Predictors of Science Process Skills among Grade 7 Learners in A Remote Learning Setup
DOI:
https://doi.org/10.58780/rsurj.v6i2.205Keywords:
science self-learning modules, parental support, teacher engagement, grade 7 learners, remote learning, science process skillsAbstract
This study evaluated the quality of science self-learning modules the Department of Education (DepEd) provided. It examined their impact, parental support, and teacher engagement on the development of science process skills among Grade 7 learners in a remote learning setup. The study aimed to identify key predictors of effective module use and their influence on learners' skills. A statistically significant regression model (F = 4.76, p = 0.001) revealed that attainability of objectives, content appropriateness, and presentation were critical factors, with a combined explanatory power of 8.81%. Engagement and feedback from teachers emerged as crucial, while motivation and instructional quality had less impact. Parental support significantly correlated with learners’ science process skills, particularly in educational engagement and motivation. The study used a combination of quantitative methods, analyzing data from surveys and assessments to evaluate module quality and its effects. The results underscored the importance of well-designed self-learning modules and active involvement from both parents and teachers. In conclusion, the findings highlight the need for improved module quality, increased parental support, and enhanced teacher engagement to foster scientific inquiry and skill development among learners. An intervention program is proposed to address these areas. Future research should adopt a mixed-methods approach to uncover deeper insights and contextual factors influencing science education. The study emphasizes a comprehensive strategy involving multiple stakeholders to enhance science process skills and support effective science education in remote learning environments.
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