faustino (2012) in two-group
experimental study of high and low performance, there was significant difference
in the cognitive learning outcomes of high and low students’ performance. It was
noticeable that high-performing students could provide very good analogies,
editorial cartoons, poems and slogans. There was minor difference in the
reflective responses between the two-groups because of the depth of the
students’ responses varied. The difference in the study was that the researcher
used affective domain of Revised Blooms Taxonomy. The findings from the
study suggested that the use of any cognitive strategy is feasible for students in a
regular class, the learning outcomes of the student resented in the research
though should be a sole basis for choosing the effective strategy because
learning is also influenced by the students’ level of task knowledge.

29
Students Performance.As found by Biglete (2013), there was a significant
correlation between students’ performance in Physics and that of reading
comprehension skills in terms of literal level, problem solving proficiency in terms
of data interpretation and level of use in Mathematics information processing in
terms of metacognitive solving and strategic approach.
Bayat, et al. (2013) aimed to define the relationship between reading
comprehension and achievement in science. Associational model was used as
a method, and 132 eighth grade secondary school students constituted the
participants of the study. It was determined that there is a certain level of
relationship between success in reading comprehension and success in science.
Teacher qualification accounted for approximately 40 to 60 percent of the
variance in average of students’ achievement in assessment. (Huang & Moon,
2009).
WendelI and Rogers (2013) in their study found out that engineering
design-based science curriculum was associated with significant science content
gains by elementary students, and these gains exceeded those achieved when
the same teachers used their school or district's status quo science curricula.
Mervis (2016) evaluated the result of 2015 Trends in International
Mathematics and Science Study (TIMSS) and some of his evaluations included
that the international average of the role of technology was 32% that includes
use of computers in eighth grade math classes varies from 65% in Sweden to 4%
in Malta .Students with ready access to computers scored only four points
30
higher than those without such access. ; and eighth grade science students who
“rarely or never” miss class scored 95 points higher than those who are absent
once a week which suggests that time on task does affect how much students
learn.
The foregoing related literature and studies provide enlightenment and
direction to the course of this study. This research was timely needed to address
the decreasing performance of students in science. The methodology used
was carefully chosen to be most appropriate for questions being asked.

31
Chapter 3
RESEARCH METHODOLOGY
This chapter covers the methods and procedure to be used in the conduct of
the study. These include research design, respondents of the study, research
instruments, research procedure and statistical treatment of data.
Research Design
This study utilized descriptive correlation design. Descriptive correlation
research can be either quantitative or qualitative. It can involve collections of
quantitative information that can be tabulated along a continuum in numerical
form such as scores on a test (Knupfer and McLellan, 2001). It involves
gathering data that describe events and then organizes, tabulates, depicts and
describes the data collection (Glass and Hopkins, 1984). It often uses visual
aids such as graphs and charts to aid the reader in understanding the data
distribution. Relatively, the study involved gathering of data of respondents and
interpreting these data through tables and graphs.
The researcher looked into the students’ level of mastery of basic process
skills and attitude and their mean performance in grade 7 Science.
Respondents of the Study
The objective of the study was to measure the level of the mastery in basic
process skills, attitude toward Science and the performance Grade 7 students.
32
The respondents of the study were selected by purposive sampling.
Purposive sampling is also known as judgmental, selective, or subjective
sampling where a sample is a non-probability sample that is selected based on
characteristics of a population and the objective of the study (Crossman, 2017).
The two hundred (200) students were selected from the population Grade 7
students of Sta. Catalina National High School, Candelaria, Quezon enrolled
during school year 2016-2017. They consisted the five sections taught by the
researcher (Table 1).
Table 1. Population of Grade 7 Respondents
Section Male Female Total

Narra 20 23 43
Yakal 13 30 43
Apitong 20 20 40
Mahogany 20 16 36
Mangrove 21 17 38
Total 94 106 200
Research Instruments
The main instruments of the study were the two sets of teacher made test
which are the Science Process Skill Test and Science Achievement Test and the
Science Attitudinal Survey.
Part I. Science Process Skills Test
The test is teacher-made and served the purpose of measuring student’s
mastery of Science Basic Process Skills. This is a test composed of 60 items
which is divided into ten item-test for every component of Science Process skills
33
such as observing, communicating, classifying, measuring, inferring and
predicting.
The first part of the test is about observing which is composed of pictures
and diagram that students have to observe carefully. This part tests students’
sharpness in observing, specifically in using the sense of sight. The second part
which is about communicating is divided into two: Communicating with a Map,
where students are required to write the location of the object by consulting the
map; and describing the cylinder, where students are required to write
sentence/s that describe the location of the cylinder. Classifying is the third part of
the test where students need to classify the given units, by putting them in the
proper column of the quantity they measure. The fourth part about measuring is
divided into matching the instrument and the quantity it measures and solving
simple problem of conversion. The last part of the test is identifying the correct
inference and predictions, respectively (see Appendix C).
PART II. Achievement Test
The test is a teacher-made achievement test that covered the topics included
in the Fourth Grading Period and validated by selected Science teachers. This is
composed of ten item-test for every dimension of cognitive process dimensions
such as remembering, understanding, applying, analyzing, evaluating and
creating. In the first part which is under remembering dimension, the students are
required to recall simple information in order choose the correct answer from the
choices. The second part under the understanding dimension, the students are
34
asked to put the sub-topics on their main topics’ column. In applying dimension
which is the third part of the test, the students had to match information in
column A to Column B. The fourth part under analyzing dimension, students are
required to provide a word for each sentence to complete the analogy.
Identifying where the sentence is true or false is the fifth part of the test under the
evaluating dimension. Lastly the test under creating dimension is divided into
the following three sub-parts: making simple diagram showing weathering, giving
simple ways to help lessen the rate of global warming and drawing a diagram of
solar ecplise. The final form was reproduced and distributed to the respondents at
specified time upon approval of the School Principal.
PART III. Inventory on Attitude toward Science
This is a 20-item researcher made survey divided into four sub-parts that will
determine the mean attitude of students towards Science in terms of teacher’s
strategy, academic value, Science activity and classroom environment.
Research Procedure
The study involved two phases: constructing the test and survey questions by
developing the test and survey forms subject for validation and assembly of the
final form.
Phase I consists of constructing the survey form and test based on the table
of specifications and test domains. Phase II covers field test subjecting the
result to appropriate statistical treatment.

35
Students’ mastery in science process skills was measured through
teacher-adapted test with 60-item, multiple choice type of assessment.
Inventory on students’ attitude toward Science consisting of 20 items was
administered for the purpose of the study.
Teacher-made test of 60 items was administered to students to assess their

performance in the fourth grading period.
The tests and inventory were administered to Grade VII students of Sta.
Catalina National High School after validation of selected science teachers.
Statistical Treatment of Data
All collected data were collated for analyses. Appropriate statistical
measures were used and employed to quantify the data and to answer the
problem set for the study.
Descriptive statistics such as frequency count and percent distribution, mean

and standard deviation were used to describe the respondents’ profile.
Frequency count determines the number of respondents who were subjected

to the assessment of science process skills.
Arithmetic Mean was used to assess students’ mastery of basic process skills
and performance in science.
Mean Percentage Score was used to determine the average score in the
Science Process Skill Test and in the Achievement Test.
36
Standard Deviation was used to get the average of how distant the individual
scores or perception are from the mean of the tests.
Weighted Mean was computed to determine the level of students’ attitude

toward science.
Inferential Statistics of Pearson Product-Moment-Correlation Coefficient was
employed to determine the relationship of Scientific Attitude and mastery in basic
process skills to performance in Science and their significance.

37
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of the data according
to the problems presented in this study.
Profile of Respondents
Respondents’ profile was described in terms of age and gender.
Figure 2. Distribution of Students according to Age
Figure 2 presents the distribution of students according to age. The 200
students have ages that range from 11 to 14 years. The youngest student in this
group is 11 years old and the oldest is 14 years old. The biggest percentage fell
on the age group of 11-12 years old with 74%. Most of the students are normally
in the age bracket of Grade 7 students.

38
Figure 3. Distribution of Students According to Gender
Figure 3 shows the frequency count and percent distribution of the
students’ gender. One hundred one (101) respondents or 50.5 % of the total
respondents are male while ninety nine (99) respondents or 49.5 % of the total
respondents are female. The distribution of gender in the Grade 7 students was
almost equal.
Level of Students’ Mastery in Basic Science Process Skills
Table 2. Distribution of Respondents as to Mastery in Basic Science

Process Skills
Obs Comm Class Meas Infer Pred

Score ƒ % ƒ % ƒ % ƒ % ƒ % ƒ % VI
9-10 23 11.5 101 50.5 76 38 73 36.5 12 6 20 10 M
7-8 59 29.5 19 9.5 48 24 59 29.5 46 23 52 26 NM
5-6 68 34 60 30 42 21 34 17 91 45.5 72 36 MTM
3-4 42 21 16 8 18 9 19 9.5 41 20.5 39 19.5 LM
0-2 8 4 4 2 16 8 15 7.5 10 5 17 8.5 NM
Total 200 100% 200 100% 200 100% 200 100% 200 100% 200 100%
Legend: 9-10- Mastered (M); 7-8- Near Mastery (NM); 5-6 - Moving Toward Mastery (MTM); 3-4- Low Mastery (LM);
0-2 - No Mastery (NM) Obs-Observing; Comm-Communicating; Class-Classifying; Meas-Measuring;
Infer-Inferring; Pred-Predicting; VI-Verbal Interpretation
39
Table 2 reveals that the biggest percentage of students are “moving toward
mastery” in terms of observing, inferring and predicting. Observing as
fundamental science process skill is essential to the development of the other
science process skills and the result may imply that students’ mastery in
observing greatly affects their mastery in other process skills.
Almost half of the students “mastered” the communicating skills. The
result may imply that using maps or graphical representations, and diagrams that
can be found in the test for this skill aid students in answering.
The biggest percentage in classifying skill is occupied by students who
“mastered” it. The result may imply that many students mastered the units used
in different basic quantities in Science as included in the test for the said skill.
Many students which occupied the biggest percentage in measuring skill,
“mastered “it. The result may imply that many students mastered the different
measuring instruments in Science and they also mastered solving simple
conversion of units.
The result reveal that there are many students who fell in “Low Mastery”
and “No Mastery” level in different process skills. This may imply that aid or
intervention program must be given to these students for them to improve their
level and achieve scientific literacy.

40
Students’ Mean Attitude towards Science
The following tables show the result of the survey of students’ attitude
toward Science in four categories namely: teaching strategy, academic value,
Science activity and classroom environment. Each category is composed of five
indicators where the students provide their level of agreement.
Table 3. Mean Attitude of the Respondents towards Science as to Teaching

Strategy
Item e SD Interpretation
The teacher…
1. provides visual aids and other
4.8 0.7 High Positive Attitude
supporting materials related to the lesson.
2.uses intervention materials like activity
cards on difficult topics.
3. provides activities that encourage
working in groups.
4. makes learning easy and fun. 4.4 0.8 High Positive Attitude
5. is very helpful to students during class. 4.7 0.6 High Positive Attitude
High Positive
4.67 0.36
Over all Attitude
Legend: 4.21- 5.00- Strongly Agree ( High Positive Attitude); 3.21-4.20-Agree ( Positive Attitude); 2.41-
3.20-Undecided (Neutral); 1.81-2.30-Disagree(Low Positive Attitude); 1.00- 1.80-Strongly ; Disagree (Very Low
Positive Attitude)
The data reveal that students have “high positive attitude” in Science in
terms of Teaching Strategy. Standard deviation obtained indicates homogeneity
of Students’ responses on the indicated category of attitude toward Science.
The data may imply that students’ perception on teaching strategy is uniform.
The students perceive their teacher as someone who is helpful, uses variety of
instructional materials and makes Science learning easy and fun. The result is in
line with Cuaresma (2014), that states that since all the science curriculum
variables are significant, teachers should think of an effective teaching strategy

41
since different lessons needs different teaching approach. Teacher must be
innovative, creative and resourceful in teaching to maintain the attention of the
students needed in the class. The curriculum makers should continuously
check if the curriculum existing is suited to the needs of the students.
Table 4. Mean Attitude of the Respondents toward Science as to Academic

Value
1. Mankind benefits from Science. 4.4 0.8 High Positive Attitude
2. Science is essential to our daily lives. 4.5 0.7 High Positive Attitude
3. Science is one of the important steps in
4.2 0.7 Positive Attitude
achieving one’s dream.
4. He/she has to work hard to pass his/her
Science subject.
5. Science can lead the way to a better
future.
High Positive
4.4 0.4
Over all Attitude
Legend: 4.21- 5.00- Strongly Agree ( High Positive Attitude); 3.21-4.20-Agree ( Positive Attitude);
2.41- 3.20-Undecided ( Neutral); 1.81-2.30-Disagree(Low Positive Attitude); 1.00- 1.80-Strongly
Disagree (Very Low Positive Attitude)
The obtained data indicate that majority of the students have “high positive
attitude” toward Science as to academic value. The data may imply that
students know the importance of Science. They also that Science play an
important role in our everyday lives. Students value Science as a very
important subject that they have to work hard in order for them on to achieve their
dreams.
42
Table 5. Mean Attitude of the Respondents toward Science as to Science

Activity
1. Science activities are interesting and fun. 4.4 0.7 High Positive Attitude
2. He/She enjoy interacting with group mates
during activities. 4.5 0.8 High Positive Attitude
3. Science activities help to improve one’s
skills. 4.5 0.6 High Positive Attitude
4. He/ She enjoy learning new things with his or
her group mates during Science activities. 4.4 0.6 High Positive Attitude
5. He/She learn more about the lesson after
doing Science activities. 4.5 0.7 High Positive Attitude
Over all 4.5 0.5 High Positive Attitude
Table 5 shows that all the five indicators resulted to “high positive attitude”.
The data may imply that students are interested in Science activities; and enjoy
and learn more when working in groups.
Table 6. Mean Attitude of the Respondents toward Science as to Classroom

Environment
The school has…
1.enough laboratory instruments for Science
activities.
2. classroom that permits students to do Science
3.36 1.37 Neutral
activities well.
3.classroom that turns into Science laboratory
3.13 1.41 Neutral
during Science class.
4. a library with latest Science books that can be
used as references when researching.
5. classroom that is a safe place to conduct
3.22 1.35 Undecided
Science activities.
Over all 3.41 0.84 Positive Attitude
43
Table 6 presents the mean attitude of the respondents toward science as
to classroom environment.
It is revealed that students have “positive attitude” toward laboratory
instruments and are “neutral” about whether their classroom is safe and is
conducive to Science activities. This may be due to the fact that the Science
Laboratory of the school is occupied as a classroom by a section of Grade 9
students to augment the scarcity of classrooms. Student-respondents cannot use
the laboratory for its purpose although it has many instruments for Science
activities.
To alleviate the situation, Science teachers have to bring laboratory
instruments to their class if needed. For this reason students see just a fraction of
the laboratory instruments of the school. Students have “positive attitude” toward
library resources which may be due to the fact the school library does not fit the
room it occupies therefore the books cannot be arranged as they are supposed to
be arranged. The situation may have influenced student’s perception since they
are not able to see all the books that they can borrow and use. In addition to this,
students who would like to use the library find it uneasy to use the school library
since some teachers without advisory class and have no place to stay due to lack
of faculty room, stay in it during vacant time.
The results may imply that there is a need to improve school facilities since
students were not able to give the highest rate for school environment.
44
Students’ Performance in Science
Table 7. Distribution of Students as to Performance in Science
Score Rem Und App Anal Eval Creat

ƒ % ƒ % ƒ % ƒ % ƒ % ƒ % VI
9-10 14 7 43 21.5 44 22 62 31 7 3.5 40 20 O
7-8 47 23.5 40 20 39 19.5 54 27 60 30 58 29 VS
5-6 84 42 52 26 51 25.5 37 18.5 99 49.5 45 22.5 S
3-4 44 22 43 21.5 28 14 28 14 27 13.5 34 17 FS
0-2 11 5.5 22 11 38 19 19 9.5 7 3.5 23 11.5 DNME
Total 200 100 200 100 200 100 200 100 200 100 200 100
Legend: 9-10- Outstanding (O); 7-8 Very Satisfactory (VS); 5-6 Satisfactory (S); 3-4- Fairly satisfactory (FS); 0-2 Did not
meet expectations (DNME); VI-verbal interpretation; Rem-Remembering; Und-Understanding; App-Applying;
Anal-Analysing; Eval-Evaluating; Creat-Creating
The data show that even though only 7% of students are “outstanding” in
remembering, the percentage is greater in other dimensions except in evaluating.
The data may imply that many students may not be good in memorizing but can
still perform well in other more complex dimensions. Few students are
“outstanding” in evaluating dimensions which may imply that many students find
the test in this dimension, which is True or False Test, complex. Biggest
percentage in analyzing was occupied by students in outstanding level. This
may imply that many students enjoy and find analogy test easy. There are
students who “did not meet expectations” and the biggest percentage fell on
applying. This findings may imply that many students find it difficult in matching
information. As a whole there is a need for intervention program to help these
students improve.
45
Correlation of Variables
Correlation between Students’ Performance and Attitude towards Science
Table 8 reveals the relationship between students’ performance in Science
as to remembering, understanding, applying, analyzing evaluating and creating
with attitude toward Science in terms of teaching strategy, academic value
science activity and classroom environment.
Table 8. Correlation between Students’ Performance and Attitude towards

Science
Teaching Academic Science Classroom
Variables Strategy Value Activity Environment
r-value r-value r-value r-value
Remembering
Understanding 0.163* 0.141*
Applying 0.248**
Analyzing 0.283**
Evaluating
Creating 0.243 **
Legend: ** r value is significant at p <.01; * r value is significant at p <.05
Only understanding dimension has significant relationship with attitude
toward science as to teaching strategy. The data may imply that teaching strategy
greatly influences students’ understanding as supported by the study of Adu &
Olatundun (2007) that emphasized teachers’ strategies to be strong determinants
of students’ performance in secondary schools.
The data also reveal correlation of students’ performance in the
dimensions of analyzing and creating to positive thinking about their Science
activities. This may imply that when students think positively about their
activities they can perform better in more complex cognitive domains such as
46
analyzing and creating. Students tend to be more creative when they have
positive outlook in the tasks they are doing.
Findings further reveal that a conducive environment may be provided
for the students to effectively understand and apply concepts, theories and
principles in Science.
All in all, the result of correlation of attitude toward Science and student’s
performance is partly in order of the findings of Godwin U. A. and Okoronka U.,
(2013) that attitude alone has little or no effect on the students’ academic
performance which could probably be attributed to other factors that affect
achievement such as abstract nature and the quantative nature of the subject.
Table 9. Correlation between Students’ Mastery in Basic Process Skills and

Performance in Science
Cognitive Process Dimensions

Basic Process Rem Und App Anal Eval Creat
Skills r value r value r value r value r value r value
Observing 0.203** 0.187** 0.192** 0.183**

Communicating 0.141* 0.142* 0.369**
Classifying 0.216**
Measuring 0.155** 0.251**
Inferring 0.245** 0.291** 0.268** 0.200** 0.367**
Predicting 0.177** 0.195** 0.258** 0.247** 0.335**

Legend: ** r value is significant at p <.01 ; * r value is significant at p <.05
Rem-Remembering; Und-Understanding; App-Applying; Anal-Analysing; Eval-Evaluating; Creat-Creating
As gleaned in the table, process skills are correlated to students’
performance in the cognitive process dimensions of remembering, understanding,
applying, analyzing, evaluating and creating.

47
Observing and predicting show significant relationship to remembering.
The data are supported by the findings of the study of Ranpura’s ( 2013) who
pointed out that memories can be reinforced independently of context by paying
careful attention and by consciously attempting to remember. This may imply
that memories start with what you observe and the first way to increase your
memory is to make sure that you experience the world as clearly and meaningfully
as possible.
Communicating, classifying and measuring have no significant relationship
with understanding. The findings may imply that students who communicate,
classify and measure satisfactorily do not necessarily mean that they understand
the lesson well. In order for students to construct oral, written and graphic
messages, they should know how to observe, infer and predict phenomena.
Only classifying skill is not significantly related to applying dimension.
This result may imply that the skill of grouping things is not necessarily important
to use information to undertake a procedure in familiar situations or in a new way.
Communicating, inferring and predicting have significant relationship with
analyzing dimension of performance. The findings is approximately in accordance
to the study conducted by Chebii (2011) that students with mastery in basic
process skills in Science are likely to use the information well in applying.
Table 9 farther reveals that students can only distinguish parts and determine
how they relate to one another and the overall structure well when they know how
to communicate, infer and predict well. It is supported by the study conducted by

48
the National Research Council Framework (2012) that once collected, data must
be presented in a form that can reveal any patterns and relationships and that
allows results to be communicated to others. Because raw data as such have little
meaning, a major practice of scientists is more to organize and interpret data
through tabulating, graphing, or statistical analysis. Such analysis can bring out
the meaning of data and their relevance so that they may be used as evidence.
Inferring and predicting skills are significantly related to evaluating
dimensions which may imply that to make judgment and justify decisions, there is
a need to go beyond the evidence and interpret or explain a set of observations as
well as make a forecast of what will happen in the future.
The findings reveal that basic process skills are significantly related to
creating dimension of performance. The results may imply that in order for the
students to form new product or point of view, they should master the Science
basic process skills. This is supported by the study of Aktamis and Ergin (2008)
concluding that Science process skills improve scientific creativity and students'
performance.
49
Chapter 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings established from the
data gathered in the study. It also gives the conclusion and the recommendation
derived from summary of findings of the study.
Summary of Findings
1. From the 200 respondents 74% or most of the students are normally in
the age bracket for Grade 7 students which is 11 to 12. One hundred one
(101) respondents or 50.5 % of the total respondents are male while 99
respondents or 49.5 % of the total respondents are female.
2. Although many students are in the “mastered” level, there are also many
students in lower level especially in the “low mastery” and “no mastery”
level who must be aided to improve their skills and performance.
3. The students have homogeneity of “high positive attitude” in all the items in
the survey of attitude toward Science except in classroom environment.
4. Many students have “outstanding” performance in Science but there are
also many with “Fairly Satisfactory” and “Did not meet expectations” that
need immediate attention.
5. In correlation between attitude toward Science and students’ performance,
only understanding dimension established significant relationship in terms
of teaching strategy; all the cognitive process dimensions are not related
in terms of academic value; analyzing and creating dimensions are

50
significantly related in terms of Science activity; and understanding,
applying and analyzing dimensions are significantly related in terms of
classroom environment.
6. In correlation between mastery in basic process skills and performance in
Science, observing and predicting skills show significant relation with
remembering dimension; observing, inferring and predicting skills have
significant relationship with understanding dimension; only classifying skill
has no significant relationship to applying dimension; communicating and
predicting skills are significantly related to analyzing dimension; only
inferring is significantly related to evaluating; and all basic process skills
are significantly related to creating.
Conclusions
In the light of the aforementioned findings, the following conclusions are
drawn:
The null hypothesis stating that the mean level of students’ mastery of the
basic process skills is not significantly related to performance in Science is
partially supported.
As per indicated in the findings, the null hypothesis stating that there is no
significant relationship between students’ attitude and performance in Science is
partially confirmed.
51
Recommendations
Based on the findings of the study and the conclusion drawn, the following
are recommended:
1. Since the students’ mastery of inferring and predicting skills is “moving
toward mastery” while their mastery in the skills of observing,
communicating, classifying and measuring is “near mastery” they may be
encouraged and assisted to improve those skills to higher level of
mastery if not mastered through tutorials, workshops and intervention
programs.
2. Students may be encouraged to raise the level of their performance in
Science, from level of satisfactory to very satisfactory or higher through
Science intervention programs.
3. Science enhancing and student-centered strategies may be applied by
Science teachers or instructors to improve the performance of students by
emphasizing basic process skills and by giving them group activities
that need collaborative effort.
4. School support in the areas of building more rooms for Science-related
activities like laboratories and e-classroom is needed.
5. For more comprehensive findings, further studies on the same area of
concentration may be conducted for improving Science education where
the students will be benefited.

52
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60
APPENDIX A
Letter Requesting Permission to Administer Questionnaire
Republic of the Philippines

Laguna State Polytechnic University
San Pablo City Campus
Brgy. Del Remedio,San Pablo City
Graduate Studies and Applied Research Thesis Writing
RAQUEL P. MARCUAP
District Supervisor
Candelaria East District
Candelaria
Madam:
Greetings of love and peace!
I am currently working on my thesis entitled “Mastery in Basic Process Skills and

Attitude toward Science: Input to Grade 7 Students’ Performance” as a partial
fulfillment of the requirements for the degree Masters of Education Major in Science and
Technology.
In this connection, I would like to seek your permission to utilize the data gathered in Sta.
Catalina National High School through testing and survey. Rest assured that all the
data and information shall be used only for academic purposes.
I am hoping for the positive regards on this matter. Thank you very much and God bless!
Very truly yours,
VERONIQUE M. MARANAN
Researcher
Noted by:
PERLA M. GUEVARRA, Ed. D.

Thesis Adviser
Approved/ Disapproved:
RAQUEL P. MARCUAP
District Supervisor
Candelaria East District
61
APPENDIX B
Survey Questionnaire on Attitude toward Science
Name______________________________ Section___________________
Age________________________________ Gender___________________
Instructions: Below are statements pertaining to your attitude toward Science in terms of
Teaching Strategy, Academic Value, Science Activity and Classroom Environment. Opposite
each statement are five (5) options for your choice. Put a tick (/) under the appropriate column
that corresponds to your answer.
5- Strongly Agree
4- Agree
3- Undecided
2- Disagree
1- Strongly Disagree
I. Teaching Strategy 5 4 3 2 1
My teacher …
1. provides visual aids and other supporting
materials related to our lesson.
2. uses intervention materials like activity
cards on difficult topics.
3. provides us activities that encourage us
to work in groups.
4. makes learning easy and fun.
5. is very helpful to students during our
class.
II. Academic Value 5 4 3 2 1
1. Mankind benefits from Science
2. Science is essential to our everyday lives.
3. Science is one of the important steps in
achieving my dreams.
4. I work hard to pass my Science subject.
5. Science can lead the way to a better
future.
62
III. Science Activity 5 4 3 2 1

1. Science activities are interesting and fun
2. I enjoy interacting with my Science group
mates during science activities.
3. Science activities help me to improve my
skills.
4. I enjoy learning new things with my
group mates during Science activities.
5. I learn more about the lesson after doing
Science activities.
IV. Classroom Environment 5 4 3 2 1
The school has
1. enough tools for Science activities.
2. classroom that permits us to do our
Science activities well.
3. classroom that turns into Science
laboratory during Science class.
4. a library with latest science books that
can be used as references when researching.
5. classroom that is a safe place to
conduct our Science activities.
63
APPENDIX C
Science Basic Process Skills Test
Name______________________________ Section____________ Score_____
This is a test on the Science Basic Process Skills.

A. Observing:
Directions: Read and answer each item carefully. Encircle letter of the correct
answer . Do not leave any item unanswered.
1. What can be the observation from the illustration of the energy pyramid?
a. The lion gets the most energy.
b. The plants get the most energy.
c. The energy increases going up the pyramid.
d. Both A and B.
2. Which is/are the producer/s in the illustration?

a. lion b. rabbits
c. plants d. all of the above
Figure 1. Energy Pyramid
3. From Figure 2, which phase of matter has the most closely packed molecules?
a. solid b. liquid
c. gas d. none
Figure 2. Molecules of matter

4. Observe the aquarium picture illustrated below. Which of the following is an
observation?
a. Snails and fish do not like each other.
b. More fish could live in the aquarium.
c. Fish near the top are breathing air.
d. Some fish are bigger than the other.
5. Which is NOT an observation of the

aquarium picture?
a. The plants will not have enough air.
b. There are two snails in the aquarium.
c. The aquarium is not completely full.
Figure 3. Aquarium d. Snails are not in the bottom of the
aquarium.
64
6. From the picture, which part of the flower connects the

stigma to the ovary?
a. receptacle b. ovule c. style
d. peduncle
7. Which part of the flower is connected to anther?

a. filament b. petal c. stigma d. stamen
Figure 4. Parts of a Flower
8. Which is an observation of the picture of the globe?

a. The globe is divided into halves by the equator.
b. The globe is a model of the earth.
c. The globe is tilted.
d. All of the above.
Figure 5. Globe
9. In what direction does the energy flow?

a. Clockwise
b. Negative Terminal to Light bulb to
Positive Terminal
c. Positive Terminal to Negative Terminal
to Light bulb
d. All of the above
10. Which is the source of energy in Figure 6?

a. Light bulb
b. Wires
c. Battery
d. Terminal
Figure 6. Electric Circuit
65
B. Communicating:
Directions: Write your answer on your answer sheet.
Communicating with a map
1 2 3 4 5 Write the location of the object by consulting

the map.
A
Example: box F1
B
1. Star _________________
C
2. Triangle __________________
D
3. Circle __________________
E
4. Heart __________________
F
5. Happy Face___________________
6-10. Describe the location of the cylinder. Answer in five sentences. Consider the
following Rubrics for scoring.
Criteria 5 pts. 4 pts. 3 pts 2 pts 1 pt.

Sentence 5 different 4 different 3 different 2 different 1 sentence
that sentences sentences sentences sentences describing the
describes describing describing the describing the describing position of the
the position the position position of the position of the the position cylinder.
of the of the cylinder. cylinder. of the
cylinder. cylinder. cylinder.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
66
C. Classifying:
Directions: Put each of the following unit into its proper column
Meter Gram Liter Hour Celsius
Kelvin Minute Gallon Pound Feet
MASS/ WEIGHT LENGTH TIME VOLUME TEMPERATURE
D. Measuring
D1. Directions: Match the instrument in Column A with the physical quantity it
measures in column B. Write the letter of the correct answer.
COLUMN A COLUMN B
_______1. Thermometer a. Volume
_______2. Stopwatch b. Temperature
_______3. Balance scale c. Time
_______4. Graduated cylinder d. Length
_______5. Meter stick e. Mass/ Weight
D2. Solve the following.
6. How many seconds are there in 5 minutes? _____________
7. Rafael has a 2-feet stick. If there are 12 inches in 1 foot, how long is the stick in
inches? _________
8. There are 1000 meters in 1 kilometer. A bus travelled 5500 m. Find the distance
travelled by the bus in kilometer. _________
8. Monique waited for the result of the test in 3 hours. How many minutes are there in
three hours?_____
10. Marc put 1 liter of water on the tank. How many milliliters are there in 1 liter?
________
67
E. Inferring:
Direction: Encircle the letter of the correct answer.
1. The salt added to one glass of water does not dissolve right away.
a. The water contains large amount of dissolved salt already.

b. The water is cold and it needs stirring to dissolve the salt.
c. The salt is too hard to dissolve.
2. One night, you noticed that one star is brighter than the others.
a. It is closer to earth that is why it is brighter than others.

b. The star is going to explode.
c. The star is not actually a star but a planet.
d. None of the above
3. These rocks are found near a volcano.
a. It is formed from lava.

b. It will form sedimentary rocks in the future.
c. It will transform into metamorphic rock in the future.
d. None of the above.
4. The paint of the roof fades easily.
a. It will be painted soon.

b. The sun and the rain contribute to its fading .
c. The owner of the roof will change the brand of his paint.
5. The water in the river is drying up.
a. The organisms in the river will die.

b. There will be a drought.
c. The ocean will be dried up too.
d. The water shed dried up and the trees were cut.
6. The rock has a crack in it.
a. The rock is undergoing chemical and physical changes.

b. It will turn into soil in the near future.
c. It is subjected into different weather condition.
d. Both A and B.
68
7. The heat is trapped inside the container.
a. The heat will accumulate and soon the container will explode.
b. Something is keeping the heat from escaping the container.
c. The container will melt.
8. You hear a loud siren nearby.
a. There is an emergency.
b. There is a fire.
c. There is fire drill.
9. The sky has few featherlike clouds.
a. There will be a storm.

b. The weather is fine.
c. It will rain afterwards.
10. There is a spot in the front yard where no plant does not grow.
a. It will be planted tomorrow by the gardener.

b. Someone may have spilled a toxic substance there.
c. I will investigate the reason about it later.
F. Predicting:
Direction: Encircle the letter of the most appropriate prediction for each of the given
situation.
1. A passenger boat is over loaded with passengers.
a. The passengers are in a hurry.

b. The passengers are careless.
c. The boat might sink later .
d. Both A and B
2. Many motorists do not use helmet when riding their motorcycle.
a. Many motorists are careless.

b. Many motorists are not afraid of what will happen to them during accident.
c. Many motorists will have serious injury once they meet an accident.
d. Both a and b.
69
3. The girl is shaking an unopened bottle of soft drink in her hand.
a. The soft drink will spill out in bubbles when she open the bottle later.
b. The liquid in the bottle is forming bubbles.
c. The girl is playing with her drink.
d. The girl is mixing the liquid in the bottle.
4. A glass of milk was left forgotten in a table.

a. It does not taste good. c. The one who made it is in a hurry.
b. It is full cream milk. d. It will be spoiled after some time.
5. The temperature in polar region is rising.

a. It will cause melting of glaciers.
b. It will cause rising of water level.
c. It will affect polar bears.
6. The sky is dark.

a. It is night already. c. It is going to rain.
b. The sky is full of nimbus clouds. d. The sun is covered by clouds.
7. The earth is rumbling near the volcano.
a. The rumbling is caused by the volcano.

b. The rumbling is a tectonic earthquake.
c. In about two minutes, the volcano is going to blow sky-high.
d. All of the above
8. There is a strong earthquake.
a. Many structure will collapse.

b. It is caused by sudden movement of the plates.
c. It is caused by volcanic eruption.
d. It is a natural phenomenon.
9. Miaka observed that termites are present in her wooden file cabinet.
a. There is a queen termite nearby. c. Soon her files in the cabinet will be
destroyed
b. The termites are eating her files. d. None of the above.
10. A plant was kept in a place with no sunlight.

a. It cannot make its own food properly. c. It cannot photosynthesize.
b. The plant will wilt and eventually die. d. All of the above.
70
APPENDIX C.1
Table of Specification for Science Basic Process Skill Test
Skill Objective Number Item

of Items Placement
Observing -Identify the observation from 1 A1
the illustration
Observing -Identify the producer from 1 A2
the illustration
Observing -Identify the most closely 1 A3
packed molecules.
Observing -Identify the correct 1 A4
observation of the aquarium.
Observing -Identify which is not an 1 A5
observation of the aquarium
picture
Observing -Identify which is not an 1 A6
observation about an
aquarium picture
Observing -Observe a picture to identify 1 A7
a part of a flower.
Observing -Identify the correct 1 A8
observation of the globe.
Observing -Observe and trace the flow of 1 A9
energy.
Observing -Observe and trace the flow of 1 A10
energy.
Communicating -Write the location of the 5 B1-B5
object by consulting the map.
Communicating -Write sentences that describe 5 B6-B10
the location of the cylinder.
Classifying - Classify the given unit 5 C 1- C10
according to the quantity it is
used.
Measuring -Match the instrument to the 5 D 1- 5
quantity it measures.
-Solve word problems about 5 D 5-10
measurement
Inferring -Choose the inference from 10 E 1 - 10
the given choices.
Predicting -Choose the correct prediction 10 F 1 - 10
from the given situation.
71
APPENDIX D
Achievement Test
Name______________________________ Section___________________ Score_____
Directions: Read and answer each item carefully.

A. For items 1 -10, encircle the letter of the correct answer.
1. What is that part of the world between the North Pole and the equator?
a. Northern Hemisphere c. Equatorial Region
b. Southern Hemisphere d. North Pole
2. What is the starting point of the longitude?

a. Equator c. International Date Line
b. Tropic of Cancer d. Tropic of Capricorn
3. What is meaning of “G” in the acronym PAGASA?

a. Government c. Geo-Science
b. Geographical d. Geophysical
4. What is an area of land on a slope which drains its water into a stream and its
tributaries?
a. Ground water zone c. Watershed
b. Aeration zone d. Ridge
5. In temperate countries, it is used to grow seedlings in the late winter and early spring
and protect plants from extreme weather condition.
a. Orchidarium c. Vineyard
b. Greenhouse d. Terrarium
6. What is the most abundant gas in the atmosphere?

a. Oxygen c. Nitrogen
b. Carbon Dioxide d. Ozone
7. It is the layer of the atmosphere closest to the earth?

a. Stratosphere c. Ozone Layer
b. Exosphere d. Troposphere
8. It is the darkening of the sun or moon due to shadows cast to them.
a. Eclipse b. Monsoon c. Solar Flare d. Sky Light
72
9. It is the second brightest object in the sky and Earth’s natural satellite.
a. Sun b. Moon c. Star d. Comet
10. It is the movement of earth as it spins on its own axis.
a. Rotation b. Revolution c. Tilting d. Orbiting
B. For items 11-20, classify the following information to which topic they belong.
Write the letter in their proper column:
a. Shadows e. Tilting of the Earth h. Earth’s rotation and revolution
b. Global Warming f. Auroras i. 5th Mineral Country in the world
c. High number of g. 17.5 thousand km. j. 2nd to United States in terms of
endemic plants and coastline geothermal deposit
animals
d. Green House - -
The Philippine Solar Energy and the Seasons and Eclipses
Atmosphere (15-17) (18-20)
Environment (11-14)
C. For items 21-30, match the information in column A to column B. Write the letter
of the correct answer.
Column A Column B
___21. Philippines is a tropical country. a. It has fertile arable lands, high diversity of
plants and animals, extensive coastlines and
rich natural deposits.
___22. Philippines is considered rich in
natural resources. b. Many jet aircrafts fly in it.
___23. There are many watersheds in the c. Sea breeze occurs at day time and land breeze
Philippines. occurs at night time.
____24. Philippines is located in the
Pacific Ring of Fire. d. It is summer at this time.
____25. Stratosphere is very stable. e. There is a solar eclipse.
____26. Exosphere is the upper limit of our f. It is cold at this time.

atmosphere that merges
into space.
____27. Land heats and cools faster than g. It is located near the equator.
sea.
____28. In June, the North Pole tilted h. Satellites are stationed in this area.
toward the sun.
____29. In June, The South Pole is pointed i. The richness of the Philippines in terms of
away from the sun. mineral resources is attributed to it.
____30. The sun was blocked by moon. j. Mt. Apo, Mt. Makiling, Mt. Banahaw, Tiwi,
La Mesa Dam, Pantabangan Dam, Angat Dam
73
D. For items 31- 40, identify the relationship of the first two paired words. Write the
word that expresses a relationship most similar to the relationship expressed in the first
paired words.
31. 23.5 o N : Tropic of Cancer ; 23.5 o S : ____________
32. East : Pacific Ocean ; West : ____________
33. Latitude : Equator ; Longitude : ___________
34. Mt. Apo : Davao ; Mt. Banahaw : ___________
35. Troposphere : Weather ; Thermosphere : ___________
36. Burning : Carbon dioxide ; Propellants/ Refrigerants: ____________
37. Northeast : Amihan ; Southwest : ___________
38. Day : Rotation ; Year : ___________
39. Solar and lunar: Eclipse ; Rainy and dry : ___________
40. Planet : Earth ; Galaxy : ___________
E. For items 41-50, write TRUE if the statement is true and FALSE if the statement is
false.
_______41. The starting point for the latitude is the Equator.
_______42. Latitude 66.5o is the Tropic of Cancer.
_______43. Watersheds include bodies of water only.
_______44. When a piece of rock is exposed to the sun, its inner part expands because it
heats up faster than the outer part.
_______45. Meteors or rock fragments burn up in the exosphere.
_______46. Air in the surroundings move toward the place where cold air is rising.
________47. When air from land will move out to replace the rising warm air, it is called
land breeze.
________48. Direct rays means that the rays of the sun hit the ground at 90 degrees.
74
________49. When a light source is blocked by an object, a shadow of that object is cast.
________50. A solar eclipse occurs when Moon comes directly between Sun and Earth.
F. For items 51 -60…
F.1 Make your own simple diagram or illustration that will show the four stages
of weathering of rocks ( 4pts.). Consider the following Rubrics for scoring:
Criteria 4 pts. 3 pts. 2 pts. 1 pt.

Illustration or
diagram showing Shows 4 stages Shows 3 stages Shows 2 stages Shows 1 stage
weathering
F.2 Give 3 simple ways on how you can help lessen the rate of Global Warming
(3pts.)
Criteria 3 pts. 2 pts. 1 pt.
Ways to help lessen Give 3 different Give 2 different Give 1 way

the rate of Global ways. ways
warming.
F.3. Draw a diagram of solar eclipse showing the correct position of sun, earth
and moon (3 pts.)
Criteria 3 pts. 2 pts. 1 pt.
Diagram or Shows correct Shows correct Shows correct

illustration. position of sun, position of sun, position of sun,
moon and earth with moon and earth with moon and earth
complete label. incomplete label. without label.
75
APPENDIX D.1
Table of Specification for Cognitive Achievement Test
Cognitive Process Objective Number of Item

Dimension Items Placement
Remembering Identify the part of the 1 1
world between the North
Pole and the equator
Remembering Identify starting point 1 2
of the longitude
Remembering Identify meaning of “G” 1 3
in the acronym
PAGASA.
Remembering Identify the area of land 1 4
on a slope which drains
its water into a stream
and its tributaries
Remembering Identify the place that is 1 5
used to grow seedlings in
the late winter and early
spring and protect plants
from extreme weather
condition.
Remembering Identify the most 1 6
abundant gas in the
atmosphere
Remembering Identify the layer of the 1 7
atmosphere closest to the
earth
Remembering Identify the phenomenon 1 8
which is the darkening of
the sun or moon.
Remembering Identify the second 1 9
brightest object in the
sky and Earth’s natural
satellite
Remembering Identify the movement 1 10
of earth as it spins
on its own axis.
Understanding Classify the given 10 11-20
information to which
topic they belong.
Applying Match the information in 10 21-30
column A to column B
76
Analyzing Identify the word that 10 31-40

will complete the
analogy of the sentence
Evaluation Identify whether the 10 41-50
sentence is true or false.
Creating Make simple diagram or 4 51-54
illustration that shows
the four stages of
weathering of
rocks
Creating Give 3 simple ways on 3 55-57
how you can help lessen
the rate of Global warm
Creating Draw a diagram of solar 3 58-60
eclipse showing the
correct position of sun,
earth and moon.

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i

BASIC PROCESS SKILLS AND ATTITUDE TOWARD SCIENCE: INPUTS TO

This thesis attached hereto entitled “BASIC PROCESS SKILS AND

PERLA M. GUEVARRA, Ed. D.

Approved by the Committee on Oral Examination with the grade of _______

HON. NESTOR M. DE VERA, Ph. D.

EDEN C. CALLO, Ed. D. EVA F. PUYO, Ed. D.

ELISA N. CHUA, Ph. D.

EDEN C. CALLO, Ed. D.

Research No. ______

attitude toward Science to grade 7 students’ performance.

respondents or 50.5 % of the total respondents are male while 99 respondents or

49.5 % of the total respondents are female.

must be aided to improve their skills and performance.

the survey of attitude toward Science except in classroom environment.

In correlation between attitude toward Science and students’ performance,

only understanding dimension established significant relationship in terms of

terms of academic value; analyzing and creating dimensions are significantly

related in terms of Science activity; and understanding, applying and analyzing

dimensions are significantly related in terms of classroom environment.

In correlation between mastery in basic process skills and performance in

Science, observing and predicting skills show significant relation with

remembering dimension; observing, inferring and predicting skills have

significant relationship with understanding dimension; only classifying skill has

no significant relationship to applying dimension ; communicating and predicting

skills are significantly related to analyzing dimension; only inferring is

In the light of the aforementioned findings, the following conclusions are

basic process skills is not significantly related to performance in Science is

significant relationship between students’ attitude and performance in Science is

This labor of love is whole heartedly dedicated

dearest offsprings Rangel, Monique, Miaka and Rafael;

beloved parents, German and Edita;

dear siblings, Vane, Jerome, Dhang and Vinay;

and my respected bosses, the students.

grace and blessings. With Him everything is possible.

She would like to express her deepest discernment and sincerest

support and encouragement for the completion of this study.

Hon. Nestor M. de Vera, Ph.D., President of Laguna State Polytechnic

University and chairman of the panel of examination, for his outstanding

leadership, valuable suggestions and constructive comments;

enhancing the researcher’s English proficiency;

impact in the advancement of this research study;

guidance in the validation of this research study;

Sta. Catalina National High School and Lutucan National High

TABLE OF CONTENTS.................................................................................. vii

I. THE PROBLEM AND ITS BACKGROUND

Background of the Study.................................................................... 3

Statement of the Problem................................................................... 8

Significance of the Study.................................................................... 9

Scope and Limitation.......................................................................... 10

II. REVIEW OF RELATED LITERATURE AND STUDIES

III. RESEARCH METHODOLOGY

Respondents of the Study.................................................................. 31

Statistical Treatment of Data.............................................................. 35

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Distribution of Students according to Age …….………………………. 37

Distribution of Students According to Gender ………………………... 38

Students’ Mastery in Basic Science Process Skills………………….. 38