SULTAN KUDARAT STATE UNIVERSITY

GRADUATE SCHOOL
ACCESS Campus, EJC Montilla, Tacurong City

PHYSICAL AND PSYCHOLOGICAL FACTORS AND STUDENTS’ INTEREST IN

LEARNING SCIENCE: BASIS IN DEVELOPING TEACHING STRATEGIES

In Partial fulfilment of the Requirement in

EDUC 602 – Quantitative Method of Research

CHARISMA T. GARCIA
MAT – Science Student

Submitted to:

MICHAEL KENNEDY G. CAMARAO

Professor

Chapter I
 INTRODUCTION

The Background and its Setting

Science interest refers to a person's choice for a particular science field as

demonstrated by their level of enjoyment and commitment to that field and any

related ones. It is not sufficient to simply have an interest in knowing about

something for there to be a need for that interest. It also implies that learning about

a subject that captures someone's attention is simple and even fun. How to enhance

students’ performance in science is something that needs to be considered.

Numerous elements need to be considered in order to enhance students' learning,

including their learning environment, family and peer support, the tools and materials

used in class, and the methods and strategies used to motivate students. Since

there are no ideal guidelines or techniques that can be used alone, creating activities

that incorporate two or more approaches and strategies will probably enhance

teaching and learning. It has been observed that one common problem encountered

by the students in learning science is difficulty in understanding concepts. Many

students become discouraged by the subject because of the complex vocabulary

they need (or they believed they need) to memorize in order to understand the

subject (Abusama and Dela Cruz, 2016). The teaching and learning process today

needs to actively include the students. It's necessary to engage in a variety of

activities to develop a person's capacity for thinking critically. For greater retention,

students should be encouraged to complete their assignments on their own. When

they have a personal connection to the subjects, students value science. When

students participate in hands-on investigations of scientific phenomena and their

teachers are interested in the subject matter and the students, students are more

inclined to be interested in science.

The term "individual interest in school science lessons" refers to a rather

consistent and durable personal emotion that includes affective and behavioral

responses to occurrences in the regular science lectures at school. The relative

weight of many factors influencing each student's interest in scientific classes in the

classroom has not been thoroughly examined in studies. Little research has

compared the importance of different factors affecting students’ individual interest in

school science lessons, according to Cheung (2017). By utilizing a mixed-methods

approach, the current study sought to fill this gap. Five factors affecting students’

individual interest in school science lessons were identified: situational influences in

science lessons, individual interest in science, science self-concept, grade level, and

gender. The strongest factor affecting students’ individual interest in school science

lessons was science self-concept, followed by individual interest in science and

situational influences in science lessons. Grade level and gender were found to be

nonsignificant factors. These findings suggest that teachers should pay special

attention to the association between academic self-concept and interest if they want

to motivate students to learn science at school (Cheung, 2017). When students have

various opportunities to connect with the curriculum, such as practical projects and

labs, they are more likely to like learning science. This is especially true when the

learning environment is supportive and students feel that their instructor has their

best interests at heart.

According to the studies of Jing, W.L, et.al. (2016) t he most studied factors

influencing conceptual change were associated with instruction and personal

reasoning ability, and a certain instructional method were more frequently linked to
specific science subjects. Age, gender, past academic track, medium of education

and absence in the classes have also influenced the academic performances of a

student (Alam, MM, et.al., 2014). According to the study's findings of Conel, E.

(2021), the majority of students had positive attitudes toward learning science and

indicated an interest in doing so. Along with age, monthly income, school type, and

the number of siblings, there is a strong correlation between students' interest in

science and these factors. Students' interest in science and sex, however, do not

significantly correlate.

The importance of learning and interest in science education must be

emphasized by both students and teachers as social media has become a regular

part of teens' everyday lives. In order to compete and meet the performance and

competency criteria of education set in the neighboring nations in Asia and around

the world, science curriculum in the Philippines is improved in the K to 12 Basic

Education program. To determine how well students are learning, most educators

place a strong emphasis on evaluation and behavior. In the majority of private and

public schools, it has been shown that primary school students are more motivated

to learn about science than secondary school students are. Students decreased

interest in science as they advanced to secondary and tertiary education.

According to the study of Alani & Hawas (2021), finding the environment

factors significantly affected on students’ performance because they preferred

appropriate and quiet school environment than otherwise. Also, the students

perceived that teachers who have teaching skills and using a variety of teaching

techniques can have a more positive effect on their performance. The performance

of the students is affected by a variety of elements, which differ from person to

person and school to school. Students who aims for higher grades and better
performance tend to attend classes and done their best. Through the use of facilities

and resources, many students have tried to raise their performance. It has been

discovered that a number of factors, including facilities and financial resources, have

an impact on students' academic achievement in the school where they attended.

Giving students adaptive education made classrooms more productive and helped

students improve more (Hu & Hu, 2022).

It is increasingly imperative for educators as well as policymakers to obtain

reliable and accessible information of “what works” in education. Simultaneously,

there is a greater demand from policymakers that educational policy and practice

must be guided by evidence of effectiveness (e.g., No Child Left Behind Act,

2002; Every Student Succeeds Act, 2015) (Knogler et.al, 2022). One of the major

goals of empirical educational research is to pinpoint the most successful teaching

methods. Improving student learning is one of the main objectives in educational

institutions at all levels. Improvements in the teaching-learning process, instructional

tactics, and the creation of a friendly environment are necessary to accomplish this

goal and produce the appropriate academic results. Creating a comfortable

environment in the classroom and at home is essential for encouraging structured

student learning and producing the necessary academic results. The study's findings

of Saido, G., et.al. (2017) showed that the knowledge acquisition strategy, which

focuses more on memorization of fundamental scientific concepts, is the most widely

used among 7th grade science teachers, while the knowledge application strategy,

which includes hands-on activities and problem solving, is the least frequently used.
Conceptual Framework

This study aimed to determine the different factors of the demographic profile

of junior high school students that could affect their interest in learning science that

lead in developing different teaching strategies, a conceptual framework that

includes three independent variables: personal factors, teachers’ factors, and

institutional factors while teaching strategies is the dependent variable. The

independent variables namely: age, sex, tribe, school type, monthly income, number

of siblings, and teachers’ performance are the possible factors that affect the

students’ science interest. On the other hand, the dependent variable is the teaching

strategies that will be developed. The above-mentioned independent variables are

sufficient to be the factors to determine achievement in the science of students and

will be the basis in developing teaching strategies. But, the aforementioned

independent variables are not necessary that they both affect the students’ interest

in science.

Independent Variable Dependent Variable

Factors
 Physical Students’
Interest
 Psychological

Developed Teaching Strategies

Statement of the Problem

The purpose of this study was to determine the different factors that affect

student’s interest in learning science which will be the basis in developing teaching

strategies. Specific aims include the following:

1. What are the factors that affect student’s interest in learning Science?

2. What is the level of students’ interest in learning science?

3. Is there a significant relationship between the factors and the students’

interest in learning science in terms of;

a. physical factor?

b. psychological factor?

4. What are the teaching strategies that can be developed based on the

factors that affects students’ interest in learning science?

Significance of the Study

The findings obtained from this study may be of great help in the preparation

of various programs and strategies of teaching and learning science subjects in

secondary schools and some recommendations may be useful in improving

performance of science subjects in secondary schools.

The study findings could help students improve their learning interest in

science and could give teachers more ideas and approaches on learning that help

students on their interest in learning science.

Also, the findings of this research are useful to individuals, learners,

researchers, and in various organizations and institutions, since it provides

information on what are the possible factors which influences learning interest of
students in science subjects in secondary schools and give out recommendations for

the said problem. Additionally, this study may serve as a reference for future

researchers conducting related survey.

Furthermore, this study result will assist school administrator to design

programs, seminar-workshop for teachers and students that helps improving the

teaching and learning process.

Scope and Delimitation of the Study

The study focused on the factors influencing Grade 10 students interests in

learning science which leads to developing teaching strategies of Lampari National

High School, Banga I District. It confined itself to the factors influencing students’

interest in science subjects only without looking into other subjects whose

performance may also be not satisfactory.

The study was, restricted itself to Grade 10 of Lampari National High School

only. Respondents from other grade levels are excluded which may also experience

the same problem. This study made use of a research questions, the factors are

divided into three major parts: First, personal related factors on student’s learning

interests in science. Second, teacher-related factors and third, institution related

factors influencing students’ learning interests in science. The results were used to

develop learning strategies to improve learning performance of students in science.

Definition of Terms

Factors refers to a facts or situations that influences the result of something.

Learning is a process that leads to change, which occurs as a result of experience

and increases the potential for improved performance and future learning.
Science are studies deal with structure and behavior of natural and physical world

based on facts learned through experiment, observation and development of

theories.

Student Interest refers to the inclination of the student towards a particular subject

in which he or she is easily able to connect without any hassle or hurdle.

Teaching strategies refer to the methods, techniques, procedures and processes

that a teacher uses during instruction.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This section includes an overview of the literature on a number of key topics

relating to different factors affecting the students interests in learning science, the

basis in developing teaching strategies. The review and discussion helped to clarify

the study’s purpose and justification.

Personal factors, teachers’ factors, institutional factors which affects students’

interest in learning science, and teaching strategies are among the topics covered

and explored.

Factors that Affect Student’s Interest

Physical factors

Physical factors refer to the tangible aspects of the learning environment that

can have an impact on a person's interest in science. These factors include the

physical infrastructure, resources, materials, and facilities that are available to

support science education. They relate to the physical surroundings and resources

that can enhance the learning experience. These physical factors can create an

environment conducive to scientific exploration, hands-on learning, and engagement

with scientific concepts. Examples of physical factors include laboratory facilities,

interactive learning materials, field trips, safety and comfort measures, availability of

resources, supportive infrastructure (such as technology and equipment), and

opportunities for collaboration and peer interaction.

Psychological factors

Psychological factors refer to the internal, cognitive, and emotional aspects

that can influence a student's learning interests in science. These factors pertain to
the individual's thoughts, beliefs, attitudes, motivations, and emotions, which can

shape their engagement with the subject. Psychological factors encompass various

aspects of a student's mindset, cognitive processes, and emotions that impact their

learning experiences and interest in science. Some examples of psychological

factors include curiosity, self-efficacy, personal relevance, intrinsic motivation, social

influence, growth mindset, prior knowledge, and cognitive abilities. These factors

influence how students perceive and approach science, their level of interest, and

their willingness to engage in scientific learning activities. It's important to note that

while psychological factors are significant, they interact with external factors such as

teaching methods, learning environments, and resources to collectively impact

students' learning experiences and interests in science.

From the study of Eya, N. et.al (2020), factors affecting academic

performance in chemistry vary and are unclear academic performance is affected

either by social, psychological, economic, environmental or personal factors. Any of

these factors may have a powerful influence on academic performance of students

either positively or negatively, but this vary from one society to another.

According to psychological data, any activity is motivated by certain motives

and takes place only when sufficient conditions are created. Therefore, in order to

ensure mastery, mastery and learning in the learning process, it is necessary for

students to have learning motives (Jabbarov Ulugbek, 2020)

Personal factors

Numerous components, such as student involvement, motor skill proficiency,

differences in gender, and the instructional environment, have an impact on learning

and the subsequent development of physical literacy in students.

 Statistical information known as demographics is used by researchers to

examine human populations. Specific traits of a population are referred to as its

demography. To study entire societies or specific populations, researchers utilize

demographic analysis. To mention a few, demographics include things like age, sex,

education, nationality, ethnicity, and religion.

The demographic profile, including gender, race and ethnicity, socioeconomic

background, and age, is one of the main focus on factors, along with how it affects

students’ interest in learning science.

According to the study of Pinar Cavas (2011), science motivation differed

significantly in terms of their gender and grade level. Student’s motivational level was

found to have a considerable impact on their science attitudes and achievement in

science.

The improvement in learning and the effect on the girls' perceptions of the

importance and interest of physics were both significant. Boys experienced a far

smaller effect, despite the fact that it was beneficial. The results also showed some

unintended consequences, especially for some boys and students who were new to

the methodology, as they transitioned from certainty about what they thought they

understood about science to a more reflective awareness of the difficulty in using

scientific evidence to make decisions about risks and benefits, based on the studies

of Murphy, P., Lunn, S., & Jones, H. (2007).

Furthermore, Spearman & Watt (2013) mentioned that girls have been found

to feel less capable than boys and to under-participate in science classrooms, even

though their achievement levels are similar.

Teachers’ factors
 Students’ motivation, attitudes and interest are important elements for science

education because these affective elements are highly correlated with students’

success in science learning (Cavas, 2011).

Student’s attitude towards a course is important because it affects the entire

learning process. A positive attitude enables students to develop statistical thinking

skills, to apply knowledge acquired in everyday life, and to have an enjoyable

experience throughout the course, according to Judi, Sahari, Mohamed, and Wook

(2010)

The student's attitude toward learning affects the effectiveness of the work on

a daily basis and how quickly it is completed. Learning is aided by a positive mental

attitude. In terms of nature, the factors of interest and symbolic drive and reward are

extremely similar. Any student's learning process may be impacted by elements

resulting from a lack of mastery of the material given, improper work- or study-

methods, and a restricted experimental background. The student builds up a number

of problems that hinder successful advancement if the school moves too quickly and

does not regularly assess the degree to which the student is mastering what is being

taught.

The teacher's personality as an individual plays a significant role in the

learning environment, as well as in the success or failure of the student. The type of

conduct that results from the learning setting is influenced by how his personality

interacts with the personalities of the students being taught. The greatest value of a

teacher is not in the routine execution of his or her tasks, but rather in the ability of

that individual to guide and motivate his or her students through the effect of his or

her moral character and example. A teacher's holistic personality results in effective

teaching and learning. Love for the students, empathy for their interests, tolerance,
and a clear capacity for understanding are the outcomes of effective teaching and

learning. Therefore, the teacher must understand that every action he does in the

classroom has a direct impact on how an individual that is developing and learning

behaves.

Indeed, teaching is a process that continues throughout one's life. In order to

further one's professional development, it is always possible to discover new

information. The educational system, curriculum, and technology are constantly

evolving. It is up to the teachers to keep up with the times. The willingness to go the

extra mile to learn will instill confidence in students, who will be inspired to do the

same (Roth, 2017).

Institutional factors

The classroom environment influences students’ academic outcomes, but it is

often students’ perceptions that shape their classroom experiences, (Spearman &

Watt, 2013).

Environment is a factor, which includes the physical conditions required for

learning. The environment in which learning is taking place is one of the elements

that affects how effective it is. Included in this are the classrooms, books, equipment,

school supplies, and other teaching materials. To achieve the desired effects from

instruction, both the learning environment in the classroom and at home must be

conducive and sufficient. It cannot be disputed that the school's ability to deliver

effective instruction is significantly influenced by the type and quality of its

instructional materials and equipment. Without the right tools and instructional

materials, you will find it challenging to perform your task of teaching effectively in an

inadequate facility. When constructed without considering its educational objectives

and purposes, a school building or classroom is worthless.

 Changes in participation structures in educational settings are frequently

studied in terms of how they impact student learning (Cornelius, L., & Herrenkohl,

LR., 2010). A teacher can arrange desks or hang student work to help motivate

students and keep them focused. They can also create sections of the class that use

warmer lighting to create an inviting atmosphere away from the common fluorescent

bulbs. In addition, a bad classroom environment is just as detrimental to learning as

a bad curriculum according to Ryan Hannah (2013).

The physical setting of the classroom is one of the first factors to have

noticeable impacts on student achievement. Any number of specifics may be

covered by this. Structure, resources, lighting, ventilation and color are only a few

examples. The effectiveness of the classroom as a learning environment can be

affected by all of these factors. Together, they can help a student's capacity for

learning, even though none of them may have much of an impact on it separately.

Teaching Strategies

When a learner uses more senses, their learning is more successful. It will be

easier to learn and understand the "learning situation" when touch, taste, and smell

are added to the senses of sight and sound. The utilization of several senses will

also offer electiveness to make learning interesting and practical. When education is

applied to real-world situations and supported by understanding gained from

practical knowledge, it is effective. The teacher will be better able to understand the

learning scenario if they use the student's experiences. For the student to gain

meaning and knowledge, experiences and other tangible tools are frequently

employed in education. The degree to which a learner needs additional experience

or other teaching tools will depend on their level of maturity and intelligence.
 The enhancement of student learning is the only goal of professional learning

communities. Collaboration, various types of professional development, and

reflection all contribute to improvement, which ultimately leads to changes in

strategy, method, and vision, but student learning is always its ultimate objective.

Glaze-Crampes, Amanda L. 2020 mentioned that STEM (Science,

Technology, Engineering, and Math) education is receiving greater importance in the

educational setting of today. The drive to develop scientific literacy, cognitive

abilities, and high-skilled employees is strongly influenced by innovation and

workforce preparedness. The attraction and retention of learners in these

professions, along with the reform of education to achieve these goals, are persistent

problems.

Teachers should develop appropriate teaching strategies to maximize each

student's chances of academic success while also taking into account the individual

differences in learning such as learning needs and learning styles.

Consequently, the research of Incikabi, Kepceoglu, and Pektas (2020),

highlights the gamification as a relatively new rapidly developing field that uses game

mechanics and game-thinking to engage individuals and address issues. There is

evidence in the literature that gamification can help learners improve higher order

cognitive skills like problem-solving as well as critical thinking. Gamification improves

students' comprehension and helps in understanding concepts, particularly in

science and math, in non-game contexts. Previous empirical research suggested

that games may serve as a useful teaching tool to improve learning and help

students understand a difficult area of study.

Tulbure (2011) support the idea that students with different learning styles

achieve better academic scores when confronted with teaching strategies that
respond to their learning preferences. Identifying students’ learning styles and

differentiating the instructional strategies have the potential to significantly enhance

the academic achievement in higher education.

The following eight categories of teaching strategies were revealed during

analysis of the studies done by Schroeder, et al (2007); Questioning Strategies,

Manipulation Strategies, Enhanced Material Strategies, Assessment Strategies,

Inquiry Strategies, Enhanced Context Strategies, Instructional Technology (IT)

Strategies, and Collaborative Learning Strategies.

Furthermore, from the study of Saido, et al. (2017), indicated that the most

popular strategy among 7th grade science teachers is the strategy for acquiring

knowledge which focused more on memorizing basic concepts in science, while the

least used strategy by science teachers is the strategy for applying knowledge such

as problem solving and hands-on activities.

 Chapter III

METHODOLOGY

Research Design

The study utilized the descriptive-correlation and developmental method of

research to determine the different factors that affects students’ interest in learning

science. A self-report questionnaire was measured and considered as a variable in

this study.

Research Locale

The locale of the study is at Lampari National High School located in the

Municipality of Banga, South Cotabato Division. The area is selected due to that

there was no study done on the factors that affect student’s interest in learning

science. The respondents are Grade 10 students who are currently enrolled at

Lampari National High School for school year 2023 – 2024.

Sampling Technique

The researcher uses cluster sampling technique in selecting participants who

currently enrolled at Lampari National High School, school year 2023 – 2024. Cluster

sampling is a method of probability sampling that is often used to study large

populations, particularly those that are widely geographically dispersed. Cluster

sampling is commonly used for its practical advantages - time and cost-efficient and

the data gathered from the sample will reflect the characteristics of the larger

population (Thomas, 2020).

Research Instrument

The research study will use questionnaire to gather information from the

respondent. This tool will help the researcher to find out the different factors

influencing students’ interest in learning science which leads to developing teaching

strategies.

Data Gathering Procedure

Data gathering begins with the questionnaire prepared by the researcher for

the approval of the adviser. The approved questionnaire will be used to record the

data from the respondents. The researcher will send a formal letter to the school

head of Lampari National High School asking permission to conduct a research

study in students of Grade 10. Furthermore, the data collected was subjected to the

following statistical treatment and analyzed. The result scores of the students who

were exposed to Activating Strategies, frequency, standard deviation, and mean will

be utilized.

Data Analysis

Data analysis is the act of reviewing data in order to find usable information,

however quantitative data analysis is the process of analyzing data that is based on

numbers or that can be quickly transformed into numbers. It is based on defining and
evaluating things statistically and numerically in order to interpret the data gathered

using numerical variables and statistics. Since the study involve quantitative data,

the descriptive analysis is being used to describe, show and summarize the gathered

from the given pre-test and post-test while the inferential analysis process was done

in order to identify significant factors that affects the learning interests of

students in science which leads in developing teaching strategies.

In this study Pearson moment correlation will be use. The Pearson coefficient

is commonly used to examine relationships between variables and to assess the

strength and direction of those relationships. It is an analytical tool for quantifying the

degree and direction of the linear link between two continuous variables.

Interacting and engaging with people involved in an issue or problem is the

only way to gain thorough knowledge and complete description, according to

Creswell (2013).

Ethical Consideration

The researcher was mindful of the ethics of research and its value while she

sought out the study's population, collected data, and disseminated her results. This

contributes to maintaining the positive perception of research. Prior to the

proceeding, participants' full consent was obtained. The respondents' voluntary

engagement in the study is crucial. Additionally, participants are allowed to withdraw

from this research at any time if they choose to do so.

Researcher Positionality

As the researcher of this study, researchers’ personality is important to

acknowledge as it may influence the way researchers approach and interpret data
collected. Researcher also acknowledge that their positionality as a researcher with

a vested interest in this topic may lead to bias in researchers’ interpretation of the

data. To mitigate this, researcher will rely on multiple sources of data and triangulate

findings with existing literature in the field.

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