Abstract

This study determined the effectiveness of scenario-based micro learning strategy in improving the basic science process skills and self-directed learning of grade 6. Descriptive correlational and pre-test – posttest design was utilized for the study. The pretest and posttest results measures the effectiveness of the strategy in improving the basic science process skills. The survey results were correlated to identify the significant relationship between the perceived experience of the respondents on the use scenario-based micro learning strategy and their post-test scores. Likewise, the perceived experience of the respondents was correlated to their level of self-directed learning skills. The findings indicated that respondents were very satisfied in terms of their experience on the use of the strategy as to scenario construct and its alignment to learning style. They feel satisfied in terms of the content covered and form. It revealed that respondents have a very high level of planning and changing skills. The pretest and posttest showed a significant difference in all terms, except for classifying. A significant relationship was revealed between the perceived experience of the respondents on the use of the strategy and their posttest scores. Furthermore, a significant relationship was established between their perceived experience and their level of self-directed learning skills. The findings suggest that teachers may use this strategy as an alternative approach in teaching science to improve the basic science process skills and self-directed learning skills of learners.

Keywords: Scenario-Based Micro learning Strategy, Basic Science Process Skills, Self-Directed Learning, Perceived Experience