The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.
basic science process skills, case-based learning, integrated science process skills, project-based learning
Khia D. Del Rosario. Corresponding author. Masters of Arts in Education- Science and Technology, Teacher 1, San Juan National High School- Department of Education. Corresponding email: khia.delrosario@deped.gov.ph
Elisa N. Chua. Doctor of Philosophy, Associate Professor, Laguna State Polytechnic University-San Pablo City Campus, Philippines. Email address: elisa.chua@lspu.edu.ph
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Cite this article:
Del Rosario, K.D. & Chua, E.N. (2023). Case and project-based learning lessons in enhancing science process skills. International Journal of Science, Technology, Engineering and Mathematics, 3 (3), 79-102. https://doi.org/10.53378/353006
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